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The toolkit recognizes that improvements in student learning are related to improvements in educator practice and that strengthened digital learning practice is supported by research- and standards-based professional learning.

http://tech.ed.gov/futureready/professional-learning/

Tuning protocol

http://schoolreforminitiative.org/doc/tuning.pdf

The technology integration mix

http://fcit.usf.edu/matrix/

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https://www.teachingchannel.org/videos/teaching-digital-footprints

http://www.edutopia.org/discussion/how-important-are-students-digital-footprints

http://www.pewinternet.org/2007/12/16/digital-footprints/

COACHING  TIPS

1.  Nothing is as private as we think.Anything said or done can be copied, pasted and sent
to gazillions of people in a heartbeat. Make sure that privacy settings are
being used and that people understand that the best way to protect their
secrets is not to post personal information.

2.  Kindness
counts.The
anonymity of the digital world can lead others to say and do things online that
they wouldn’t in person. Encourage kind communication, standing up for others
and building positive online relationships rooted in respect.

3.Impart your values.Tell others, students as well as your fellow
educators, not to plagiarize or download content illegally, and always cite
sources to model best practices. Using resources for educational purposes can
be confusing, but believe it or not, if it is on the internet it has some level
of copyright. Take the time as a staff to establish expectations and set up anAcceptable Use Policy to foster the culture you want to see in your school

http://www.cosn.org/sites/default/files/pdf/Revised%20AUP%20March%202013_final.pdf

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https://docs.google.com/document/d/1y-vpZUwzooJN-RqEgVmpdgfycYeZQl-GyKtc0_Feu2w/edit

An interesting presentation online about  DIGITAL CITIZENSHIP whichis orth sharing:

https://www.thinglink.com/scene/695338016385794050

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Digital Citizenship | To survive and thrive, we must... by Jaclyn Stevens

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TOUCH this image to discover its story. Image tagging powered by ThingLink

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Mod. 4  Shared links for resources and coaching

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Mod. 4  Shared links for resources and coaching

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https://kidblog.org/class/academic-tech-at-gordon/posts

https://docs.google.com/document/d/1lac52c-48AQl4bczivasiUXs73FFQ7LDHtsRrvFN6v8/edit

http://www.schrockguide.net/assessment-and-rubrics.html

New web tools

http://www.toondoo.com/

https://www.educreations.com/https://goanimate.com/

http://www.voki.com/

https://newsela.com/

http://www.voxer.com/

http://www.algodoo.com/( for physics)

https://edpuzzle.com/

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http://learninginhand.com/blog/ways-to-evaluate-educational-apps.html

http://www.schrockguide.net/assessment-and-rubrics.html

http://www.tltalkradio.org/season-1episode-14-evaluating-and-assessing-your-digital-learning-initiative-podcast/

http://www.elenaaguilar.com/#!coachingtools/c24vq

Blended Learning implementation guide

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Module 3  Instructional coaching         Resources

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Module 3  Instructional coaching         Resources

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https://www.teachingchannel.org/videos/instructional-coaching-nvps#

http://plp.eleducation.org/coaching-for-growth/

https://www.teachingchannel.org/videos/teaching-coaching-models

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A clear explanation of what teachers should know

We are the people who know content and need to work with technology and think  about  pedagogy

http://www.tpack.org/

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http://en.linoit.com/

How Teachers have discussed the issue of technology and coaching

http://linoit.com/users/SMSMedia/canvases/CDL4%20Lino%20Activity

http://linoit.com/users/marcelavivianaramos/canvases/SAMR

http://linoit.com/users/mlwarden/canvases/Technology%20in%20the%20Classroom

http://linoit.com/users/jarrede/canvases/CDL_MOOCEd

http://linoit.com/users/CruseC/canvases/SAMR

http://linoit.com/users/ltrawick/canvases/SAMR%2FTPACK%20Visual

http://linoit.com/users/summer_pettigrew/canvases/SAMR
http://linoit.com/users/agallagher06/canvases/SAMR%20Model

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 Module  3  THE SAMR MODEL                                                                                   The Substitution Augmentation, Modification and Redefinition (SAMR).

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 Module  3  THE SAMR MODEL                                                                                   The Substitution Augmentation, Modification and Redefinition (SAMR).

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See in particular  the video  online:

https://www.commonsensemedia.org/videos/introduction-to-the-samr-model#

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kEY IDEA OF THE MODULE

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Students' activity  Teaching Digital Skills

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Students' activity  Teaching Digital Skills

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A Coaching Service Announcement (CSA) getting the word out about digital age skills.-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free.

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An overview of the 4Cs-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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PSA for the 4C's-- Created using PowToon -- Free sign up at http://www.powtoon.com/youtube/ -- Create animated videos and animated presentations for free. PowToon is a free tool that allows you to develop cool animated clips and animated presentations for your website, office meeting, sales pitch, nonprofit fundraiser, product launch, video resume, or anything else you could use an animated explainer video.

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Connected educators

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Interview with educators about the importance of being "connected" in order to be an effective teachers and leaders. Video was created as part of Connected Educators Month

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http://www.nea.org/assets/docs/A-Guide-to-Four-Cs.pdf

Twitter

https://sites.google.com/a/misdmail.net/hashtagyoureit/home

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http://www.edudemic.com/guides/guide-to-twitter/

http://www.educatorstechnology.com/p/teacher-tools.html

The Beginner's Guide to Hotsuite

http://mashable.com/2013/09/18/hootsuite-beginners-guide/#aX32OzB49gqq

Tweetdeck

http://mashable.com/2013/11/07/tweetdeck-beginners-guide/#0W5rUJZVFGqC

Using Twitter for Professional Development

http://smartblogs.com/education/2013/03/27/utilizing-twitter-chats-for-professional-development/

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The instructional technology coach strives to engage and support digital transitions in their school and district, to empower educators to take ownership of their technology and align its use to curriculum and instruction... but, though we try, at times all we as coaches seem to do is become the help desk for tech support. Why is that?

We know we must be available for those "tech emergencies"... those moments where we need to swoop in and save the day. Yet, we suffer the perception of our colleagues that this tech-support role is one we play on a daily basis - oh, but there is so much more! What does it take to effectively guide educators to use instructional technology to directly support and enhance student learning and content mastery? How can you share with others how your role impacts highly effective digital age learning and teaching? What strategies can be put in place to take your coaching to the next level?

It is up to the instructional technology coach to champion the school culture necessary for successful digital transitions. They are the guide and the expert, but more importantly, coaches must be the fount of trust. Building relationships with those you work with is the key, fostered naturally as you set clear and realistic expectations while sharing your competence in technology integration, lesson design, and becoming the agent to help build capacity - not dependents. Even something as simple as keeping your office door open and posting office hours for your colleagues can promote open communication and collaboration with your colleagues. It is also important that coaches not be part of the evaluative processes - to do so would blur the lines of the open and supportive relationships you seek to create.

Consider, too, those that are in your own support group. Foster your Personal Learning Network (PLN) with educators both locally and globally to build your own capacity, and create a dedicated team to support your work on the ground. Key members of your team should include individuals from your administration, educators, students, parents and community members. Engaging these stakeholders in the development of your school/districts' digital initiative program, as well as the implementation will not only promote buy-in, but can also be aligned to existing initiatives going on at the district and school level. Work hand in hand - this is not a boutique initiative, after all - the more people you have invested, the more successful you will be.

Authentic and meaningful content and coaching is going to support building those strong relationships. If professional development and resources are not aligned to 21st Century Skills and the 4Cs, targeting real world applications, student ability and standards - what value is an educator going to see in giving up their time to learn? Model, use questioning strategies, create open ended questions and consider giving educators a chance in telling you what they want to learn. Voice and choice can be a powerful combination to ensure not only that you are meeting educators where they are, but that you are challenging them to push out of their comfort zones and removing the barriers that come with preconceived notions of your role or the digital initiative at large.

The best thing you can do as a coach is to listen. How do you capture feedback from your colleagues - and not just at the beginnings and ends of a given school year, but throughout? Survey often. Ask questions about current learning and teaching practices to have and begin crucial conversations with educators. Then, of course, put their feedback into action whether it be in the form of topics to cover in professional development, or one-on-one meetings with resources. This kind of active listening followed by deep reflection proves that you hear your colleagues and you value them: thus tying back into building those essential relationships and providing opportunities for innovation in a risk-free environment.

As coaches we know that digital initiatives transform professional learning through pedagogical shifts to meet the needs of all learners, and foster creativity and innovation. Creating this habit of mind around building strong connections, challenging your colleagues and assessing your progress regularly will define the digital culture you want to see in your school/district. And don't forget to pull together your collaborative groups, partnerships and teams, both in your school/district and virtually through your PLN. We need to break beyond just playing the role of technology "fixer" and start showing our colleagues just how much we have to offer.

More About the Coaching Digital Learning MOOC-Ed

This free, six week MOOC-Ed course allows participants to learn along with their colleagues on a global scale to enhance digital learning content knowledge and further develop coaching strategies. CEUs are offered along with a Certificate of Completion. For more information go to www.mooc-ed.org or Learn More about Coaching Digital Learning #CDL_MOOCEd

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Defining Your Role as an Instructional Technology Coach - The 4 R's

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The instructional technology coach strives to engage and support digital transitions in their school and district, to empower educators to take ownership of their technology and align its use to curriculum and instruction... but, though we try, at times all we as coaches seem to do is become the help desk for tech support.

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Developing awasome professional Development

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Elena Aguilar

Transformational Leadership Coach from Oakland, California

I frequently meet teacher leaders and coaches who ask for tips on giving professional development (PD). Their expansive job descriptions include delivering professional development, and yet they feel unsure of how to do this. I respond by validating these feelings: Facilitating adult learning is different than working with children and very few of us have ever had explicit training in this area.

While this subject is worthy of a book (and unfortunately there isn't one that I recommend), I'd like to offer some suggestions for delivering PD that I've refined over the last ten years. Here they are, offered in a slightly random order:

1. Facilitate Learning

Consider your role when delivering PD to be one of a facilitator of learning. Your role is to guide this learning -- even if it's about something you know a great deal about. As a facilitator, you don't need to know everything; you can be humble. I recognize that those asking you to do the PD might want you to show up as an expert on some content or curriculum, but your audience will respond better if you engage them as a facilitator.

2. Plan, Plan, Plan, and Prepare

Just as you plan for lessons that you hope will go really well, you must spend a good amount of time planning and preparing for the PD you deliver. I often use a 2:1 ratio when thinking about preparation -- it takes two hours of planning (at least!) for every 1 hour of delivery. Your facilitator's agenda should include extensive details for what you'll say, how you'll structure the learning, how you'll transition between sections and so on. The success of your PD lies heavily in your plans.

3. Allow for Choice

You'll want to offer lots of structure for your PD, but you must also allow for choice. Adults need to make choices about their learning -- it's just a fact. We disengage if we can't make some choices. A choice can sound like this: "I'm going to give you a few minutes to reflect on what we just talked about. If you want to write about it, that's fine. If you prefer to just think, that's fine. If you'd like to talk to a partner about your thoughts, that's fine, too." You can incorporate choices about who people partner with, what they chose to focus on or read about, how they decide to practice their new learning, and much more. As a facilitator, it's most helpful to just keep in mind that adults need to make choices -- and to think about how and when we can offer that.

4. Not Too Much

One of the keys to a great PD session lies in the objectives. People need to leave your PD having learned to do something new. That means they need a little input or learning and a whole lot of practice. A common flaw I see in many PDs is that there's just too much packed into the allocated time. This often means that the presenter talks a lot and the participants walk away feeling overwhelmed and a bit frustrated. When you're planning, think about what you want people to walk away being able to do and backwards plan from that outcome. If this is a new skill, they'll need a good amount of time to practice and get feedback from each other on their practice. Participants will be happiest if they walk away feeling that they learned something new and they can actually do something differently when they return to class tomorrow. When you're planning, prune, trim and cut and your PD will almost always be stronger.

5. Start and End on Time

A technical yet key move is to honor the times that everyone has agreed to engage in PD. We all know this, but I'm still surprised at how often facilitators don't honor this. If you're running out of time, you can't keep everyone; you'll need to work on refining your plans so that you can do what you want to do in the time you have allocated. Here's the thing about time: it's about trust. When you say you're going to start at 3:15 p.m., and you do, you immediately gain a little bit of trust. When you end at your stated time, again, you gain trust. And when you regularly start on time, you'll find that people will be more likely to show up on time.

6. Build on Existing Expertise

As a facilitator of learning, you don't know everything and you don't need to. When you're planning, consider how to surface the expertise in the room and build on it. All of your participants, even brand new teachers, know something. Your job when delivering PD is figuring out how to connect new learning and content with what already exists, how to build on what people are bringing with them and already doing. Isn't that a relief? You don't need to know everything!

7. Treat Your Adult Learners Like Adults

One of the most common complaints I hear about PD is that teachers feel they are treated like children. This is usually a response to feeling like they're being overly controlled, asked to do something that's not relevant, or subtly threatened with some kind of "accountability." Consider this: We can't hold anyone accountable to anything. Everyone makes their own choices about what they'll think and do. We can provide choices and options, but then we need to let go of control. Build the decision-making capacities of your adult learners and let go of control.

8. Attend to the Environment

You can really impact a learner's experience by thinking about the space they'll learn in. Play music while participants arrive, throw a colorful cloth over tables, provide supply bins with the basics-and some chocolate, mints, and nuts. A few plants or a bunch of dried flowers also brightens up a space. Moving tables into a circle or small groups invites people into a less hierarchical environment and encourages them to talk to each other.

9. Ask for Feedback

At the end of every PD you facilitate, ask for feedback. I ask five simple questions: What did you learn? What worked for you? What didn't work for you? What questions or concerns do you have? Is there anything else you want me to know about your experience today? In order to refine your PD delivery, you'll want to gather and reflect on this feedback every time. This is probably the number one way that I've improved my PD: I listen to and respond to feedback.

10. Celebrate

I always end PD sessions with appreciations. This can be time when individuals appreciate others in the room or elsewhere and it can be a time to appreciate ourselves and silently acknowledge our own contributions, growth, and effort. When we close by acknowledging something that's gone well or someone we value we strengthen the pathways in our brains that recognize the positive. Leaving your participants with this kind of an emotional experience will help when they return next time.

There's so much more to say about how to deliver effective, high-quality PD that people want to attend. But for now, I hope these tips give you at least one new thing to try this year.

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10 Tips for Delivering Awesome Professional Development

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Elena Aguilar Transformational Leadership Coach from Oakland, California I frequently meet teacher leaders and coaches who ask for tips on giving professional development (PD). Their expansive job descriptions include delivering professional development, and yet they feel unsure of how to do this.

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Module 6  Accelerating innovation studio

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Module 6  Accelerating innovation studio

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You will construct a manifesto comprised of your:

Mission as an instructional coach

Vision for digital learning and teaching

Goal for their instruction and practice

Plan to share learning with others

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Coaching Digital Learning | Unit 6 Overview

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Get a snapshot of what unit 6 has in store | Coaching Digital Leanring MOOC-Ed

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Introduction to the module

The International Society for Technology in Education (ISTE) has identified Nine Elements of Digital Citizenship: Access; Commerce; Communication; Literacy; Etiquette; Law; Rights and Responsibilities; Health/Wellness and Security.

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Coaching Digital Learning | Unit 5 Overview

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FInd out what's in store for Unit 5 - Coaching Digital Learning MOOC-Ed

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Coaching  digital Learning assessments

How might you support your staff in understanding, designing and developing technology-rich learning experiences and environments?

What digital assessment tools and data do you use/ are you considering using to drive professional development choices??

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Coaching Digital Learning unit 4 introduction

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Module 3   Exploring Frameworks- Guiding educators to enhance and transform digital Learning and teaching

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Module 3   Exploring Frameworks- Guiding educators to enhance and transform digital Learning and teaching

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Module 2 A 4 C's Perspective on  Personal Learning Networks

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Module 2 A 4 C's Perspective on  Personal Learning Networks

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A 4Cs Perspective on Personal Learning Networks

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Coaching Digital Learning Unit 2 Introduction

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Module 1 RESOURCES  Insights into Peer Coaching

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Module 1 RESOURCES  Insights into Peer Coaching

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See also   http://peer-ed.com/

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California Department of Human Resources

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Uploaded by Wayne Kennett on 2013-09-16.

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https://www.teachingchannel.org/videos/instructional-coaching#video-sidebar_tab_video-guide-tab

http://www.iste.org/docs/pdfs/20-14_iste_standards-c_pdf.pdf

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Discussion and Supporting Materials

Thought starters

1. How does Ms. Hurst draw from her own teaching experience when coaching others?

2. Why is it important to keep feedback objective?

3. What does Ms. Culver learn from her coaching session?

Teachers

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Instructional Coach Tracey Hurst gives teacher Andrea Culver feedback to help improve her teaching practice. Tracy explains the coaching process and why it's important to keep feedback objective. Andrea discusses the benefit of coaching and how she looks forward to Tracey's visits.

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An overview

Online activity

#CDL_MOOCEd.

https://twitter.com/hashtag/cdl_mooced

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Overview Coaching Digital Learning MOOC-Ed