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Characteristics of a High-Quality Mentor

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Characteristics of a High-Quality Mentor

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-A good mentor should have relevant experience and expertise in the field in which the mentee seeks guidance. They should be able to provide valuable insights and advice based on their own experiences.

-A good mentor should be able to listen actively, provide constructive feedback, and convey ideas and concepts to the mentee.

-A good mentor should foster a mentee's confidence and encourage mentees to learn more and take risks.

-A good mentor should also be dedicated to learning and have a commitment to the subject that is at hand

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Characteristics of a High-Quality Mentee

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Characteristics of a High-Quality Mentee

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-There should be an eagerness to learn, mentees should want to know more about the subject that is at hand

- A mentee should want feedback and have a growth mindset

-Mentees should also talk with mentor' about communication styles

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-effective communication and having a passion for the subject, a growth mindset was important when choosing people to work closely with.

-it is important to find individuals who are looking to grow in their field and have the same vision to grow.

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For Professional Developments that I have seen that have truly stuck with me are professional developments that are engaging.

I have noticed the more engaging the session has been the more I have taken out from.

I have noticed things like polls, professional developments that encourage particpants to provide real life examples and speak throughout the PD. I have also noticed things like opportunites for reflection which has been helpful.

I also noticed that when the PD presensters engage with the audience, and use clear and concise answers

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Through this program, my growth as a professional and as a technology coach has been multifaceted. Initially, I began with a strong foundation in technology and its potential applications in education. However, as I progressed, I deepened my understanding of pedagogy, learning theories, and the diverse needs of students and educators.

As a professional, I honed my communication and collaboration skills, learning to effectively convey complex technological concepts in accessible ways. I also developed empathy and patience, recognizing that not everyone has the same comfort level or experience with technology. This helped me tailor my support to meet the unique needs of each educator I worked with.

I expanded my toolkit of instructional strategies and technology integration techniques. I learned to assess educational goals and select appropriate tools and platforms to enhance teaching and learning outcomes. Additionally, I became adept at troubleshooting technical issues and providing timely support to ensure smooth implementation of technology initiatives.

As a technology coach, I evolved into a trusted advisor and mentor for educators, guiding them through the process of integrating technology into their teaching practice. I cultivated strong relationships built on mutual respect and trust, fostering a culture of continuous learning and growth. I empowered educators to take risks, experiment with new tools, and embrace innovative approaches to instruction.

Overall, this program has been transformative, equipping me with the knowledge, skills, and mindset needed to effectively support the effective use of technology in educational settings. I am more confident, adaptable, and resourceful as a professional, and I am better positioned to make a meaningful impact on teaching and learning outcomes.

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the feedback from both the group and mentor was generally positive, with some areas identified for improvement. The group feedback highlighted the clear organization of the session and the engaging delivery style, which helped participants stay focused and engaged throughout. The mentor feedback echoed these sentiments, emphasizing the effectiveness of incorporating interactive elements and real-world examples to illustrate key concepts.

One area identified for improvement was the need for more opportunities for hands-on practice and application of the concepts covered. While the session provided theoretical understanding, participants expressed a desire for more concrete activities to reinforce their learning and build their confidence in applying technology in educational settings.

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The district's vision for technology is to create a world where students feel safe, and inclusive and are becoming lifelong learners and digital citizens. The district is also looking to make this an equitable experience.

The district's strategic plan calls for professional development, engagement, and goal setting.

For tech integration, they have a technology coach for the district and have many professional developments throughout the school year to help educators improve practices.

Funding is not available. Policies are that students, educators, and the community must act professionally when working professionally with technology. Each student in this district receives a Chromebook in the beginning of their high school career to take care of and maintain.

Any Google workspace, Quiizziz, LMS, or any game or resource deigned for students is approved by the district

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Hardware: Each faculty member is given a MacBook

Connectivity: There is a school wifi that extends over the campus

Support systems: PD on ed tech, resources like the tech company POINT for technology problems, and hardware issues.

Commonly used technology-based resources:

Google Classroom

Myschoolapp

Quizziz

Kahoot

Blooket

Pad;et

Kahn Academy

Commonlit.org

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The data revealed that the teachers feel confident in their basic level skills on Google, but they do feel as if they would like more Professional development on tools that can be better utilized in the classroom. For example how can teachers utilize technology that will help ELL and students that will help student learning. Teachers are also wanting to learn more about technology platforms to use, for example many teachers want to use virtual reality but are unsure how to tailor their lessons to fit this in. Many teachers feel strongly that technology is awesome for assessments and want to learn more about how teachers can use technology to create experiences.

The results from this will include a school year long plan that will incorporate technology professionally to aid in teacher development of lessons and real practice of tools that teachers can use in the classroom that are practical for their subject area.  There will also be professional developments that aid in the development of English Language Learners. The ISTE standards that support this data collection and analysis are connected learners because of the dedication that coaches will endure to ensure that their educators are learning material that will truly help them. Another standard that is used is the professional learning facilitator.  This was all collected from data and led us to create this professional learning development plan. This is supported by the ISTE standard Data-Driven Decision-Maker..

My mentee and the needs of the mentors have similar needs, they all seem to have similar needs. My mentee wants more professional development that is geared to her own content area where as the whole faculty wants needs that are based on practical technology tools that can be implemented.  I will support the school community by providing tools that are great for general education and content specific tools.

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Google Forms - create and analyze surveys, for free.

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Reflecting on individual coaching received throughout my career, I have experienced the impact of both high-quality coaches and presenters. A high-quality coach excels in building strong relationships, active listening, providing constructive feedback, and guiding personal growth and development. Similarly, a high-quality presenter demonstrates expertise, clear communication, engaging delivery, and the ability to inspire and educate an audience effectively. The key similarity between the two roles is their focus on facilitating learning, growth, and improvement in others.

Being skilled as both a coach and a presenter is critical for a district- or building-level technology coach as it enables them to effectively communicate and deliver information, engage diverse audiences, provide individualized support, and facilitate group learning experiences. By blending coaching and presentation skills, technology coaches can create meaningful professional development sessions that cater to both group and individual needs, fostering a culture of continuous learning and growth.

The ISTE-C (ISTE Standards for Coaches) standards support the integration of coaching and presentation skills by emphasizing the importance of collaboration, communication, facilitation, and professional growth in supporting educators in leveraging technology for learning. By aligning with these standards, technology coaches can enhance their abilities to effectively facilitate group and individual professional development sessions, provide targeted coaching support, and empower educators to integrate technology effectively in their practice.

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Specific: Develop and incorporate at least three hands-on activities into each professional development session on educational technology integration. Measurable: Track participant engagement and feedback during and after sessions to assess the effectiveness of hands-on activities. Achievable: Research and identify relevant hands-on activities that align with the session objectives and the needs of participants. Relevant: Enhancing hands-on learning opportunities will directly address the feedback received and better support participants in applying technology in their educational practice. Time-bound: Implement the new approach in the next professional development session.

Visionary Leadership (ISTE-C) By incorporating hands-on activities, the professional development sessions will empower educators to envision new possibilities for technology integration in their teaching practice.

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My mentor had told me to make more modifications to the Professional Development Plan because she

said that I should ask the teachers. Having the teachers interact and engage in the material that they are learning will aid in their confidence and ability to adapt technology tools in the classroom.  Many teachers feel hesitant and are unaware of what tools are available to them to adapt to the classroom and need knowing what tools are available for them to use.

My mentee provided feedback that teachers may need more information on what educational technology actually is and that some teachers do not know the actual benefits of using technology tools in the classroom.

I did make these changes on the plan because it will help teachers understand and engage them in the material. This also gives teachers the opportunity to learn the tools and practice before moving into the actual classroom. I think teachers know the benefits of technology before using it can be more meaningful and give teachers a want to learn this.

Qualitative experience gives an opportunity to experiences, perceptions, and feelings about technology integration. Quantitative   provides numerical data that allows for analysis of trends and patterns. Qualitative and quantitative data can tailor the needs of all in a better light and can have the stakeholders engaged in what they actually need to be learned.

The importance of collaboration is emphasized by the requirement that coaches collaborate with administrators, teachers, and other stakeholders to create a common vision for the integration of technology. By working together, we can make sure that technology projects are in line with the district or school community's values and goals. In order to generate a sense of ownership and investment in the process, coaches are also encouraged to solicit feedback from stakeholders during the formulation and refining stages of this vision. Coaches collaborate with educators to identify their professional learning needs, develop personalized learning plans, and provide ongoing support and feedback. They also collaborate with administrators and other stakeholders to evaluate the effectiveness of technology integration programs and make data-informed decisions for program improvement.

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I will take a proactive stance toward professional development and lifelong learning in order to maintain and broaden my knowledge base regarding new technologies and their uses in educational settings, as well as to keep up with my skills and talents as a technology coach. This entails taking part in a range of events designed to improve my coaching skills, broaden my knowledge of emerging technologies, and keep up with the latest developments in educational technology integration best practices.

In keeping with this objective, as I apply my knowledge in the workplace, I'll aim to meet many ISTE-C (International Society for Technology in Education - Standards for Coaches) standards:

ISTE-C Standard 4: Program Evaluation and Professional Development: I'll aggressively look for chances to advance my career and take part in continuing assessments of initiatives involving technology integration. This standard highlights the value of reflective practice and ongoing learning, both of which are necessary to stay up to date with emerging technology and improve coaching techniques

TE-C Standard 5: Digital Citizenship: As a technology coach, I will serve as an example for educators and students, encouraging them to utilize technology in an ethical and responsible manner. This entails encouraging a culture of digital responsibility among school communities and supporting educators in incorporating digital citizenship education into their curricula.

ISTE-C Standard 6: Professional Development and topics Knowledge: I'll keep expanding my understanding of educational pedagogy and technology integration topics. This standard places a strong emphasis on the value of continuous professional development and the capacity to adjust to changing teaching methods and technological advancements.

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My vision is a world where technology can be a help, cna enhance, and enable positive changes. If technology is used correctly, I believe it has the power to foster creativity, enhance learning, and use as a tool to learn more.

I think it is important to inspire, setting a role for people to see the positive changes that can be completed through the use of technology.

A clear mission: this is important for setting a roadmap on how things are going to happen.

Change management: change agents play a role in

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The mentee acknowledged the supportive and encouraging demeanor during coaching sessions, highlighting the ability to create a safe space for exploration and learning. Additionally, the mentee appreciated the personalized guidance and actionable feedback provided, which facilitated their professional growth in integrating technology into their teaching practice.

However, the mentee also expressed a desire for more structured guidance on selecting and implementing appropriate technology tools and strategies tailored to their specific teaching context. They felt that while the coaching sessions were beneficial, they would benefit further from more concrete recommendations and resources to support their technology integration efforts effectively.

Specific: Develop and maintain a curated resource bank of technology tools and strategies aligned with various teaching contexts and subject areas.

Measurable: Regularly update the resource bank with at least five new tools or strategies each month and track mentee utilization and feedback.

Achievable: Dedicate time each week to researching and evaluating new technology tools and strategies, ensuring relevance and effectiveness for diverse teaching contexts. Relevant: Enhancing the resource bank will directly address the mentee's feedback, providing them with actionable recommendations and support to effectively integrate technology into their teaching practice.

Time-bound: Launch the updated resource bank by the start of the next academic year, ensuring mentees have access to

the latest tools and strategies for technology integration.

Digital Age Learning Environments (ISTE-C Standard 2): The curated resource bank facilitates the creation of digital age learning environments by equipping educators with the tools and strategies needed to create engaging and effective learning experiences

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My vision is a world where technology can be help, can enhance, and enable positive changes. If technology is used correctly, I believe it has the power to foster creativity, enhance learning, and use as a tool to learn more.

I think it is important to inspire, setting a role for people to see the positive changes that can be completed through the use of technology.

A clear mission: this is important for setting a roadmap on how things are going to happen.

Change management: change agents play a role in the vision, and communicate this to others.

As a technology coach, dedicating and serving a job as a change agent is essential for creating a change and making a difference.