The wording of this substandard is very closely aligned to the first substandard, however, the focus is on the ways in which coaches can support technology-enhanced learning experiences that meet diverse needs of students. Specifically, coaches are asked to use “a variety of research-based, learner-centered instructional strategies and assessment tools” in order to equip teachers to use technology to meet the needs and interests of diverse students.
For this substandard, I really hone in on the research-based and learner-centered strategies for professional development. I am passionate about this area because I have had to sit through so many ineffective professional development sessions in my career as a teacher. The other aspect of the standard narrows the focus of technology-enhanced learning towards meeting the needs of diverse learners.
For my first piece of evidence, I reflect on a blog post that I wrote detailing the ways that administrators and coaches can apply active learning principles to professional development. These principles are best practice for using technology to train teachers. The best way for students to learn is by doing and the same applies to teachers.
My next piece of evidence is another reflection on a blog post that I wrote which outlines the workshop model for professional development. The workshop model is a way for administrators and coaches to differentiate professional development based on teacher interest and skill level. This model, like the active learning one, reflects principles of adult learning.
My last piece of evidence is a post that I recently wrote which introduces coaches and teachers to the basics of blended learning which is a research-based way to support individualized learning and differentiation in the classroom.