ISTE Coaching Standard & Indicator 1c: Advocate for policies, procedures, programs and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines.
Over the past few months, my instructional technology colleagues and I researched, planned, and submitted a proposal to create Technology Learning Cohorts (TLC) for the next school year. These cohorts with be comprised of dedicated teachers who are committed to year-long professional learning where technology is used as a means to adapt and grow their instruction to meet the needs of their learners. We are targeting two groups of elementary teachers whose students are using Chromebooks 1:1 or 2:1 and will offer 5 day-long release sessions throughout the school year. We, as the Digital Learning Team, expect the Technology Learning Cohort teachers to enhance their teaching practices to meet the needs of the 21st century learner. We adapted the framework of the learner from the ISTE Standards for Students. In order to personalize or differentiate the learning there will be 2 phases that teachers can self-select through an application process. Phase 1 is where teachers learn technology by building personal capacity in a supportive environment. Phase 2 teachers will learn best pedagogical applications in the classroom. The goals are that teacher pedagogy will be shifted to further engage the student learners and new learning will become common instructional practice. Each Technology Learning Cohort member will have the ability to focus on a skill or process of their own choosing. Teachers will also have the opportunity to showcase their learning.
In the following blog post, I learned how an instructional technology director shaped her vision of a district wide technology plan. It has since influenced me to advocate for policies, procedures, programs and funding strategies to support implementation of a shared vision.