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WHY SHOULD WE TALK ABOUT COACHING?


Evaluation Standards Alignment


1b. Instructional technology facilitators lead an instructional technology program
that supports 21st Century teaching and learning.

Accomplished descriptor: Leads the deployment of a 21st Century digital conversion, including coaching, co-teaching, and mentoring school staff.


4c. Instructional technology facilitators model, share, and promote
effective principles of teaching and learning.

Instructional technology facilitators use a variety of instructional strategies and assessment tools to model and promote digital-age learning experiences and apply their expertise to coach others in collaboration, digital literacy, 21st Century communication, inquiry-based learning, and digital citizenship. Instructional technology facilitators demonstrate and facilitate the effective use of 21st Century tools and resources to encourage meaningful and authentic learning experiences.

Proficient descriptor: Applies expertise in digital-age learning to coach school staff in digital literacy, 21st Century communication, inquiry-based learning, digital citizenship, and digital safety.


5b. Instructional technology facilitators link professional growth to their professional goals.

Instructional technology facilitators actively seek professional development to help them maintain a leadership role as a teacher, technology specialist, and coach in the use of current and emerging technologies.


5c. Instructional technology facilitators function effectively in a complex,
dynamic environment.

Instructional technology facilitators demonstrate leadership and flexibility in adapting to a rapidly changing information and technology environment. They act as leaders in coaching teachers, administrators, and students to thrive in a complex technology landscape. They continuously seek current best practices and adapt their professional practice based on research and student data to support school goals.


Effective Coaching Can Lead to Transformation


Conclusions from studies about coaching
  • coaching
    • encourages collaborative, reflective practice
    • allows teachers to apply their learning more deeply, frequently, and consistently
    • improves capacity to reflect and apply their learning to their work with students and with each other
    • supports collective leadership across a school system
    • promotes a collaborative culture where school staffs feel ownership and responsibility for leading improvement efforts in teaching and learning
    • can help create the conditions necessary for instructional practices to change and student outcomes to improve
  • effective embedded professional learning promotes positive cultural change

(Aguilar, 8-9)

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