Embedded Files
4.2 Coaches model the ISTE Standards for Students and the ISTE Standards for Educators and identify ways to improve their coaching practice.
a) Pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders.
b) Actively participate in professional learning networks to enhance coaching practice and keep current with emerging technology and innovations in pedagogy and the learning sciences.
c) Establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice.
ARTIFACTS
Canvas Certified Educator
ISTE 4.2.a, b
Individuals who have earned this badge have successfully completed all of the requirements of the Canvas Certified Educator program for K12 educators. The CCE courses are connected and designed to help support the participants' success, strengthen their Canvas implementation, and amplify instructional practices that are aligned to learning outcomes and student needs. Throughout the CCE courses the participant has: Identified and applied the skills and strategies to create engaging and responsive learning environments in Canvas. Leveraged technology at various levels of integration to effectively align and target learning goals. Demonstrated understanding that well-designed technology-integrated learning experiences rely on the interdependence between context, content, and instructional practice. Assessed learning shifts from teacher-directed learning practices to student-directed personalized learning practices. Within each course, the participant has experienced first-hand the scaffolded journey of moving through a learning progression from substitution and consumption of information toward redefinition and the creation and application of learning experiences that integrate transformative practices and tools.
ELECTIVE: Promoting Digital CitizenshipStudents have explored the ways Canvas can support the three aspects of Digital Citizenship for Limitless Learning: equitable access to technology, safe and ethical computing, and global communication.
ELECTIVE: Managing a Technology-Rich Learning Environment with CanvasStudents have explored the ways Canvas can support classroom management and collaboration in a technology-rich learning environment.
CORE 1: Foundational Frameworks. This course explores the impact of tech on student learning and how Canvas can help educators improve student motivation and achievement.
CORE 2: Engagement Strategies K-12. In this course, students have examined the ways that Canvas can help enrich teaching practices. What teachers do in the classroom impacts the long-term academic success of students. By leveraging strategies that enhance engagement, motivate learners, increase participation, and create a progression toward learning goals, educators can maximize their impact on student achievement.
CORE 3: Personalized Learning K-12. In this course, students have investigated the power of personalized learning. Allowing students to have input on the learning topics that they feel passionate about and creating choice opportunities for presentation format can have a deep impact on the student learning experience. Canvas provides many tools to create opportunities for student voice and choice within the learning environment. Making the shift to a student-centered approach means thinking differently about the role of the learner from receiver of learning to active participant.
CORE 4: Transformational Practices with Digital Tools. In this course, students will evaluate a variety of digital learning tools to enhance learning in Canvas. With its dedication to open standards, Canvas provides many opportunities to create and maintain high-engagement courses and allows the flexibility for incorporating a host of tools that can be embedded or integrated. As educators think about the types of digital tools and resources they will use in their classrooms and recommend to their colleagues, they know that technology tools should help to promote the 4Cs for students: communication, collaboration, critical thinking, and creativity.
Informal Educational Conversation
ISTE 4.2.b, c
ITC: Instructional Technology Coach the title of my job, but also the abbreviation for my podcast - Interviewing The Change.
Get to know and learn about the innovative educators at Patriot High School. Follow the journey that brought them to where they are today, what their dreams, goals, aspirations, and vision for the future are, along with what kind of legacy they are leaving behind for others.
Listen on Spotify!
Check out the latest episode below
Advisory Feedback Form
ISTE 4.2.c
This form was used at the end of each new Advisory lesson for the Class of 2027. This not only provides me feedback on how many students are capable and knowledgeable of the content, but also gives me some insight as to how many teachers and students participated in the lesson. Knowing this kind of data is important for the Advisory lessons to be tailored to the specific needs of students. It also gives me a chance to pop in to a teacher's classroom and make sure they are delivering the lessons appropriately.
The final question on the form "Complete the sentence starter with one thing you learned from today's lesson." is changed with every lesson. I am incorporating the 7 Steps to a Language-Rich, Interactive Classroom training that I was fortunate enough to receive this year.
Being a Connected Learner in Prince William county is very simple. On a daily basis, I participate in the High School ITC professional educator chat group and visit the ISTE forums for ideas and resources with an end goal of assisting and progressing the use of technology. PWCS offers a professional learning catalog that allows me to register and participate in various professional learning opportunities. Some of these are hosted locally and others are in collaboration with different software companies like Adobe or Canva. A few of the larger trainings that I've participated in include the Microsoft Innovative Educator training and the Canvas Certified Educator training.
The hardest part about all this training is finding time in my schedule to be a learner for myself before I disseminate that information throughout the building. I find it difficult to remain available for teachers in the building while at the same time working on my own skills. Therefore, some of the times I’m doing trainings outside of my work hours - but that’s OK to me beacuse those times that the teacher seeks me out dwindle as I give them the resources and provide templates, documents, and places to navigate to for their own benefit and use.
Google Sites
Report abuse