ISTE Standard for Coaches 4.2, The Connected Learner, states: “Coaches model the ISTE Standards for Students and the ISTE Standards for Educators, and identify ways to improve their coaching practice.”
Performance indicators:
- 4.2.a. Pursue professional learning that deepens expertise in the ISTE Standards in order to serve as a model for educators and leaders.
- 4.2.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.
- 4.2.c. Establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice.
Supporting evidence for ISTE Standard 4.2:
I regularly pursue professional learning that deepens my expertise in the ISTE standards (ISTE Standard 4.2.a). One example is a subscription to ISTE.org. My Basic Membership offers professional development opportunities, an online community where members can connect, many resources and savings on online courses, the ISTE conference, and books. This membership has been especially helpful in learning about ISTE standards and research on technology in education.
To keep current with emerging technology and innovations in pedagogy and the learning sciences, I am active in the following Professional Learning Networks:
- PLC at the school where I work
- The following Facebook groups: iFLT/NTPRS/CI Teaching, AP Spanish Language and Culture Teachers, & Tech for World Language Teachers
- The Commons, a forum where ISTE members connect, share and learn from each other.
In addition to actively participating in Professional Learning Networks (ISTE Standard 4.2.b), I am also a member of Washington Association for Language Teaching (WAFLT). Being a member of this association offers resources, ongoing professional development and networking. Often, new strategies on teaching/learning and digital technology are shared by practicing professionals. These conferences offer opportunities to learn from other educators, see examples of their work, ask questions and share ideas. I also had the opportunity to be a presenter at the 2021 WAFLT Virtual Conference. Presenting at this conference allowed me to reflect, continue improving my coaching and teaching practice.
In an effort to collaborate, model and promote the ISTE standards for Students and Educators, I strive to promote shared goals and meet regularly to reflect on and discuss ways to incorporate ISTE standards and 21st century skills in our curriculum. For example, ISTE standard for Educators is addressed in my blog post Fitting Problem-Based Learning in the Traditional School System where I present the research on the effectiveness of Problem-Based Learning and the importance of teacher collaboration to improve student achievement (ISTE Standard for Educators 2.4).
Also, my blog post “Teaching ISTE standards and 21st Century Skills through scholastic journalism” serves as a model for designing authentic lessons with learner-driven activities and accommodates learner variability (ISTE Standard for Educators), and with 21st Century Learning and ISTE Standards for Students. It is an example of how continually improve my teaching practice (ISTE Standard 4.2.c).
After the Peer Coaching project, I took time to reflect on what went well, and what could be improved. The reflection was directly related to meeting our previously established goals. Were students’ experience and learning outcomes as we expected? Based on our experiences, how can we improve the lesson further? My coaching partner and I met to discuss these reflections. This meeting gave me a deeper understanding of and we later met with the principal to share our successes and discuss our needs.
As an additional evidence on how I reflect to continually improve my coaching and teaching practice (ISTE Standard 4.2.c), I have included a small random sample of reflective entries regarding my teaching and coaching experience in the following Reflective Journal.
