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This Prezi details all the ISTE standards for coaches including standard 4.   It includes links to videos and professional development resources to help deepen the understanding of each standard.

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ISTE Standards- Coaches Thank you! The duties of tech coaches include contributing to the development of a vision for the use of technology for all students and technology sound plans at district and school levels. Additionally, the coach should implement and communicate the strategies and the vision for the school system as it relates to technology integration.

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Maryland Teacher Professional Development Standard 5

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Maryland Teacher Professional Development Standard 5

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While this video doesn't explicitly discuss standard 5, it does discuss how professional development will help support students in their access to content and create the best environment for their students to learn.

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To be successful, the common core state standards require that educators are well prepared and continuously supported. Hear from educators and administrators from districts and schools in California, Colorado, Kentucky, Maryland and Ohio, about the critical importance of professional development in preparing educators to implement the common core state standards.

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Conduct needs assessments and develop professional development opportunities based on the needs of your staff population.

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ISTE Coaching Standard 4. Professional Development and Program Evaluation

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This video highlights my evidence of achievement in this ISTE Coaching Standard 4. Professional Development and Program Evaluation www.annietremonte.com

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Maryland Teacher Professional Development Standard 5 Indicator 5 c.    Here teachers analyze data to determine how to support positive student behaviors and how to promote optimal student learning.  The following website explains the program PBIS which many schools implement to support positive student behaviors.

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Maryland Teacher Professional Development Standard 5 Indicator 5 c.    Here teachers analyze data to determine how to support positive student behaviors and how to promote optimal student learning.  The following website explains the program PBIS which many schools implement to support positive student behaviors.

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What is School-wide Positive Behavioral Interventions and Supports

School-wide PBIS is a multi-tiered framework to make schools more effective places. It establishes a social culture and the behavior supports needed to improve social, emotional, behavioral, and academic outcomes for all students. PBIS is flexible enough support student, family, and community needs.

Foundational Elements of PBIS

The four critical features of SW-PBIS include:

Locally-meaningful and culturally-relevant outcomes

Empirically-supported practices

Systems to support implementation

Data to monitor effective and equitable implementation and to guide decision making.

Outcomes

Setting observable and measurable goals helps schools hold themselves accountable to creating the kind of place where every student succeeds. Schools select the outcomes to target based on data they find meaningful, culturally equitable, and centered on students' achievements or school-level implementation.

Practices

Schools implementing PBIS select, implement, monitor, evaluate, and adapt the evidence-based practices they use in their settings. Specifically, they invest in practices that are:

Defined with precision

Documented with how and for whom to use them

Documented with specific outcomes

Demonstrated through research to be effective

Because PBIS is not a packaged curriculum or intervention, schools implement the core features of evidence-based practices in a way that fits with the schools' cultural values.

When it comes to school-wide practices, all schools:

Document a shared vision and approach to supporting and responding to student behavior in a mission or vision statement.

Establish 3-5 positively-stated school-wide expectations and define them for each school routine or setting.

Explicitly teach school-wide expectations and other key social, emotional, and behavioral skills to set all students up for success.

Establish a continuum of recognition strategies to provide specific feedback and encourage contextually appropriate behavior.

Establish a continuum of response strategies to provide specific feedback, re-teach contextually appropriate behavior, and discourage contextually inappropriate behavior.

Systems

Schools invest in the administrative, professional, and organizational systems critical to sustain PBIS implementation. These systems create the ability to deliver Tier 1, Tier 2, and Tier 3 practices. They also serve as the foundation to establish

Teaming structures

Scheduling practices

Staff selection

Training and coaching procedures

On-going data-based problem-solving routines

Data

School-wide PBIS schools collect and use data to guide their implementation and evaluate outcomes. It is critical to consider the local culture and context throughout the decision-making process to ensure equitable outcomes for all students and staff.

Tiers of SWPBIS: Continuum of Support

The type and level of behavior support provided for any student must match the intensity of his or her needs. Student responsiveness to academic and behavioral supports must guide instructional and intervention decisions. Schools implementing PBIS school-wide must organize behavior support across multiple tiers which increase in intensity as students' needs dictate.

Tier 1 supports are delivered to all students and emphasize teaching prosocial skills and behavior expectations. Schools acknowledge appropriate student behavior across all school settings. Tier 1 PBIS builds a social culture where students expect, prompt, and reinforce appropriate behavior for each other. When implemented with fidelity, Tier 1 PBIS systems and practices meet the needs of 80% or more of all students' needs.

Tier 2 supports focus on students who are not successful with Tier 1 supports alone. Students receiving Tier 2 support require additional teaching and practice opportunities to increase their likelihood of success. Tier 2 supports are often successful when provided within groups. At this level, systems and practices are efficient. This means they are similar across students and can be quickly accessed. Schools monitor fidelity and outcome data regularly to adjust implementation as needed. The typical range of Tier 2 supports include:

Self-management

Check-In, Check-Out

Small group social skill instruction

Targeted academic supports.

Typically, schools deliver Tier 2 supports to 5-15% of the student body.

Tier 3 are more intensive and individualized. Schools use more formalized assessments to match interventions to the behavior's function. They create individualized plans incorporating the student's academic strengths and deficits, physical and medical status, mental health needs, and family/community support. Support plans emphasize:

Prevention of problem situations

Active instruction of new, replacement, and adaptive behaviors

Formal strategies to acknowledge desired behavior

Systematic procedures to reduce the likelihood problem behaviors are reinforced

Safety routines

Accurate and sustained implementation

Data collection procedures to measure fidelity and impact

Coordination of family, agency, and other systems of care.

Tier 3 supports target the 3-5% of students with the highest support needs in the school.

Why Implement School-wide PBIS?

Specifically, PBIS implemented school-wide is associated with the following outcomes:[1],[2],[3],[4]

Get Started...

To get started implementing SW-PBIS, identify a representative leadership team. This team typically:

Completes readiness activities like securing staff buy-in and evaluating data systems

Identifies relevant training and coaching resources

Develops an action plan to guide implementation of PBIS practices, systems, and data school-wide

Implements a contextualized approach to PBIS to match the school's values and culture

Monitors, evaluates, and adjusts implementation in an on-going way

To learn more about PBIS resources available within your state, contact your state coordinator.

[1] Sugai, G., & Horner, R. (2009). Responsiveness-to-Intervention and School-Wide Positive Behavior Supports: Integration of Multi-Tiered System Approaches. Exceptionality, 17(4), 223-237. doi: 10.1080/09362830903235375

[2] Waasdorp, T., Bradshaw, C., Leaf, F. (2012). The Impact of Schoolwide Positive Behavioral Interventions and Supports on Bullying and Peer Rejection. Archives Of Pediatrics & Adolescent Medicine, 166(2), 149. doi: 10.1001/archpediatrics.2011.755

[3] Simonsen, B., Britton, L., & Young, D. (2009). School-Wide Positive Behavior Support in an Alternative School Setting. Journal Of Positive Behavior Interventions, 12(3), 180-191. doi: 10.1177/1098300708330495

[4] Bradshaw, C., Koth, C., Bevans, K., Ialongo, N., & Leaf, P. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly, 23(4), 462-473. doi: 10.1037/a0012883

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Topic Page: When schools implement PBIS, they start by implementing it school-wide. Three critical features - systems, practices, and data - work together to promote positive, predictable, safe environments for everyone in all school settings.

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Maryland Teacher Professional Development Standard 5

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Maryland Teacher Professional Development Standard 5

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Teachers are able to create safe, secure, and supportive learning environments for all students.
This Prezi is a part of a professional development that focuses on positive school climate.

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Chapter 5- Creating a Positive School Climate

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Chapter 5- Creating a Positive Learning Climate Words of Wisdom "We have to insure these children that while they are with us they are safe and will be treated well. For some reason that may be all we can do but we must do that.

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Check out this article to see how coaches in Laramie, Wyoming created more effective professional developments,

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Think back to your last professional learning opportunity. Were you anticipating innovative and fresh ideas? Or feeling trepidation because the training was mandatory? In either case, we have all received PD that was energizing or less than engaging.

Professional learning is the heart of an effective technology coaching program. Standard 4 of the ISTE Standards for Coaches focuses on PD, program evaluation, content knowledge and professional growth. It is based on the idea that, to remain effective, we must continually evaluate the PD we provide.

How does a team of coaches determine if they are effective? There are a variety of ways, such as analyzing data, looking at trends, receiving feedback from the users, and even noting appreciative smiles from our administrators, teachers, staff and students.

The technology coaches in Laramie County School District 1 in Cheyenne, Wyoming, have evaluated their PD program regularly since its creation more than 15 years ago. The program has evolved as administrators and coaches examined data from student and staff technology assessments, student projects, surveys, and logs of the coaches' time and effort.

In team meetings, the tech coaches have conversations about how they can change their practice and the program's strategic planning to be more effective. This past year, other departments within the district have replicated the coaches' data collection methods for program evaluation. It's been exciting to see how much they improved their program by participating in celebratory and critical reflective practice.

Laramie's PD is data driven. For example, they developed a two-hour university-approved course with the help of surveys, end-of-course evaluations, and conversations with teachers and students. This 18-hour class includes an additional 12 hours of individual and group coaching. The class is popular and fills up within the initial day of posting. The course covers use of interactive whiteboards, document cameras, video and a variety of storage methods. It also teaches participants how to convert files from paper to digital format and many more all-inclusive topics.

As a direct result of this coaching program, Laramie has seen noticeable change within teaching pedagogy. Principals noticed and requested that the coaches offer the course onsite during school hours. During the classes, teacher cohorts developed within the schools and began to collaborate on curriculum and explore how to incorporate technology, such as whiteboards and video, into their instruction. Students also began to notice a change in the delivery of their content, and teachers who were considering retirement decided to remain in the classroom because of their students' improved engagement. Laramie now has entire school staffs complete this program.

Technology coaching is not about knowing everything about technology or content. It is about growing as an individual professionally, creating a community, analyzing data, supporting curriculum ideas, and doing this in a strategic and systematic manner. In my opinion, it's the best job around!

Interested in learning more about how to coach teachers to use technology effectively to improve student learning? Sign up for ISTE's self-paced Coaching Academy to get step-by-step instruction that will help you help your colleagues embrace digital age teaching.
Kara Gann holds a M.Ed. in administration and is the strategic integration director for Atomic Learning. She was a member of the ISTE Board of Directors (2008-12) and its Executive Committee. Gann has received a Presidential Volunteer Service award as well as the ISTE Making IT Happen award.
This article is an updated version of a column that was originally published in the October/November 2012 issue of Learning & Leading with Technology.

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ISTE Standards for Coaches 4: Professional learning

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Think back to your last professional learning opportunity. Were you anticipating innovative and fresh ideas? Or feeling trepidation because the training was mandatory? In either case, we have all received PD that was energizing or less than engaging. Professional learning is the heart of an effective technology coaching program.