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Professional development may assist both new and experienced instructors in developing the skills essential for classroom self-assurance. Effective professional development helps instructors in modeling learning. Teachers might build this confidence through participating in works, conferences, and seminars. Teacher professional progress programs that are considerate and focused improve student outcomes and create a growth attitude (ISTE, 2020) y. This professional development encourages coaches to partake actively in their learning and guarantees that apprentices and teachers are passionate about learning. When you offer knowledge and backing for your teachers, you signal that the school  appreciates their efforts. Lack of professional development resources may depress teachers. It shows that you don't care about school quality and puts more pressure on tutors to better themselves.

Technology coaches help teachers integrate technology into their lesson plans, which improves learning and prepares pupils for the outside digital world. The coaches help instructors with different technical skills (ISTE, 2020). They can meet each teacher's demands to maximize classroom technology utilization by enabling them to comprehend new technological skills and innovations. Coaches may help instructors with technical concerns during classes. This fast assistance keeps classes running smoothly. Teachers may see successful technology integration by working with technology coaches. This example inspires instructors to use technology, gain confidence, and technological coaches help instructors learn new technological abilities. Coaches may help instructors create more compelling learning experiences for all students by keeping learning at the forefront and adapting coaching responsibilities to technology usage. Incorporating the use of technology in teaching improves the quality of education being offered in schools.

ISTE. (2020). ISTE Standards for Coaches | ISTE. Www.iste.org.https://www.iste.org/standards/iste-standards-for-coaches

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SMART Goals in Planning and Executing Professional Development Activities

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SMART Goals in Planning and Executing Professional Development Activities

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In the vast field of technology, the role of a Technology Coach has become increasingly vital in guiding educators towards effective integration of technology in the classroom. Therefore, technology coaches looking to enhance their skills in planning and executing professional development can set SMART goals that enhance collaborative planning and evaluating to improve professional development, aligning with the ISTE-C standards for specific measurable and achievable results.

In enhancing collaborative planning, technology coaches aim to improve collaborative planning by actively engaging with teachers and administrators to design effective and technology-infused lesson plans and strategies. This goal resonates with ISTE-C Standard 2d, which states that Technology Coaches should collaborate with teachers to develop authentic learning experiences that integrate technological tools effectively, leading to meaningful and impactful technology integration in the classroom (ISTE, 2023). The Technology Coach will measure progress through regular teacher feedback, attend staff meetings, organize workshops, and establish communication channels to facilitate collaboration with educators within a given academic year or setting.

The second goal that seeks to evaluate and improve professional development requires technology coaches to assess the effectiveness of their professional development activities by gathering feedback from participants and adjusting their approach accordingly. This goal aligns with ISTE-C Standard 4b, which emphasizes the significance of evaluating the impact of professional learning opportunities by consistently gathering feedback and using it to enhance future sessions to meet the needs of educators in the technological landscape (ISTE, 2023.) The Coach will therefore use pre- and post-assessment surveys to measure the participants' knowledge and confidence levels in using technology tools to identify strengths and areas for improvement throughout an academic year.

In summary, setting SMART goals is crucial for Technology Coaches to improve their planning and execution of professional development activities in achieving the goals of enhancing collaborative planning and evaluating to improve professional development outcomes as per the ISTE-C Standard 2d in transforming classrooms into innovative, technology-rich learning environments.

ISTE. (2023). ISTE Coaching Standards. https://www.iste.org/standards/iste-standards-for-coaches

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Effective professional development sessions equip educators with novel skills and methods, empowering them professionally. The following are the defining attributes of an effective presentation:

Engagement Strategies: Facilitating active participation among adult learners necessitates the implementation of interactive activities, group discussions, and hands-on exercises. An effective presenter cultivates a cooperative and all-encompassing atmosphere that promotes engaged involvement and introspection.

The quality and subject matter of materials utilized in the course of instruction is of a high standard and demonstrate organization and applicability. These materials include PowerPoint presentations, documents, and others, all contributing to successfully promoting learning. The program of study should be designed to meet the particular demands of those enrolled while successfully tackling the real-life challenges encountered in their places of learning.

The successful execution of a session entails the display of professionalism, enthusiasm, and topic competence by the presenter. The individuals involved in the discussion uphold a constructive and courteous demeanor, fostering an environment where all participants are esteemed and at ease in articulating their viewpoints.

Appropriate technology integration may significantly boost the quality and impact of presentations. It is recommended that presenters include multimedia features, interactive tools, and digital resources to enhance the educational experience.

The possession of proficient abilities in both coaching and presenting is of utmost importance for a technology coach operating at the district or building level due to the following reasons:

Facilitating professional development is a crucial task for coaches since it requires delivering impactful sessions that effectively engage and empower educators. Proficient presenting abilities are crucial for effectively conveying ideas and thoughts with clarity.

Supporting the Development of Individuals: Coaching entails specialized one-on-one contact with educators, resembling a presentation, to address individualized requirements. The competencies necessary for effectively facilitating group dynamics also apply to individual coaching, enhancing the coach's efficacy in this particular capacity.

The ISTE-C standards emphasize the dual role of coaches as proficient facilitators and capable leaders. Coaches must exhibit a high level of knowledge to effectively facilitate group and individual professional growth (ISTE Standards for Coaches | ISTE, n.d.). Additionally, they must offer continuous assistance for the integration of technology.

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Clinical Field Experience C: Yearlong Professional Development Plan

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Clinical Field Experience C: Yearlong Professional Development Plan

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Document of Plan (located above)

Reflection:
After having my mentor and mentee review my year-long professional development plan, they agreed that the topics I will be addressing are relatable to the educators at my school site, which is essential as it is geared toward what teachers want to learn more about. They provided suggestions on how to give these professional development sessions. From the survey, I found that many teachers at my school site are open to online or in-person sessions. With that information, it was suggested that I provide some sessions online and in person to let all teachers feel their voice was heard through the survey. It would be beneficial to send out a survey to teachers to see if you would be interested in attending the planned session. That will give me a good idea of how many educators I can expect to attend. As far as the professional development sessions, obtaining qualitative and quantitative feedback will be vital as it will support my technology coach journey throughout the school year. The ISTE standards can support collaboration and feedback in many different ways. Standard 4.5 professional learning facilitator allows coaches to plan, provide and evaluate sessions' impact and use technology to enhance teaching and learning. As well as standard 4.1 change agent and 4.4 learning designer, coaches are known to model, and support educators to use technology to create equitable and ongoing access to meet the needs and interests of all students.

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Survey Link: https://docs.google.com/forms/d/e/1FAIpQLSd3qmXs9nPgrx6DW2TTTJZT6limjb029uhf51f6UOYTzn3dDA/viewform

The school site survey shows that about 81% of school staff are interested in learning more about educational technology uses and applications in their classroom to support student learning. I also found many challenges when utilizing educational technology in the classroom. From the survey, I found that lack of necessary equipment and support is a commonality within my school site. Something interesting about my survey is a question where I asked my school site which areas of professional development they think should be mandatory for all staff. From this question, I found that the most important topics are digital citizenship and online safety, technology integration within the curriculum, and digital assessment and feedback.

The results will inform the next steps in development by looking back at the challenges and the written responses about what teachers would like more information on to support their teaching and learning. Specifically, I will look back at the obstacles when utilizing educational technology in the classroom and the areas of professional development my school staff are interested in learning more about. With this data, I can best support teachers regarding the need for more time, support, equipment, or software that might be needed.

ISTE-C standards support data collection and analysis because these standards show the expectations of what today’s instructional technology coaches can follow when supporting other educators and students. These standards guide coaches in ensuring that learning with technology is high-impact, sustainable, scalable, and equitable for all because coaches have a unique role as capacity builders and implementation experts.

I will support my mentee while still meeting the professional development needs of the school community by checking in with her weekly to make sure she is comfortable with technology usage and to support her with any questions she may have. In my survey, I asked my school staff how they would request topics or suggest ideas for professional development sessions. From this question, a survey, informal conversations, staff meetings, or an online bulletin board may be convenient and valuable for sharing ideas. With this, I also asked my school site how many times a professional development session could be available to support their specific goals. I found that about every 3 to 4 months would be sustainable. Most of my school staff agreed that in-person workshops would work better for them than online webinars or self-paced sessions. This data could also support my mentee as I will include her in these discussions and support her when needed.

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Part 1: Mission, Vision, and Strategic Plans and Part 2: Infrastructure and Available Resources List

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Part 1: Mission, Vision, and Strategic Plans and Part 2: Infrastructure and Available Resources List

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Technology and Digital Integration:

https://www.fusd.net/Page/555

Authorized Uses of FUSD Equipment and Software:
https://www.fusd.net/Page/8257

Laptop Resource Center:
https://www.fusd.net/domain/2831

Student Acceptable Use Agreement:
https://www.fusd.net/cms/lib/CA50000190/Centricity/Domain/157/SAUA_6-12.pdf

City of Fontana:
https://www.fontanaca.gov/391/Innovation-Technology

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Technology and Innovation / Technology and Innovation

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The findings of the mission, vision, and strategic plans, as well as the infrastructure and available resources list from my school district, these resources will support me when I am modeling and enabling technology-enhanced learning as a technology coach. I can engage with adult learners and instructors, encourage positive change, and motivate technology integration via individualized assistance, peer coaching, and continual professional development. I can embrace these techniques to improve my technology coaching and encourage educators to use technology transformatively. I can use the resources I found to support our technology usage in the classroom and ensure we follow district guidelines. I can use the resources I found to support our technology usage in the school and ensure we follow district guidelines. One way I can share this information with my mentee is by having a Word Document or a Google Slides where all the data can be found in one place. This can be helpful for my mentee and other educators who are also interested in knowing the guidelines and specific resources or plans that the district has in place. In conclusion, by incorporating these coaching techniques and leveraging appropriate technology tools, technology coaches can effectively support teachers in integrating technology into their instructional practices, fostering professional growth and improving student learning outcomes.

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Personal vision and mission statement of technology

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Personal vision and mission statement of technology

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Technology coaching gives me individualized assistance and ongoing professional development to model and facilitate technology-enhanced learning for adult learners and other instructors. I can grasp educators' needs, abilities, and difficulties via one-on-one or small-group coaching. This lets me personalize my advice to particular situations, ensuring that technology integration is relevant, effective, and aligned with their instructional objectives. Peer coaching as a technology coach creates a collaborative and supportive atmosphere. I provide a safe platform for sharing experiences, difficulties, and triumphs with my colleagues by actively listening, watching, and reflecting. Peer coaching allows me to learn from other instructors and improve my technology integration abilities. I vow to stay educated about new technologies and educational technology advances to grow as a technology coach. Attending professional development courses, conferences, and webinars keeps me updated on industry trends, tools, and research (Parsons, 2022). I can use this information to help instructors create new technology-enhanced learning experiences and value peer trust and connections. I can build a strong peer coaching foundation by encouraging cooperation and support. I want to create an atmosphere where instructors feel comfortable asking for help, boosting their confidence and effectiveness in using technology for teaching and learning.

Parsons, L. (2022, August 23). Why is Professional Development Important? Professional Development | Harvard DCE. https://professional.dce.harvard.edu/blog/why-is-professional-development-important/

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When it comes to being a high-quality mentor and mentee, one of the most crucial aspects is understanding the techniques of tailoring your teaching and ideas to fit the teacher, colleagues, or team outlook. Especially by working together, the mentor can create a supportive environment conducive to the teachers' professional development and advancement through the essence of peer coaching (Aguilar, 2023). Therefore, when engaging in a peer coaching relationship as the lead coach, it is essential to focus on the teacher's unique capabilities effectively meet specific goals. Thinking about mentor and mentee characteristics and collaboration style is essential because collaborative planning and co-teaching involve working closely with teachers to design lessons, create technology-rich learning experiences, and provide support during the implementation. This technique fosters a partnership between the technology coach and the teacher, promoting shared responsibility and mutual learning. For instance, a coach and a teacher might collaborate to design a project-based learning unit that integrates multimedia tools and online resources to co-plan the lessons, identify technology integration opportunities, and develop strategies to support students' learning (Pratt et al., 2017).

Aguilar, E. (2023, March 27). Episode 157:

Coaching When You're the Boss. Bright Morning. https://brightmorningteam.com/wp-content/uploads/2023/03/Episode-157-Coaching-When-Youre-the-Boss.pdf

Pratt, S. M., Imbody, S. M., & Wolf, M. D. (2017). Co-planning in co-teaching: A practical solution. ResearchGate. https://www.researchgate.net/profile/Lindsay-Wolf/publication/305803239_Co-planning_in_Co-teaching_A_Practical_Solution/links/59fa79eda6fdcc9a1626b152/Co-planning-in-Co-teaching-A-Practical-Solution.pdf