Element 1: Visionary Leadership

When I attend professional development courses and county-wide trainings I listen to experienced teachers share how the classroom setup hasn't changed in over 100 years. I am told that we need to stop lecturing and let the students discover, create, and take charge of their own learning. But, when those trainings end, teachers leave the room without having received tools or support to make that change. 

I believe that through effective use of technology, we can disrupt the traditional classroom model, and invite students to become accountable for their own learning experience. As an Instructional Technology Coach, my vision is that Students will engage in a stimulating academic environment with challenging student-centered experiences that result in creative expression, global communication, and meaningful collaboration that will prepare them to excel in a technology-rich, global environment. 

 In my vision, I see a classroom where each student is accountable for a response to the discussion question. These same students are learning through exploration and discovery. They demonstrate their learning through projects where they can share their experiences and thought processes. These students know how to find the answers to their questions, and how to learn from their peers. In this classroom teachers act as guides and facilitators, providing guidance, support, and feedback. When schools talk about transformative technology they aren't just talking about buying more computers, but about how to use the tools they already have to change the learning experience. 

I know that this vision won't come to life overnight, but as an instructional technology coach, I strive to provide the support that will stem change. 

 Teachers

I believe that success in the classroom is reached when schools design learning that centered on student learning. I believe that each teacher is doing their best and driven to meet their students needs. Therefore, they should set the goals for their students. To support each teacher is to support them in reaching their goals. To do this, I would set up coaching cycles. During each cycle, we would set small, visible goals for students and the coaching cycle. These goals would be student-focused, with an emphasis on standards, not behaviors or activities. During each cycle, I would meet with the teacher at least once a week to review student work and design upcoming instruction. I would enter the classroom 1-3 times a week to partner with the teacher. During this time, I would not be observing, but co-teaching with them through the lesson. At the end of the coaching cycle, we would determine if the students met the learning target.  

While my goal in the classroom would be to co-teach, there may be times that a teacher asks me to model instruction. Rather than modeling a whole lesson, I would model a small portion of the lesson, demonstrating a skill or tool that the teacher is looking for support in. Afterward, I would meet with the teacher to reflect on how that instructional practice impacted student learning. If a teacher asks me to observe them in action I would ask them to specify which moment they'd like me to focus on. Later I would provide a written reflection answering three statements: 

• I saw and liked...

• I wonder...

• I have some advice to make it better...

As a lifelong learner, I believe that personal development is never done. As a school, we are able to learn from each other, and as we collaborate together, we will achieve things we cannot do alone. 

 Students

My goal with students is to empower them to be active in their own learning experiences.  I would do this by providing scaffolding and support as needed. After reviewing student work and data with their classroom teacher, we will set learning goals for student growth.  I expect to be invited into classrooms to work alongside teachers to help our students feel confident in using the tools they have access to. 

I would also focus on helping students learn to be good digital citizens. Helping to promote kindness and safety is key in establishing a strong foundation for success. I would accomplish this by providing regularly scheduled digital citizenship discussions school-wide and encouraging parents to continue those discussions with their students at home. 

I believe that allowing students to take leadership roles in helping their peers as well as their teachers provides a stronger learning community. By providing students with those opportunities they will take ownership of their citizenship both on the computer and in the classroom. 

 Parents

We can transform the classroom by helping parents and guardians to feel connected to our school. Most parents and guardians want to be involved and up to date with what is happening at their student's school. This can take the form of trying to help their student complete work at home, checking in on how their student is doing in class, or trying to stay connected to the school community. Building a strong classroom and school comes from empowering parents and guardians through the tools we share with them. This happens by providing them access to How-to guides as well as making those tools as user-friendly as possible. Meeting all accessibility standards is vital in making each member of our school community feel welcomed. 

Accountability 

After finding the initial needs before me I will set SMART goals with purpose. I will develop a PD plan with my administration. I will also meet with as many PLCs as possible. Every day I will track my work through the use of Tracker with Google Calendar to note what projects and activities fill my time. 

As I work to strengthen the school community, my ultimate goal is student achievement. After each co-teaching session I will review what happened in the classroom with the teacher. We will review student work and data regularly to map our progress and next steps. At the end of each coaching cycle, we will reflect on if students met the learning goals. 

As an instructional technology coach, I want teachers to see me as a partner and support in their classroom. I want them to feel comfortable working with me to develop instruction that will help students to be successful. I want to help them bridge gaps between communication in the classroom and at home with parents and guardians so that all adult parties can be unified in supporting the learning needs of students. My work is to help them do their jobs effectively while using their time efficiently. Teachers have a lot on their plates, and I want them to say that I helped them to work smarter and not harder. 

I want administrators to describe my work as effective scaffolding for teachers, students, and parents. I would work so that the school community was strengthened and empowered to face challenges and problems as they come. Regardless of how instruction was delivered (face-to-face, or virtually) I would be a team member that supported the instruction design and development process so that all parties felt empowered to do their best, and find success.