ISTE Coaching Standard 2 provides eight benchmarks for technology coaches to assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant and engaging learning experiences for all students. My focus is on benchmark f: Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences. ISTE Coaching Standard 6 provides three benchmarks for technology coaches to demonstrate professional knowledge, skills and dispositions in content, pedagogical and technological areas as well as adult learning and leadership and to continuously deepen their knowledge and expertise. My focus is on benchmarks b: Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice; and c: Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences
How can school administration support peer coaching?
Peer coaching is sustainable only if it is supported by school administration. Although it is possible for two ambitious colleagues to engage in a peer coaching relationship of their own volition, the results are diminished if this model is not adopted at the whole-school level.