Instructional technology facilitators collaboratively create, align, and implement programs guided by state and national guidelines and research-based best practices. Instructional technology facilitators align program goals with local strategic plans placing a priority on student learning and curriculum requirements.

• • • The Professional Development/Learning Experiences that I led with both schools always pointed to national & state standards and/or the WCPSS Strategic Plan. This can be seen in the slide presentations in the artifacts section.

    • Throughout this year and last year as the strategic plan has been modified and focus has shifted in various areas, I have made sure to provide resources in terms of digital tools, instructional frameworks, and pedagogical theories.

    • In the Digital Learning Early Release Day Training specifically, we examined who the learners are in our classes and why type of teaching and learning strategies need to be in place to make learning successful for our students. This was validated by research data that small groups of teachers talked about as prescribed in the event activities.

Instructional Technology Facilitators exhibit flexibility, adaptability, and resourcefulness in an ever-changing technology environment. Effective instructional technology facilitators model and apply information and technology standards as they design and implement learning experiences for both students and educators.

• • • As exemplified by the "My Role as your ITF" video on the Standards page, at both schools I serve I invite teachers to schedule individual time for personalized professional development, host planning period PD sessions, and large group and/or PLT planning sessions. In addition, I offer video tutorials online through the Synergy In Ed website that teachers could refer back to as they needed to.

    • My schedule as ITF has been a structured rotation of Monday through Wednesday morning at WFHS and Wednesday afternoon through Friday at HHS. However, in the event that teachers needed assistance with a project they were working on with their classes and they needed an in class tech tool tutorial with students, I would make myself available to their scheduling needs.

    • Each quarter/semester I would create and send out a Technology Update that had information from my ITF meetings, new information about what was happening with tech in the district, new ideas around tech tools for them to use in their lessons, classes, and PLCs.

The instructional technology program offers an effective teaching and learning best practices model in the 21st Century digital conversion of the school in support of student success. Combining their broad content, pedagogical and technology understanding, Instructional Technology Facilitators advance student learning, creativity, and innovation in both traditional and virtual environments.

• • • As a part of my PD sessions at either school, I would also strive to model digital learning and teaching methods with teachers so that they could replicate that with their students. This often included teachers participating in small group activities performing learning task that included BYOD or 3:1 devices to research, evaluate data, or create products that they themselves could come back to as a reference later when working with students. One example of this is the "Growing Students with Digital Feedback" presentation seen in the artifacts below.

    • My PD sessions included several learning protocols that teachers could and would have been able to use the next day in classes with students, both virtually and in traditional scenarios.

Instructional technology facilitators generate positive student outcomes by leading, modeling and promoting effective collaborative practices that support and create an effective learning community. They demonstrate persistence, creativity, and openness in establishing relationships and building partnerships.

• • • One way that I accomplished this element was through the implementation of BYOD Teacher Cohorts. I hosted several planning period PD sessions around Digital Learning, Instructional Technology Frameworks, Classroom Management, and Flipped Classroom model. In these sessions, the cohort teacher teams would pair together or work as a group to solve issues, plan lessons, and/or collaborate on unit designs and how to incorporate technology in a meaningful way.

    • As mentioned before, I utilized Google Classroom and Team Drives to create digital commons where teachers could share out ideas, lesson plans, general tech questions, etc. to the greater group for a community answer.

Instructional Technology Facilitators review data to inform instructional planning while collaborating to design, facilitate, and evaluate instruction based on research and best practices.

• • • At the start of every year, I sent out a Digital Presence Survey to teachers that helped in creating several data points including LMS usage/preference, digital communication tools usage/preference, use of Google Apps with the whole learning community, and Social Media like Twitter and Facebook in Professional Development. I worked with the API at both schools to discuss these findings in planning and preparation for PD throughout the school year. Similarly, at the end of the year, I would send out a "What's Next" survey in anticipation for the following years PD activities and gathering a pulse on what teachers needs might be around professional learning over the summer and going into the next year.

    • The use of data to guide my practice in support of student and teacher success could be seen through my work with the statewide North Carolina Digital Learning Coaches Network and the Friday Institute at NCSU. One of our objectives as a group was using a survey designed for our staff and their experience with instructional technology and professional development. Through that survey, I learned that both of the schools I serve had serious needs in the math departments on incorporating tech. With that information I created a google form that asked math teachers to share with me their most challenging concepts, lessons, or units in their content area and collaborated with them on using appropriate technology to meet their goals as a teacher and the needs of students.

Instructional Technology Facilitators work collaboratively to identify and select resources for curriculum support and partner with teachers to create instruction that is enhanced and enabled by relevant and effective digital tools and resources.

• • • Through my work with our NE Regional ITLMS PLT I was able to work with schools who did not have an ITF in supporting initiatives like BYOD. Additionally, we collaborated around supporting MTACs at each school.

    • I was able to lead PD sessions on SAS Curriculum Pathways at other WCPSS schools other than the two I serve like Reedy Creek Elementary, Heritage Middle, and Broughton High School. Additionally, I collaborated with other ITFs in the district over the past two years on grad school projects and school initiatives that helped extend both our own professional learning but also that of our staff and ultimately student learning.

    • As a presenter at NCTIES conference, I collaborated with educators from across the state to create a PLEARNing board of digital tools that teachers could use in providing digitial feedback to their students.

    • As a participant in two workshops at NCCAT, Expanding Your Digital Toolbox & Transforming Professional Learning in NC, I have been able to take back several ideas to teachers, club leaders, and Administrators around new digital learning tools and also ideas around professional learning for the learning communities that I serve.

    • As an ITF I have advocated in my schools, my district, and via social media as well as helped in guiding teachers in the use of tech tool discovery using available resources in the NCEd Cloud/Homebase portal as well as resources like LeaRn in the WakeID portal.

    • This summer I am working with NCDPI in leading professional development across the state of NC on the Digital Learning Competencies and ways that teachers can incorporate appropriate technology into their lesson and unit design. As a part of these sessions we as presenters are challenged to incorporate an awareness of and understanding of UbD and UDL elements.

    • Lastly, I am presenting at ISTE this year on Crossing the EdTech Bridge which is a poster session on how educators can connect with edtech companies to form a symbiotic relationship. This relationship helps build the professional capacity of the teacher, provides an understanding of design principles and AGILE/Software development and how that can translate into Project/Problem/Inquiry Based Learning lessons and unit designs, as well give teachers provide input and evaluate tech tools that they use in their own classes and schools with students regularly.

Instructional technology facilitators demonstrate ethical principles including honesty, integrity, fair treatment, and respect for others. Instructional technology facilitators uphold the Code of Ethics for North Carolina Educators and the Standards for Professional Conduct.

• • • I have met this standard both in person and virtually by leading/participating in discussions about Digital Citizenship in my school, district meetings and twitter chats, and with students in classrooms through presentations like "Being Positively You: Taking control of your digital presence."