ISTE Standards: For Coaches
The coaches section of the ISTE Standards illustrates the characteristics, activities, philosophies and mindsets of today’s instructional technology coaches. Because coaches have a unique role as capacity builders and implementation experts, these standards guide coaches in ensuring that learning with technology is high impact, sustainable, scalable and equitable for all. This section also helps define the role of the coach and show how that role relates to the roles of students, educators and education leaders.
Includes education stakeholders (e.g. classroom teachers, principals, instructional leaders, district leaders and administrators (policymakers), as appropriate.
A cycle of improvement for working with educators to set goals, plan, implement and reflect; see research for evidence-based frameworks or models.
Work together with common purpose and foresight to visualize the full potential of technology to transform teaching and learning.
Access to resources educators can use to expand high-impact learning opportunities for students (e.g., experiential learning vs. memorization); meeting the needs of learners regardless of their ability, gender, ethnicity, socio-economic status, language or physical needs.
For example, building relationships with educators and leaders where a coach is approachable, accessible, available and non-evaluative.
Work together with common purpose and foresight to visualize the full potential of technology to transform learning and teaching
Model best practices and behaviors; lead, mentor and support others
Learning is designed with student outcomes in mind, and instruction is grounded in pedagogical research and the learning sciences.
Showcase educators and their classroom projects to serve as models for others.
Vendors who offer tools or professional learning for an education audience.
Serve as liaison between stakeholders to carry out the vision and solve problems.
Individuals who intentionally and transparently adopt and demonstrate best practices.
An interdisciplinary field bringing together findings from research into cognitive, social and cultural psychology, neuroscience and learning environments, among others, with the goal of implementing learning innovations and improving instructional practice.
Shifts in teaching and learning, such as increased personalization and differentiation; real-time or asynchronous collaboration; authentic projects with experts and real-world data; providing immediate feedback using digital tools; competency-based assessments and data analysis tools.
New technologies or using existing technology in new ways.
Virtual, blended learning or in-person communities, like professional learning communities.
A set of mutually agreed upon objectives that guide collaborative work.
Learn, try out and iterate a variety of proven, promising and emerging instructional strategies.
Dispositions that strengthen the working relationship between coaches and educators, such as social-emotional awareness, self-awareness, a sense of ethics and integrity, active listening and effective communication.
Content that reflects the multicultural nature of society.
A broad range of learning materials available via devices, such as digital media and podcasts; digital curriculum, news and websites; digitized original or historical resources; and virtual field trips or virtual reality.
Process to evaluate and make decisions about purchasing edtech solutions that may address efficacy, the learning sciences, interoperability, privacy, etc., and once decisions are made, incorporating selected resources into regular practice and workflows.
Establishing that a particular tool or content achieves intended learning outcome, based on research and evidence.
An approach that supports student mastery of content knowledge while also gaining vital competencies, including problem-solving, critical thinking, effective communication, collaboration and self-direction.
A variety of ways for students to demonstrate their knowledge, skills and dispositions, such as allowing them to choose a pace, schedule or work product/artifact.
A level of autonomy and self-direction from students taking responsibility and ownership of learning goals.
Experiential learning activities that are designed based on students’ real-world experiences and interests, current issues or real data, and are implemented in a way that engages students (e.g., hands-on, debates, field work, etc.).
Capitalize on technology’s efficiencies and functionality to develop assessments that meet students’ individual learning needs using tools like scaled tests and quizzes; adaptability features; software that can capture where students are struggling or spending the bulk of their time; competency-based learning resources; and student reflection tools.
Feedback that maximizes digital tools to provide students substantive feedback as quickly as possible, for example, built-in data capturing of various assessment systems and other digital tools; modeling for students how to recognize, understand, and use tool-embedded feedback mechanisms ("help" tips, error notifcations such as misspelling underlines, gamified success/failures); using commenting tools or audio/video tools to provide direct feedback on student work.
For example, digital camera or video, audio software, graphic design software, writing software.
Online or virtual learning environments that use technology in the classroom to deliver content, personalize learning and manage student progress toward learning objectives.
If planned for and supported, maximizes student learning and engagement, such as differentiation, assistive technologies, building motivation to learn by stimulating interest, multimodal content delivery, fostering learning awareness of their work preferences and recognition of how academic work aligns to personal goals.
Established and evolving best practices and guidelines for designing learning experiences for specific learners.
Measuring and analyzing participant feedback about specific professional learning, and evaluating aggregated professional learning against system goals for changes in culture or teacher practice.
Being cognizant of individuals’ backgrounds and needs (e.g. accessibility, language, personal) as well as group dynamics (e.g. setting norms, etc.).
Theories for working with adults, developing learning objectives based on learners’ needs, providing a process for achieving those objectives, creating opportunities for learner choice and evaluating learners’ progress (see research for evidence-based models).
A systematic approach for identifying areas for professional learning and assessing the capacity to meet those needs.
Feedback that is specific, actionable and results in improvements or changes to practice.
Leading professional learning that engages educators in authentic or simulated activities, such as design challenges, problems of practice and reflection.
Practices that protect information and data through precautionary planning and actions, such as training to establish and maintain best practices among educators, complying with state and federal regulations for protecting student data and privacy, and choosing technology products and solution providers that have robust privacy policies and security capabilities.
A wide variety of data sources regarding students, such as academic data that supports planning and goal setting, formative and summative assessments, attendance, etc.
Becoming an informed citizen and making positive and socially responsible contributions, such as crowdfunding for a cause or mobilizing others to participate in a cause, vote and volunteer.
Creating shared values for civil, inclusive and humane online interactions and communication, such as standing up for others online and being empathetic and aware of others’ perspectives and experiences.
Ability to recognize the perspective of an author and purpose or bias of information sources.
Ability to represent oneself online based on activities and connections or tagging through social media posts, photos, public online comments or reviews.
Understands how networked devices (e.g., phones, smart devices) and online sites collect user information and implement settings that control levels of data that an individual wants to share.
Create a working environment based on shared learning, teaching goals and distributed leadership that involves transparent decision making, willingness to accept feedback from peers and subordinates, collaboration on establishing policies, and trusting and mobilizing teaching staff to make appropriate decisions