2A. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.
Technology Integration Plan
Model Math Lesson
Artifact: The attached documents are plans for 2 content area subjects. They are ELA and Math. The documents are plans that in detail, state how technology can be integrated in the content areas and can be used to transform learning.
Rationale: These two examples are models that meet the standard because they are specific to the content areas. Both English and Math are specifically highlighted here and show how technology can be integrated specifically.
2B. 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.
Instructional Strategies Activities 1
Instructional Strategies Activities 2
Artifact: The first attachment is a screencast of how to use a website with content area resources. It is used to walk teacher through the tool and how to use it to meet the needs of their diverse students. The second attachment is a tool that is used to verify or assess the teachers knowledge of the information after the walkthrough.
Rationale: These two examples are models that meet the standard because they provide professional development to teachers in specific content areas. In addition, they model student centered activities that the teachers can utilize in their own classrooms. The assessment tool is used to get feedback.
2C. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience.
Problem-Based Learning
Artifact: The screencast submitted is a tool that allows teachers to be able to look up problem based learning resources for their classrooms. They can specifically use the site to search by standards and grade level. The screen cast offers an overview of how the tool works and how they can use it as well.
Rationale: Problem-Based Learning (PBLs) offer teachers an opportunity to teach students with real world problems or scenarios. The website provided in the example is an excellent source to use and share with teachers who are looking to incorporate it in their content areas.
2D. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (such as critical thinking, metacognition and self-regulation).
Higher-Order Thinking
Artifact: The attachment is a recording demonstrating how to use a function machine to teach about higher order thinking. It is a content area specific tool and it walks teacher through how to use the tool.
Rationale: This screencast meets the standard because it is a great tool for teachers to help students practice their critical thinking skills through higher order activities.
2E. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product and learning environment based on student readiness levels, learning styles, interests and personal goals.
Universal Design For Learning (UDL) Project
Student, Environments, Tasks, and Tools (SETT) Framework - Case Study
Interactive Learning Project
Artifact: The UDL Lesson is a plan in which a lesson is broken down and uses technology to enhance learning. It using the scaffolding technique with explicit instruction while still keeping in mind all the students in the room and their accommodations (special education and ELLs). The SETT plan is a plan that integrates technology as an assistive tool to help students with special needs be able to meet their goals. The interactive lesson, offers differentiation for students by integrating sounds, images, animation and interaction, for all types of learners, while still meeting the content area goals (world language).
Rationale: These samples meet the requirement because they should how technology can be used to differentiate or support learning. The UDL shows how technology can be used to scaffold learning. The SETT framework, keeps students in mind and provides the appropriate tools to assist them. The interactive learning project appeals to students learning styles and interests. All of these lead to the accomplishment of the students' personal goal.
2F. Coach teachers in and model incorporation of research- based best practices in instructional design when planning technology-enhanced learning experiences.`
Coaching Video
Design Document (Slide)
Design Document (Doc)
Artifact: The attachments are 3 parts but are all for coaching. The video is a screen cast walk through of how the tool works. The document is a plan that integrates the tool in a lesson for a content area (world language) classroom. The last is the actual interactive tool. These three parts are used to complete a coaching session by providing the walkthrough, the plan and the tool.
Rationale:These artifacts are technology enhanced learning experiences. They are examples of how lessons and resources can be transformed through the usage of technology.
2G. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.
Electronic Portfolio
Implementation Case Study
Software Development Proposal
Artifact: The attached document is proposal for a software that could help evaluate and assess student progress. Star Renaissance helps students keep track of their progress and how they can meet the clear targets that they have set forth for themselves. In addition to helping students, by regularly assessing students and be able to help form individualized plans that can help students. Attached you will find a breakout of how Star Renaissance works and how it can improve the teaching and learning environment, through its usage of data to calculate student growth.
Rationale: This artifact offers teachers a tool that can help them assess student learning and literacy. It is software that align to content standards and offer formative and summative assessments.
2h. Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Needs Assessment
Artifact: Teachers and staff will take the questionnaire provided to be able to give honest and accurate information about the instructional technology needs as a whole in their building. I want to know how confident they feel using technology in their classroom, based on the professional development that they are given and if they are given any at all. With this information given, I will be able to see what areas are lacking for the goals of the district to be met.
Rationale: This needs assessment is a tool that can be used to collect data from teachers to ensure that they appropriate and effective professional development. The needs assessment allows the coach to be able to meet the needs of the teachers and students.
Technology Integration Plan
Model Math Lesson
Artifact: The attached documents are plans for 2 content area subjects. They are ELA and Math. The documents are plans that in detail, state how technology can be integrated in the content areas and can be used to transform learning.
Rationale: These two examples are models that meet the standard because they are specific to the content areas. Both English and Math are specifically highlighted here and show how technology can be integrated specifically.
2B. 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.
Instructional Strategies Activities 1
Instructional Strategies Activities 2
Artifact: The first attachment is a screencast of how to use a website with content area resources. It is used to walk teacher through the tool and how to use it to meet the needs of their diverse students. The second attachment is a tool that is used to verify or assess the teachers knowledge of the information after the walkthrough.
Rationale: These two examples are models that meet the standard because they provide professional development to teachers in specific content areas. In addition, they model student centered activities that the teachers can utilize in their own classrooms. The assessment tool is used to get feedback.
2C. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience.
Problem-Based Learning
Artifact: The screencast submitted is a tool that allows teachers to be able to look up problem based learning resources for their classrooms. They can specifically use the site to search by standards and grade level. The screen cast offers an overview of how the tool works and how they can use it as well.
Rationale: Problem-Based Learning (PBLs) offer teachers an opportunity to teach students with real world problems or scenarios. The website provided in the example is an excellent source to use and share with teachers who are looking to incorporate it in their content areas.
2D. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (such as critical thinking, metacognition and self-regulation).
Higher-Order Thinking
Artifact: The attachment is a recording demonstrating how to use a function machine to teach about higher order thinking. It is a content area specific tool and it walks teacher through how to use the tool.
Rationale: This screencast meets the standard because it is a great tool for teachers to help students practice their critical thinking skills through higher order activities.
2E. Coach teachers in and model design and implementation of technology-enhanced learning experiences using differentiation, including adjusting content, process, product and learning environment based on student readiness levels, learning styles, interests and personal goals.
Universal Design For Learning (UDL) Project
Student, Environments, Tasks, and Tools (SETT) Framework - Case Study
Interactive Learning Project
Artifact: The UDL Lesson is a plan in which a lesson is broken down and uses technology to enhance learning. It using the scaffolding technique with explicit instruction while still keeping in mind all the students in the room and their accommodations (special education and ELLs). The SETT plan is a plan that integrates technology as an assistive tool to help students with special needs be able to meet their goals. The interactive lesson, offers differentiation for students by integrating sounds, images, animation and interaction, for all types of learners, while still meeting the content area goals (world language).
Rationale: These samples meet the requirement because they should how technology can be used to differentiate or support learning. The UDL shows how technology can be used to scaffold learning. The SETT framework, keeps students in mind and provides the appropriate tools to assist them. The interactive learning project appeals to students learning styles and interests. All of these lead to the accomplishment of the students' personal goal.
2F. Coach teachers in and model incorporation of research- based best practices in instructional design when planning technology-enhanced learning experiences.`
Coaching Video
Design Document (Slide)
Design Document (Doc)
Artifact: The attachments are 3 parts but are all for coaching. The video is a screen cast walk through of how the tool works. The document is a plan that integrates the tool in a lesson for a content area (world language) classroom. The last is the actual interactive tool. These three parts are used to complete a coaching session by providing the walkthrough, the plan and the tool.
Rationale:These artifacts are technology enhanced learning experiences. They are examples of how lessons and resources can be transformed through the usage of technology.
2G. Coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.
Electronic Portfolio
Implementation Case Study
Software Development Proposal
Artifact: The attached document is proposal for a software that could help evaluate and assess student progress. Star Renaissance helps students keep track of their progress and how they can meet the clear targets that they have set forth for themselves. In addition to helping students, by regularly assessing students and be able to help form individualized plans that can help students. Attached you will find a breakout of how Star Renaissance works and how it can improve the teaching and learning environment, through its usage of data to calculate student growth.
Rationale: This artifact offers teachers a tool that can help them assess student learning and literacy. It is software that align to content standards and offer formative and summative assessments.
2h. Coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.
Needs Assessment
Artifact: Teachers and staff will take the questionnaire provided to be able to give honest and accurate information about the instructional technology needs as a whole in their building. I want to know how confident they feel using technology in their classroom, based on the professional development that they are given and if they are given any at all. With this information given, I will be able to see what areas are lacking for the goals of the district to be met.
Rationale: This needs assessment is a tool that can be used to collect data from teachers to ensure that they appropriate and effective professional development. The needs assessment allows the coach to be able to meet the needs of the teachers and students.