PSC & ISTE NETS-C 1. VISIONARY LEADERSHIP

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1 1. VISIONARY LEADERSHIP - Technology coaches demonstrate the knowledge, skills, and dispositions to inspire and lead the development and implementation of a shared vision for the effective use of technology to promote excellence and support transformational change throughout the organization. 1.1 Shared Vision Candidates facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. (PSC 1.1/ISTE 1a) 1.2 Strategic Planning Candidates facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans. (PSC 1.2/ISTE 1b) 1.3 Policies, Procedures, Programs, and Funding Candidates research, recommend, and implement policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals. (PSC 1.3/ISTE 1c) 1.4 Diffusion of Innovations and Change Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d) foundational concepts related to (1) shared vision; (2) strategic planning; (3) policies, procedures, programs and funding; or (4) diffusion of innovations and change as represented in Standard One: Visionary Leadership. define the term shared vision and explain importance of developing, communicating, and implementing a shared vision for technology use in schools and strategic plans to reach the vision. analyze how the content of national, state, and local strategic plans currently support the effective use of technology in schools. identify strategies to research, recommend, and implement policies, procedures, programs, and funding strategies to support the implementation of the shared vision as represented in the school, district, state, and federal technology plans and guidelines. identify principles of organizational change and project management useful when initiating and sustaining effective use of technology innovations in K-12 schools. facilitate the development and implementation of a shared vision for the use of technology in teaching, learning, and leadership. facilitate the design, development, implementation, communication, and evaluation of technology-infused strategic plans. research, recommend, and implement policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school, district, state, and federal technology plans and guidelines. Funding strategies may include the development, submission, and evaluation of formal grant proposals. research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. lead school-level teams in developing, communicating, and/or implementing a shared vision for the comprehensive use of technology to support a digital-age education for all students. lead school-level teams in planning, developing, communicating, implementing, and evaluating of technology-infused strategic plans at the school levels. lead activities involving researching, recommending, and implementing policies, procedures, programs, and/or funding strategies to support their local school implement the shared vision represented in school and/or district technology plans and guidelines. design innovative strategies for initiating and sustaining technology innovations and managing the change process in schools and classrooms. provide evidence of improved teaching and learning as a result of helping others successfully adopt/adapt technology innovations. produce resources related to shared visioning, strategic planning, advocacy, and innovation/change that are used by educators beyond the local school. 1

2 2. Teaching, Learning, & Assessment - Technology coaches demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments. 2.1 Content Standards & Student Technology Standards - Candidates model and facilitate the design and implementation of technology-enhanced learning experiences aligned with student content standards and student technology standards. (PSC 2.1/ISTE 2a) 2.2 Research-Based Learner-Centered Strategies - Candidates model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. (PSC 2.2/ISTE 2b) 2.3 Authentic Learning - Candidates model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. (PSC 2.3/ISTE 2c) 2.4 Higher-Order Thinking Skills - Candidates model and facilitate the effective use of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d) 2.5 Differentiation - Candidates model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (PSC 2.5/ISTE 2e) 2.6 Instructional Design - Candidates model and facilitate the effective use of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. (PSC 2.6/ISTE 2f) 2.7 Assessment - Candidates model and facilitate the effective use of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. (PSC 2.7/ISTE 2g) 2.8 Data Analysis - Candidates model and facilitate the effective use of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. (PSC 2.8/ISTE 2h) demonstrate limited understanding of foundational concepts related to (1) content standards and student technology standards; (2) research-based learning strategies; (3) authentic and meaningful learning; (4) creativity and higherorder thinking skills; (5) differentiation; (6) instructional design; (7) assessment; or (8) data analysis as represented in Standard Two: Teaching, Learning, & Assessment. identify technology literacy standards (NETS-S and any local/state student technology standards) that must be addressed in classroom instruction and develop strategies for integrating technology into content-area instruction. identify principles of research-based instruction, including the importance of implementing learnercentered instruction, meeting the needs of diverse learners, differentiating instruction, providing students with authentic and meaningful tasks, and promoting creativity/higher-order thinking skills. Identify ways that technology can support and enable research-based teaching, learning, and assessment strategies in the classroom. identify principles of effective student assessment and data analysis. identify ways that technology can support effective student assessment and data analysis in K-12 schools. implement research-based teaching, learning, and assessment strategies in their own classrooms. coach teachers in and model and facilitate the use of research-based, learner-centered strategies addressing the diversity of all students. coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students. coach teachers in and model and facilitate the use of digital tools and resources to engage students in authentic learning experiences. of digital tools and resources to support and enhance higher order thinking skills (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). coach teachers in and model and facilitate the design and implementation of technology-enhanced learning experiences making appropriate use of differentiation, including adjusting content, process, product, and learning environment based upon an analysis of learner characteristics, including readiness levels, interests, and personal goals. (continued below) provide evidence that their coaching and/or modeling practices helped other educators increase or improve technology use to support effective teaching, learning, and assessment strategies. provide evidence that their coaching and/or modeling practices related to the effective use of technology for teaching, learning, and assessment resulted in enhanced student learning. produce technology-supported instructional, assessment, and/or data analysis resources that are used by educators beyond the local school. 2

3 of research-based best practices in instructional design when designing and developing digital tools, resources, and technology-enhanced learning experiences. of diagnostic, formative, and summative assessments to measure student learning and technology literacy, including the use of digital assessment tools and resources. of digital tools and resources to systematically collect and analyze student achievement data, interpret results, communicate findings, and implement appropriate interventions to improve instructional practice and maximize student learning. 3

4 3. Digital-Age Learning Environments - Technology coaches demonstrate the knowledge, skills, and dispositions to create, support, and manage effective digital learning environments. 3.1 Classroom Management & Collaborative Learning - Candidates model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. (PSC 3.1/ISTE 3a) 3.2 Managing Digital Tools and Resources - Candidates effectively manage digital tools and resources within the context of student learning experiences. (PSC 3.2/ISTE 3b) 3.3 Online and Blended Learning - Candidates develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. (PSC 3.3/ISTE 3c) 3.4 Adaptive and Assistive Technology - Candidates facilitate the use of adaptive and assistive technologies to support individual student learning needs. (PSC 3.4/ISTE 3d) 3.5 Basic Troubleshooting - Candidates troubleshoot basic software and hardware problems common in digital learning environments. (PSC 3.5/ISTE 3e) 3.6 Selecting & Evaluating Digital Tools & Resources - Candidates collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure. (PSC 3.6/ISTE 3f) 3.7 Communication and Collaboration - Candidates utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. (PSC 3.7/ISTE 3g) demonstrate limited understanding of foundational concepts related to (1) classroom management and collaborative learning; (2) managing digital-age tools and resources; (3) online and blended learning; (4) adaptive and assistive technology; (5) basic troubleshooting; (6) selecting and evaluating digital tools and resources; or (7) communication & collaboration as represented in Standard Three: Digital Learning Environments. identify strategies for effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-rich learning environments. maintain and manage a variety of digital tools and resources in their own classrooms. identify research-based strategies for using online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators. experiment with online and blended learning, digital content, and collaborative learning networks to support and extend student learning in their own classrooms. identify the types of adaptive and assistive technologies to support student learning. identify principles of basic troubleshooting basic software, hardware, and connectivity problems common in digital learning environments. identify strategies and processes for selecting and evaluating digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure. identify digital communication and collaboration tools useful for communicating locally and globally with students, parents, peers, and the larger community. coach teachers in and model and facilitate effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources. coach teachers in how to effectively manage digital tools and resources within the context of student learning experiences. coach teachers in and develop, model, and facilitate the use of online and blended learning, digital content, and learning networks to support and extend student learning and expand opportunities and choices for professional learning for teachers and administrators. coach teachers in and facilitate the use of adaptive and assistive technologies to support individual student learning needs coach teachers in how to troubleshoot basic software and hardware problems common in digital learning environments. coach teachers in how to collaborate with teachers and administrators to select and evaluate digital tools and resources for accuracy, suitability, and compatibility with the school technology infrastructure. coach teachers in and utilize digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community. provide evidence that coaching and modeling efforts improved other teachers ability to manage technology-rich learning environments and/or implement online and blended learning in their classrooms. provide evidence that their maintenance, management, troubleshooting, selection, and evaluation activities resulted in increased student and educator access to technologies. produce resources related to improving digital-age learning environments that are used by educators beyond their local school. 4

5 4. Digital Citizenship & Responsibility Technology coaches demonstrate the knowledge, skills, and dispositions to model and promote digital citizenship and responsibility. 4.1 Digital Equity - Candidates model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. (PSC 4.1/ISTE 5a) 4.2 Safe, Healthy, Legal & Ethical - Candidates model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies. (PSC 4.2/ISTE 5b) 4.3 Diversity, Cultural Understanding & Global Awareness - Candidates model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. (PSC 4.3/ISTE 5c) foundational concepts related to (1) digital equity, (2) safe, healthy, legal and ethical use, or (3) diversity, cultural understanding, and global awareness as represented in Standard Four: Digital Citizenship & Responsibility. identify strategies and best-practice examples for achieving equitable access to digital tools and resources and technologyrelated best practices for all students and teachers. explain key issues, principles, policies, and legislation that define/influence what is considered safe, healthy, legal, and ethical uses of digital information and technologies in K-12 schools. identify best-practice examples of how digital-age communication and collaboration tools are used to promote diversity, cultural understanding, and global awareness through local and global interactions among students, peers, parents, and the larger community. coach teachers in and model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers. coach teachers in and model and facilitate the safe, healthy, legal, and ethical uses of digital information and technologies. coach teachers in and model and facilitate the use of digital tools and resources to support diverse student needs, enhance cultural understanding, and increase global awareness. provide evidence that strategies they implemented have resulted in greater digital equity, respect for diversity, cultural understanding, and global awareness. provide evidence that strategies they have implemented have had an impact on aligning technologyrelated practices to safe, healthy, legal, and ethical uses of technology. produce resources related to digital citizenship and responsibility that are used by educators beyond their local school. 5

6 5. Professional Learning & Program Evaluation - Technology coaches demonstrate the knowledge, skills, and dispositions to conduct needs assessments, develop technology-based professional learning programs, and design and implement regular and rigorous program evaluations to assess effectiveness and impact on student learning. 5.1 Needs Assessment - conduct needs assessments to determine school-wide, faculty, grade-level, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs. (PSC 5.1/ISTE 4a) 5.2 Professional Learning - develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b) 5.3 Program Evaluation - design and implement program evaluations to determine the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning. (PSC 5.3/ISTE 4c) foundational concepts related to (1) needs assessment, (2) professional learning, or (3) program evaluation as represented in Standard Five: Professional Learning and Program Evaluation. identify research-based principles of adult learning and standards for high-quality professional learning/evaluation. identify best-practice examples of how these principles and standards have been implemented to support the effective use of technology in K-12 schools. conduct needs assessments to determine school-wide, faculty, gradelevel, and subject area strengths and weaknesses to inform the content and delivery of technology-based professional learning programs. develop and implement technologybased professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. design and implement program evaluations to determine the overall effectiveness of professional learning on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning. provide evidence that technologyrelated professional learning programs increased or improved the use of technology in the classroom and/or improved student learning. produce resources related to technology-related professional learning and program evaluation that are used by educators beyond their local school. 6

7 6. Candidate Professional Growth & Development - Technology coaches demonstrate the knowledge, skills, and dispositions to engage in continuous learning, reflect on professional practice, and engage in appropriate field experiences. 6.1 Continuous Learning - Candidates demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice. (PSC 6.1/ISTE 6a, 6b) 6.2 Reflection - Candidates 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. (PSC 6.2/ISTE 6c) 6.3 Field Experiences - Candidates engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. (PSC 6.3) Do Not Meet Approaches Meets Exceeds foundational concepts related to (1) continuous learning, (2) reflection, or (3) field experiences as represented in Standard Six: Candidate Professional Growth & Development. identify strategies for continuous growth and development in technology integration and current and emerging technologies and applying them to improve personal productivity and professional practice. identify qualities and best-practices of a reflective practitioner and why selfevaluation/reflection is beneficial. identify appropriate field experiences. demonstrate continual growth in knowledge and skills of current and emerging technologies and apply them to improve personal productivity and professional practice. regularly evaluate and reflect on professional practice and dispositions to improve and strengthen the candidate s ability to effectively model and facilitate technology-enhanced learning experiences. engage in appropriate field experiences to synthesize and apply the content and professional knowledge, skills, and dispositions identified in these standards. produce resources or engages in professional activity that assist others in engaging in continuous learning. produce resources or engages in professional activity that assist others in evaluating their own professional practice and/or dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences. provide evidence that these resources or professional activities have contributed to the professional growth of other technology coaches or educational leaders responsible for supporting effective technology implementation. 7