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Part of the reason I started this master's program was that the pandemic was a wake-up call to me as a teacher. I had been working for 13 years, and I was comfortable. However, my technical skills and teaching strategies needed to be updated. Through this program, my growth as a professional has been noticeable. I have a new confidence and am motivated to inspire and help other teachers feel comfortable with technology in the classroom. At first, I was intimidated by new teachers' digital tool knowledge, and now I feel comfortable guiding others to use new tools. I might only know some things, but I can research or use a professional learning network to find solutions. Being a technology coach is much more than having all the technology answers. It is about inspiring others to grow and create networks that can last a lifetime.

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The overall experience for the participants was 3.5 out of 4. The content was informational, and the speaker's skills were excellent, but engagement could be better. The mentor provided positive comments on the presentation and content and gave several comments on areas of growth. The responses show that several teachers are interested in integrating a Math Digital Portfolio. Common questions include exploring a tool to house the portfolio, how to grade the posts, and exploring tools other than Canva.com to build on. A SMART goal to work on for a future PD is to have better engagement by providing more information on the benefits of Math Digital Portfolios. I will include the success stories of other teachers and explain the pros and cons. Letting the teachers know their concerns are valid can help them put their guard down and try new ideas. The ISTE standard 4.5 c. Professional learning facilitator supports the SMART goal by encouraging a continual effort to improve learning to meet the technology vision for the school.

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I have had the opportunity and privilege to attend the California Mathematics Council (CMC) Conferences, where you select the speaker of interest by grade level and topic. A good presentation consists of a good speaker and relevant content that can be used in the classroom. A good presenter is knowledgeable, enthusiastic, and organized. The content is true to its name and description and includes hands-on activities. Good presenters also include links, resources, or hard copies that the participants can take home. Engagement strategies can include relating to the audience with a story, examples of student work, and active learning, like taking a rope to hang numbers to teach number sense. Good speakers ensure the audience understands how and why the activity is useful and how it has helped them. Overall, a good presentation uses all or almost all the Adult learning principles. In a good presentation, technology is used as a tool of engagement, like in a PowerPoint presentation, to record data, or as a communication tool. The presenter must know how to use the technology with minimal time on technical problems.

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The year-long professional development plan includes ideas for five professional development with follow-up sessions and continued support. The PDs target the results from the Needs Assessment Survey and discussions with my mentor and mentee. We used a Google Doc to collaborate. My mentor gave insightful feedback and asked clarifying questions. She suggested additional resources like Common Sense Media and the California Department of Education as well as Digital communication tools like Padlet and Wakelet. My mentor also made suggestions to clarify the title of the first session advising to include specific digital citizenship topics like News & Media Literacy. She also pointed out that using Padlet for collaboration would be better than Nearpod. I changed the instructions so teachers can access resources and reviews more easily using Padlet.
The input of the mentor and the mentee helped create a clear, more detailed plan. The mentee's contribution was aimed at the continued support for teachers after a session. I added a place where teachers could find resources after a session. I also added that the Desmos activities for other math levels will be shared during the PD. Teachers will be able to add Desmos activities to their library. The mentee also shared his preference for the professional development available. Knowing my mentee's preferences can help me decide which PD to develop and present in Unit 5.

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Needs Assessment Survey

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Based on the survey responses and what the participants considered important regarding technology, with the guidance of my mentor, the following is the technology school vision:

Technology is a tool that offers an avenue for our students to succeed in a global society. Technology can make instruction more efficient and effective and help prepare our students for lifelong learning and the changing job market. Rialto High School will incorporate technology across the curriculum and develop an Educational Technology Plan to provide students and educators with opportunities to use technology as an integral part of education. Rialto High School will ensure students and educators are proficient, responsible, and safe users of new technologies.

According to the survey results, the Rialto High school staff selected the following two professional development: Technology integration and Digital Citizenship. The participants indicated they prefer in-person training during the school year as a pullout day. Most prefer a small group setting or department training. The professional development for Technology integration must be at least three times a year. At the same time, Digital Citizenship training is twice per year according to staff preference. Participants also indicated preferred Active Learning Workshops over lectures and class observations.

The survey results will help develop the yearlong professional plan to meet the needs of the school, small groups, and individual teachers. Knowing the interests and goals of the staff can help guide more research to pinpoint the exact needs and areas of growth.

ISTE-C standard 4.6 Data-Driven Decision-Maker promotes using quantitative and qualitative data to guide instruction (ISTE 2023). As a coach, it is essential to be an informed decision-maker. Surveying the school to create a shared vision and a Technology Plan is the best way to get buying from the people who will participate in the professional development.

Regarding professional development needs, my mentee prefers training learning how to use specific digital tools, while the rest of the participants prefer Technology Integration. The mentee agrees with the other participants that training must be conducted during the year as pullout days. Further research needs to be undertaken to meet my mentee's needs while still supporting the professional development needs of the school community. Since most participants preferred to work in small focus groups, I can send out another survey to each department where they specify which tool/s they would like to integrate into the classroom. Professional development can target specific tools while conducting technology integration in the classroom.

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

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Characteristics of a high-quality mentor and mentee

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Characteristics of a high-quality mentor and mentee

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According to Kalish, a writer for the Muse, “A mentor is a person who provides you with the tools, guidance, support, and feedback you need to thrive in your career” (Kalish, 2020, para.3). The writer goes on to explain seven important qualities that make a high-quality mentor. A mentor must have expertise in the area you are interested in and be willing to share with you, be respectful and genuinely want to work with you, knows how to give honest and direct feedback, be a good listener, and be willing to help you further your career with a sponsorship (Kalish, 2020). Of the seven characteristics, while they are all essential, three resonate with me, the mentor’s willingness to share their expertise, that they are respectful, and their ability to listen. Their willingness to share their knowledge means they choose you back as a mentee. Finding someone with experience and knowledge was not difficult in looking for the right mentor, but finding the one willing to work for the joy of helping was more challenging. On the other hand, vital characteristics of a high-quality mentee include but are not limited to having a positive attitude and being open to learning, being respectful, good with time management, and being a good listener and communicator (Reeves, 2018). Finding a high-quality mentee that works best for me was much easier than finding a mentor.

Kalish, A. (2020). 7 qualities that make a good mentor. The Muse. https://www.themuse.com/advice/how-to-find-qualities-good-mentor

Reeves, M. (2018). Characteristics of a good mentee: Together mentoring software. RSS. https://www.togetherplatform.com/blog/characteristics-of-a-good-mentee

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Obtaining qualitative and quantitative data from all stakeholders is vital to the technology coaching process. The Technology Professional Development Plan is for the teachers. Therefore, knowing their strengths, weaknesses, and needs allows the coach to create a personalized plan for the school. Quantitative data can help measure and make informed decisions about specific preferences and needs. Qualitative data can help the coach understand why a certain PD is necessary. Both data types play an essential role in planning all aspects of PDs. In a large school like Rialto High School, it is challenging to ask in person about the preferences and goals of each stakeholder. Surveys are practical and easy to administer. However, speaking to small groups or individuals for a more personal answer is necessary.
ISTE standards for coaches 4.3 Collaborator and 4.6 Data-Driven Desicion-Maker support the idea of collaboration and feedback by promoting partnering and creating trusting relationships. Standard 4.3 encourages effective planning and modeling to increase student learning experiences. Standard 4.6 encourages educators to use and teach students to use qualitative and quantitative data to create measurable goals.

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Vision:

To provide students with quality opportunities for skill development and a growth mindset through the proper use of digital technology to give them the confidence to reach their goals and live productive lives.

Mission

As a technology coach and change agent, my role is to inspire my colleagues to use technology in the classroom to enhance the learning experience of our students. By facilitating and modeling professional development, building trusting relationships, and creating a shared vision, I can motivate educators to become and, in turn, create Good digital leaders.

Both my vision and mission statement support being a visionary leader and change agent by inspiring and promoting technology to facilitate experiences that allow students to learn the importance of technology in this digital world. As a technology coach having a clear idea of what technology implementation should look like on campus can help guide the mission of educating the teachers and students.

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The vision and mission statements for the school district support my vision and mission statement in that the primary purpose is to get the students where they need to be concerning technology and help them meet their educational goals. The strategic plan for technology includes professional development for teachers, incorporating Universal Design for Learning (UDL), skits, multi-media presentations, podcasts, poetry, and artwork for students. It also includes electives like coding and robotics, the implementation of a supplemental curriculum that supports critically analytic digital citizenship, and media literacy in grades K-12 (Rialto Unified, n.d.). There are many resources and programs available and funding to purchase others.
Knowing what resources are available at my site can help me collaborate with my mentor and create a viable yearlong technology plan. With thorough research, I can be an informed decision-maker that can deliver results.

Rialto Unified. (n.d.). Strategic plan. https://kec.rialto.k12.ca.us/RUSDStrategicPlan

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High Quality Coach Vs. High Quality Presenter

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High Quality Coach Vs. High Quality Presenter

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A high quality coach is available to help, builds a relationship with the teachers, is a good listener, and collects and analyzes data to make decisions. A coach walks the teacher through plans, activities, goals, etc., and provides feedback. The coach can work with teachers one-on-one.
A high quality presenter engages, connects with the audience, has a good speaking voice, and is professional. The presenter focuses on big groups at a time.

Both are:

Organized

Respectful

Knowledgeable

Use Adult Learning Principles

Reflect on strengths and weaknesses

Model

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Coaching, Presenting, and ISTE standards

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Coaching, Presenting, and ISTE standards

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A coach has many roles, including being a good presenter. To be an excellent district-level technology coach, they must have all the presenter skills to deliver individual or group professional development. Both roles go hand in hand. Both must connect with the mentees or audience, create connections, use adult learning strategies, and model by example.

The ISTE standards are an excellent guide to setting SMART goals, collaborating with colleagues, and facilitating group and individual professional development. The ISTE-C standard 4.1 Change Agent and 4.4 Learning Designer support facilitating group and individual professional development sessions encouraging the development of trusting relationships, modeling, and partnering with teachers to find relevant and technology-rich learning opportunities (ISTE 2023).

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

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The mentee liked the coaching session and expressed interest in using Digital Notebooks/Portfolios in his class. The mentee would like to know more about the effects of digital portfolios on student learning. Explaining the pros and cons of the PD helped the mentee engage in the conversation. The examples of student work helped guide the conversation about future PDs. The SMART goal for improving skills in technology coaching is to constantly get feedback from teachers regarding the efficacy of digital tools to support them in planning and modeling. Another SMART goal is to stay connected and informed by joining and participating in a professional learning network to provide educators with up-to-date strategies and digital tools. The ISTE standards that support the two SMART goals are 4.2 Connected Learner and 4.3 Collaborator. Both standards promote collaboration, modeling, and the use of effective use of technology to enhance student learning.

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I will do three things to continue improving and expanding my technology coach skills. First, I will stay connected to PLNs, which focus on the use of technology and student achievement. Three networks include Common Sense Media,  EdTech: Focus on k-12, and YouCubed. I will also constantly review the ISTE standards and stay current on education laws. This goal meets the ISTE standard for coaches 4.2 Connected Learner.

Second, I will set SMART goals to continue using digital tools to inform, communicate, and inspire teachers on my campus. I will model the use of digital tools and provide opportunities for my colleagues to explore and ask questions so that they can meet their goals. This goal meets the ISTE standard 4.1 Change Agent.

Third, I will keep on working on building trusting relationships. I will keep an open mindset and visit the classrooms of teachers with success stories and teachers who need help implementing technology. I will converse with all teachers to understand their needs and use surveys to find their needs and wants. Collaborating with teachers will help me grow as a teacher and coach. This goal meets the ISTE standard 4.3 Collaborator.

My main goal is to keep growing and keep myself from getting too comfortable in my profession. My students deserve learning experiences that will prepare them for what is ahead.