ISTE STANDARDS

FOR COACHES
ISTE STANDARDS
FOR COACHES
The ISTE StandardsC describe the essential role that technology coaches play in transforming schools into digital age,
global learning environments.

Who are technology coaches? Technology coaches are those who help other educators advance effective technology
use in schools. Technology coaches have many different titles in schools, including technology integration specialists,
technology facilitators, technology lead teachers, instructional designers and technology coordinators. Some technology
coaches are employed outside school districts as consultants. No matter what their titles, technology coaches are defined
by their proximity to classroom practices and their focus on fostering instructional improvement.

About ISTE
The International Society for Technology in Education is the premier membership association for educators and education
leaders committed to empowering connected learners in a connected world. Home to the ISTE Conference & Expo and the
widely adopted ISTE Standards for learning, teaching and leading in the digital age, the association represents more than
100,000 professionals worldwide.

We support our members with professional development, networking opportunities, advocacy and ed tech resources to
help advance the transformation of education. To find out more about these and other ISTE initiatives, visit iste.org.

2013 International Society for Technology in Education

World rights reserved. No part of this book may be reproduced or transmitted in any form or by any means electronic, mechanical,
photocopying, recording or by any information storage or retrieval system without prior written permission from the publisher.
Contact Permissions Editor: iste.org/permissions; permissions@iste.org.

First Edition
ISBN: 978-1-56484-332-6
Printed in the United States of America

ISTE is a registered trademark of the International Society for Technology in Education

[A] groundbreaking paradigm for what young

people should know about technology and what they
should be able to do with it before graduating.
eSchool News
Technology Coaches as Change Agents
Defining Technology Coaches
Technology coaches are broadly defined as those professionals who help educators advance technology use in schools.
Full- and part-time technology coaches have many different job titles in schools, including technology integration
specialists, technology facilitators, technology lead teachers, instructional designers, information and communication
technology (ICT) integrators and technology coordinators.

No matter their job title, technology coaches are defined by their proximity to classroom practice and their focus on
fostering instructional change. They work closely with teachers and building-level administrators to explore how
technologies can support digital age, global learning. Technology coaches work primarily in schools and devote most of
their time and expertise helping teachers achieve the goals established by the ISTE StandardsT.

Educators whose primary job responsibilities are not related to technology can also serve as technology coaches. For
example, teachers who are experts in implementing technology in their own classrooms frequently help other educators
develop a vision for what is possible using technology. In doing so, they coach others toward achieving that vision. Content
area coordinators, media specialists, literacy coaches and instructional lead teachers also engage in technology coaching
as part of their job responsibilities. In smaller districts, technology directors may fulfill the role of technology coaches in
addition to their administrative responsibilities.

Some technology coaches are employed outside school districts. These coaches can be self-employed or employed by for-
profit companies, not-for-profit organizations, state departments of education, regional consortia or university outreach
programs. These coaches serve as external consultants to schools and districts on an as-needed basis.

The Purpose of the ISTE StandardsC

The term technology coach was strategically chosen as a way to highlight the professional development factors that
education professionals must have to help other educators realize instructional change using technology.

Coaching represents a highly effective form of individualized professional development that is tailored to educators
professional needs and personal learning styles.
Coaching is personal, differentiated and job-embedded.
It is also built on a model of mutual respect. The
relationship between coach and learner is a key element
to a successful coaching experience.
Of the many different coaching models, coaching
experts note that most share some common features.
First, most coaching experts recommend that the coach
listen to the needs and concerns of the educators.
This process establishes one-on-one connections and
realistic learning goals at the onset, which are essential
for bridging barriers to change.
Customized Coaching
Coaching is customized and focused on providing
what needs to be accomplished. Coaches tailor
support, assess each teachers progress with
observations, use interviews and surveys and have
follow-up visits. Teachers feel more motivated and
responsible to act on new skills because coaching
makes them personalized and customized on an
ongoing basis.
Wong, H., & Wong, R. (2008). Coaches are more
effective than mentors. From Teachers.Net Gazette
(www.teachers.net/wong/FEB08)

ISTE Standards for Coaches 1

 Second, professional learning is conceived as a co-learning partnership between the coach and educators. The learners
expertise and professionalism is respected and the coach and teachers learn from each other.

Third, the coach continues to guide teachers through the entire change process. Effective coaches model effective practices
so that learners can see what those practices look like, support learners as they pilot new practices, debrief learners after trial
runs and provide follow-up support to learners to ensure that new practices have taken root and are thriving.

Coaching models are work-intensive and job-embedded. They are more costly than large-scale workshops or similar
training models, but research shows that coaching is a highly effective learning strategy. In fact, when dealing with the
type of transformative learning goals suggested by the ISTE StandardsS, coaching is the most effective method for
achieving the desired results and for providing continous learning.

Using the ISTE StandardsC

Educators may use the ISTE StandardsC in different ways, depending on the unique needs of their local learning
organization. Technology coaching may be a new concept for some schools or districts, while others may have a long-
standing tradition for coaching. In any case, here are a few ideas on how to leverage the benefits of the ISTE StandardsC:

Secure necessary translations of the ISTE StandardsC to accommodate the language requirements of members of your
organization.
Share the ISTE StandardsC and/or ISTEs Technology, Coaching and Community white paper with stakeholders in
order to secure support for technology coaching. Highlight how the ISTE StandardsC support other ISTE Standards that
are already familiar to the stakeholders.
Use the ISTE StandardsC to engage leadership and current technology coaches to consider which components of the
existing technology coaching program are strong and weak. Design strategies to bridge any gaps.
Use the ISTE StandardsC to examine and improve existing personnel documents, such as job postings, job
descriptions, interview questions and performance evaluation guidelines for technology coaches.
Establish a common understanding and respect for technology coaching and share best practices for this learning
strategy. Study the scenarios in this booklet and construct your own scenarios.
Develop a community of practice with other technology coaches, both locally and globally. Share best practices and
learn from each other.
Assess the current issues and needs in your learning organization and determine how the ISTE StandardsC could
contribute to achieving solutions.
Collaborate with local institutions of higher education and professional development organizations to ensure that their
programs are aligned to the ISTE StandardsC. Its important to note that the ISTE StandardsC are approved by the National
Council for Accreditation of Teacher Education (NCATE) and the
Council for the Accreditation of Educator Preparation (CAEP) to serve
as foundation standards for graduate-level instructional technology More Information
preparation programs.
For more information on coaching
and other professional development
models, ISTE members can download
the Technology, Coaching and
Community white paper at
iste.org/CoachingPaper.

2 ISTE Standards for Coaches

Supporting a New Generation
of Technology Standards
Technology coaches play key roles in helping learning organizations achieve the ISTE Standards and addressing ISTEs
Essential Conditions for effectively leveraging technology for learning. The ISTE Standards and the Essential Conditions
are designed to help teachers, administrators and coaches combine their unique strengths to achieve the ISTE
StandardsS.

ISTE StandardsS and ISTE StandardsT

The ISTE StandardsS reflect the knowledge and skills that students need for work, life and citizenship in a digital age,
global economy. The ISTE StandardsS are lofty learning goals, describing how students must leverage appropriate
technologies to create, communicate, collaborate and innovate.

To achieve these goals, learning contexts must change dramatically. Classrooms must change from teacher-centered,
memory-focused environments to student-centered, performance-based settings where students engage in collaborative,
authentic, real-world projects. In these transformed environments, technologies enable new kinds of learning that are not
otherwise possible. Collaboration extends beyond the school and classroom, and students are able to share their original
work with global audiences.

Teachers are ultimately responsible for transforming classroom practices and helping students achieve the ISTE
StandardsS. This is no easy task. The ISTE StandardsT describe what teachers must know and accomplish to fully
implement new instructional paradigms. The assumptions underlying the ISTE StandardsT differ greatly from long-
standing beliefs that guide conventional educational practice. Transforming these fundamental understandings of
teaching and learning represents the most complex kind of change. Even when practitioners are willing to entertain
new possibilities, research suggests that this kind of professional transformation is often time-consuming, challenging,
stressful and even overwhelming for teachers.

ISTE StandardsA and ISTE StandardsC

The ISTE StandardsA focus on what administrators must do to design an organizational culture that supports instructional
transformation. District and school leaders including superintendents, program directors, technology directors and
principals lead the development and implementation of a shared vision for digital age, global learning as they craft
policies, plans and programs to realize that vision. As these leaders conduct their work, the ISTE StandardsA enable
them to pay special attention to the factors necessary to effectively leverage technology for learning, especially the kind
of individualized, job-embedded professional learning
teachers need to change their educational practice. To
guide planning efforts, ISTE has outlined 14 of these What Are the ISTE Standards?
factors commonly referred to as ISTEs Essential The ISTE Standards are the standards for learning,
Conditions that administrators must address in order teaching and leading in the digital age and are
to implement and improve district- and school-level widely recognized and adopted worldwide. They work
technology plans (see Page 6). together to transform education.
ISTE (iste.org/standards)

ISTE Standards for Coaches 3

 Even though the ISTE StandardsA describe how superintendents, program directors, technology directors and principals
establish key foundational elements for success, administrators represent just a small percentage of employees in
a learning organization. They are often not able to engage in the detailed implementation of technology programs
especially the kind of individualized, job-embedded professional learning teachers need to change their practice.
Administrators and teachers need help in implementing and improving district- and school-level technology plans and
this is where technology coaches, guided by the ISTE StandardsC, can make their strongest contributions.

The ISTE StandardsC describe how technology coaches support the work of administrators, teachers and, ultimately,
students in transforming schools into digital age, global learning environments. The work of a technology coach both
complements the efforts guided by other ISTE Standards and fills an important gap in realizing systemic improvement
within a learning organization. Research consistently shows that technology adoption requires the presence of pioneers to
field-test technologies, contextualize their use for specific purposes and then help their peers implement them. In schools,
technology coaches fill that pioneer role.

A careful reading of the ISTE StandardsC standards allows for a fuller understanding of the critical functions that
technology coaches fulfill. These functions include the following:

Helping school and district administrators enact visionary leadership related to technology and global learning.
Coaching teachers in and modeling best teaching, learning and assessment practices.
Creating and supporting effective digital age learning environments by selecting, evaluating, arranging, maintaining
and managing technologies.
Designing, implementing and evaluating professional learning.
Modeling and promoting responsible digital citizenship.
Developing and continuously improving the knowledge and skills necessary to be an effective technology coach.

Collaboration Is the Key

Just giving a teacher a technology tool and expecting
him or her to maximize its learning potential is a
strategy destined for failure If we want to see
systemic improvement in student learning and
professional learning, we must allow educators to
routinely collaborate with trusted colleagues to solve
problems and share ideas.
ISTE white paper,
Technology, Coaching and Community, Page 2

4 ISTE Standards for Coaches

Connecting the ISTE Standards
The ISTE Standards are not a top-down construct. Teachers, technology coaches, other administrators and technology
directors must work in concert to support the ISTE StandardsS. Student learning is at the center of all educational efforts.

ISTE Standards for Teachers ISTE Standards for Coaches

Facilitate and Inspire Student Learning and Creativity Visionary Leadership
Design and Develop Digital Age Teaching, Learning and Assessments
Learning Experiences and Assessments Digital Age Learning Environments
Model Digital Age Work and Learning Professional Development and Program Evaluation
Promote and Model Digital Citizenship Digital Citizenship
and Responsibility Content Knowledge and Professional Growth
Engage in Professional Growth
and Leadership

ISTE Standards for Students

Creativity and Innovation
Communication and Collaboration
Research and Information Fluency
Critical Thinking, Problem Solving and Decision Making
Digital Citizenship
Technology Operations and Concepts

ISTE Standards for Administrators

Visionary Leadership
Digital Age Learning Culture
Excellence in Professional Practice
Systemic Improvement
Digital Citizenship

ISTE Standards for Coaches 5

 Essential Conditions
Necessary conditions to effectively leverage technology for learning
Shared Vision
Proactive leadership in developing a shared vision for
educational technology among all education stakeholders,
including teachers and support staff, school and district
administrators, teacher educators, students, parents and
the community.
Empowered Leaders
Stakeholders at every level empowered to be leaders in
effecting change.
Implementation Planning
A systemic plan aligned with a shared vision for school
effectiveness and student learning through the infusion of
ICT and digital learning resources.
Consistent and Adequate Funding
Ongoing funding to support technology infrastructure,
personnel, digital resources and staff development.
Equitable Access
Robust and reliable access to current and emerging
technologies and digital resources, with connectivity for all
students, teachers, staff and school leaders.
Skilled Personnel
Educators, support staff and other leaders skilled in the
selection and effective use of appropriate ICT resources.
Ongoing Professional Learning
Technology-related professional learning plans and
opportunities with dedicated time to practice and
share ideas.
6 ISTE Standards for Coaches
Technical Support
Consistent and reliable assistance for maintaining,
renewing and using ICT and digital learning resources.
Curriculum Framework
Content standards and related digital curriculum
resources that are aligned with and support digital age
learning and work.
Student-Centered Learning
Planning, teaching and assessment centered around the
needs and abilities of students.
Assessment and Evaluation
Continuous assessment of teaching, learning and
leadership and evaluation of the use of ICT and digital
resources.
Engaged Communities
Partnerships and collaboration within communities to
support and fund the use of ICT and digital learning
resources.
Support Policies
Policies, financial plans, accountability measures and
incentive structures to support the use of ICT and other
digital resources for learning and in district school
operations.
Supportive External Context
Policies and initiatives at the national, regional and
local levels to support schools and teacher preparation
programs in the effective implementation of technology
for achieving technology as well as ICT standards.
Technology Coaching for Transformation of
Learning Environments
What does a changed system for learning look like? The following chart lists characteristics that represent traditional
approaches to learning and corresponding strategies associated with new learning environments. This chart also details
how coaching is a critical component for helping educators navigate the transformation from traditional classroom
environments to the emerging learning landscapes.

Technology coaches support this transition by

Building relationships Modeling best practices Providing additional support
Assessing learners needs Supporting independent practices Monitoring changes in practice
Setting goals Debriefing Celebrating successes

From
Traditional Environments
Teacher-directed, memory-focused instruction
Lockstep, prescribed-path progression
Limited media, single-sense stimulation
Knowledge from limited, authoritative sources
Isolated work on invented exercises
Mastery of fixed content and specified processes
Factual, literal thinking for competence
In-school expertise, content and activities
Stand-alone communication and information tools
Traditional literacy and communication skills
Primary focus on school and local community
Isolated assessment of learning
to
Emerging Learning Landscapes
Student-centered, performance-focused learning
Flexible progression with multipath options
Media-rich, multisensory stimulation
Learner-constructed knowledge from multiple
information sources and experiences
Collaborative work on authentic, real-world projects
Student engagement in definition, design and
management of projects
Creative thinking for innovation and original solutions
Global expertise, information, and learning experiences
Converging information and communication systems
Digital literacies and communication skills
Expanded focus including digital global citizenship
Integrated assessment for learning

ISTE Standards for Coaches 7

 What technology coaches should know and be able to do to support peers in
becoming digital educators.

ISTE StandardsC Organization

The technology standards for coaches are divided into six broad categories. A brief standard statement follows each
category. The performance indicators (e.g., a-d) for each standard provide specific outcomes to be measured.

8 ISTE Standards for Coaches

ISTE Standards for Coaches (ISTE StandardsC)
1. Visionary Leadership
Technology coaches inspire and participate in the
development and implementation of a shared vision
for the comprehensive integration of technology to
promote excellence and support transformational change
throughout the instructional environment.
a. Contribute to the development, communication
and implementation of a shared vision for the
comprehensive use of technology to support a
digital age education for all students.
b. Contribute to the planning, development,
communication, implementation and evaluation
of technology-infused strategic plans at the district
and school levels.
c. Advocate for policies, procedures, programs and
funding strategies to support implementation of
the shared vision represented in the school and
district technology plans and guidelines.
d. Implement strategies for initiating and sustaining
technology innovations and manage the change
process in schools and classrooms.
2. Teaching, Learning and Assessments
Technology coaches assist teachers in using technology
effectively for assessing student learning, differentiating
instruction and providing rigorous, relevant and engaging
learning experiences for all students.
a. Coach teachers in and model design and
implementation of technology-enhanced learning
experiences addressing content standards and
student technology standards.
b. Coach teachers in and model design and
implementation of technology-enhanced learning
experiences using a variety of research-based,
learner-centered instructional strategies and
assessment tools to address the diverse needs and
interests of all students.
c. Coach teachers in and model engagement of
students in local and global interdisciplinary
units in which technology helps students assume
professional roles, research real-world problems,
collaborate with others and produce products that
are meaningful and useful to a wide audience.
d. Coach teachers in and model design and
implementation of technology-enhanced learning
experiences emphasizing creativity, higher-order
thinking skills and processes and mental habits
of mind (e.g., critical thinking, metacognition and
self-regulation).
e. Coach teachers in and model design and
implementation of technology-enhanced learning
experiences using differentiation, including
adjusting content, process, product and learning
environment based upon student readiness levels,
learning styles, interests and personal goals.
f. Coach teachers in and model incorporation of
research-based best practices in instructional
design when planning technology-enhanced
learning experiences.
g. Coach teachers in and model effective use of
technology tools and resources to continuously
assess student learning and technology literacy by
applying a rich variety of formative and summative
assessments aligned with content and student
technology standards.
h. Coach teachers in and model effective use of
technology tools and resources to systematically
collect and analyze student achievement data,
interpret results and communicate findings to
improve instructional practice and maximize
student learning.
3. Digital Age Learning Environments
Technology coaches create and support effective digital
age learning environments to maximize the learning of all
students.
a. Model effective classroom management and
collaborative learning strategies to maximize
teacher and student use of digital tools and
resources and access to technology-rich learning
environments.
ISTE Standards for Coaches 9
 b. Maintain and manage a variety of digital tools
and resources for teacher and student use in
technology-rich learning environments.
c. Coach teachers in and model use of online and
blended learning, digital content and collaborative
learning networks to support and extend student
learning as well as expand opportunities and
choices for online professional development for
teachers and administrators.
d. Select, evaluate and facilitate the use of adaptive
and assistive technologies to support student
learning.
e. Troubleshoot basic software, hardware and
connectivity problems common in digital learning
environments.
f. Collaborate with teachers and administrators to
select and evaluate digital tools and resources that
enhance teaching and learning and are compatible
with the school technology infrastructure.
g. Use digital communication and collaboration tools
to communicate locally and globally with students,
parents, peers and the larger community.
4. Professional Development and Program
Evaluation
Technology coaches conduct needs assessments, develop
technology-related professional learning programs and
evaluate the impact on instructional practice and student
learning.
a. Conduct needs assessments to inform the content
and delivery of technology-related professional
learning programs that result in a positive impact
on student learning.
b. Design, develop and implement technology-
rich professional learning programs that model
principles of adult learning and promote digital age
best practices in teaching, learning and assessment.
c. Evaluate results of professional learning programs to
determine the effectiveness on deepening teacher
content knowledge, improving teacher pedagogical
skills and/or increasing student learning.
10 ISTE Standards for Coaches
5. Digital Citizenship
Technology coaches model and promote digital
citizenship.
a. Model and promote strategies for achieving
equitable access to digital tools and resources and
technology-related best practices for all students
and teachers.
b. Model and facilitate safe, healthy, legal and ethical
uses of digital information and technologies.
c. Model and promote diversity, cultural
understanding and global awareness by using
digital age communication and collaboration tools
to interact locally and globally with students, peers,
parents and the larger community.
6. Content Knowledge and Professional Growth
Technology coaches demonstrate professional knowledge,
skills and dispositions in content, pedagogical and
technological areas as well as adult learning and
leadership and are continuously deepening their
knowledge and expertise.
a. Engage in continual learning to deepen content
and pedagogical knowledge in technology
integration and current and emerging technologies
necessary to effectively implement the ISTE
StandardsS and ISTE StandardsT.
b. Engage in continuous learning to deepen
professional knowledge, skills and dispositions
in organizational change and leadership, project
management and adult learning to improve
professional practice.
c. Regularly evaluate and reflect on their professional
practice and dispositions to improve and
strengthen their ability to effectively model
and facilitate technology-enhanced learning
experiences.
Scenarios and Rubrics
Technology Coaching in Action
Scenarios
The six scenarios presented in this section showcase real-life technology coaches who enact the ISTE StandardsC in
their professional work. One scenario is provided for each of the six ISTE StandardsC standards, along with appropriate
performance indicators. The scenarios are not meant to be comprehensive. Capturing the scope and complexity of all the
ISTE StandardsC nuances would be impossible, but these scenarios do provide snapshots of the critical roles and tasks
that technology coaches assume.

Rubrics
The rubrics that follow each scenario provide examples of performance indicators for increasing levels of achievement.
These indicators may be used to identify the professional pathway that technology coaches and teacher candidates in
technology coaching programs may follow. These levels do not directly correlate to years of service or levels of education.
The rubrics identify three levels of achievement:

The Approaches level describes behaviors indicating that technology coaches are becoming more adept and agile in
working with educators to use technology effectively in an educational setting.
The Meets level describes behaviors indicating that technology coaches are keeping current with their own professional
development and helping educators learn to effectively and efficiently use technology to improve student learning.
The Exceeds level describes behaviors indicating that technology coaches are effectively practicing their coaching skills,
leading planning for coaching efforts, producing coaching resources and documenting evidence of their impacts on
student learning.
ISTE designed these rubrics to facilitate the understanding of each standard and describe levels of achievement in
developing technology-coaching skills. These standards may be modified or expanded to meet national, state/province,
district or teacher preparation needs and may be used in professional development or with teacher candidates.

ISTE Standards for Coaches 11

 Scenario for Visionary Leadership
Making Shared Vision a Reality
1. Visionary Leadership
Performance Indicator Alignments: ISTE StandardsC 1a, 1d

David Beards school district is well-known for technology leadership and a cutting-edge vision for technology and
learning. The district was selected as a National School Board Association Technology Site Visit in 2012.

As part of his job, Beard must help administrators, teachers and students in 20 different schools understand and
implement the districts vision for technology. To address this challenge, Beard identifies and empowers force
multipliers his term for key individuals who can best help him spread the vision and support change.

For example, each school has an innovation ambassador, a full-time teacher who uses technology effectively in his or
her own classroom and receives a stipend for helping other individuals before or after school. Each school also employs
a full-time instructional growth teacher who is dedicated to teachers professional development. Because Beard cannot
have direct contact with all the educators he supports, he concentrates on working with innovation ambassadors and
instructional growth teachers, who then help him spread new ideas.

Beard also coaches small groups of teacher-selected student leaders on how to use technologies to complete projects.
When these students return to their classrooms, they teach other students and even their teachers. Beard uses this
strategy to relieve pressure on teachers in the classroom and to support student-centered learning and leadership as
represented in the district vision. In his experience, Beard finds students to be powerful forces for change.

It is most productive to see my job as building capacity for change rather than directly influencing each individual teacher
and student, explained Beard. I am willing to help anyone, but to get the job done, I have to enlist the help of force
multipliers any way I can.

David Beard, Grades 6-8 technology training specialist

Dysart Unified School District,
Surprise, Arizona, USA

Visit the following websites for additional information on Dysart Public Schools
and the 2012 NSBA site:
dysart.org
dysart.org/NSBA

12 ISTE Standards for Coaches

Rubric for Visionary Leadership
Standard 1. Visionary Leadership
Technology coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of
technology to promote excellence and support transformational change throughout the instructional environment.

a. Contribute to the development, communication and
implementation of a shared vision for the comprehensive use of
technology to support a digital age education for all students.
b. Contribute to the planning, development, communication,
implementation and evaluation of technology-infused strategic
plans at the district and/or school levels.
Approaches Meets
c. Advocate for policies, procedures, programs and funding
strategies to support the implementation of the shared vision
represented in the school and district technology plans and
guidelines.
d. Implement strategies for initiating and sustaining technology
innovations and manage the change process in schools and
classrooms.
Exceeds

Define the term shared vision and explain
importance of developing, communicating
and implementing a shared vision for
technology use in schools and strategic
plans to reach the vision. (1a)
Analyze how the content of national, state
and local strategic plans currently support
the effective use of technology in schools.
(1b)
Identify strategies to advocate for policies,
procedures, programs and funding
strategies to support the implementation
of a shared vision as represented in the
school and district technology plans and
guidelines. (1c)
Identify principles of organizational
change and project management useful
when initiating and sustaining effective
use of technology innovations in K-12
schools. (1d)
Contribute to the development,
communication and implementation of
a shared vision for the comprehensive
use of technology to support a digital age
education for all students. (1a)
Contribute to the planning, development,
communication, implementation and
evaluation of technology-infused strategic
plans at the district and/or school levels.
(1b)
Advocate for policies, procedures,
programs and funding strategies to
support the implementation of the shared
vision represented in the school and
district technology plans and guidelines.
(1c)
Implement strategies for initiating and
sustaining technology innovations and
manage the change process in schools and
classrooms. (1d)
Lead school-level teams in developing,
communicating and/or implementing a
shared vision for the comprehensive use
of technology to support a digital age
education for all students. (1a)
Lead school-level teams in planning,
developing, communicating,
implementing and evaluating technology-
infused strategic plans at the school levels.
(1b)
Lead advocacy activities resulting in
improved policies, procedures, programs
and/or funding strategies to support their
local school implement the shared vision
represented in school and/or district
technology plans and guidelines. (1c)
Design innovative strategies for initiating
and sustaining technology innovations
and manage the change process in schools
and classrooms. (1d)
Provide evidence of improved teaching
and learning as a result of helping others
successfully adopt/adapt technology
innovations. (1a-d)
Produce resources related to shared
visioning, strategic planning, advocacy
and innovation/change that are used by
educators beyond the local school. (1a-d)

ISTE Standards for Coaches 13

 Scenario for Teaching, Learning and Assessments
Coaching from the Classroom
2. Teaching, Learning and Assessments
Performance Indicator Alignments: ISTE StandardsC 2a-d

Adam Taylor shows how full-time teachers can coach others in using technology effectively. He uses Twitter to bring real-
world science into his high school curriculum and helps other teachers do the same.

Taylor began using Twitter by following practicing scientists who were posting content related to his curriculum. Now, he
assigns his students to follow selected scientists, as well. The up-to-date information enriches classroom discussions and
helps students improve their academic discourses an important goal because more than half of Taylors students are
English language learners.

Taylor also arranges real-time chats with the scientists, and he uses his online professional networks to invite other schools
to join. Sometimes the time barriers are an issue, but he and his students have connected with classrooms in Canada,
several European countries and Pakistan.

Taylor has shared what he is doing with other teachers in his school and district through informal conversations and more
structured professional development opportunities. He also has had the opportunity to share his work with district leaders
at the Metro Nashville Public Schools Principals Retreat.

Outside his district, he has presented at National Science Foundation GK-12 Conferences, the Tennessee Educator Technology
Conference, the Tennessee Science Teacher Association Conference, regional TeachMeets and the ISTE annual conference.

Taylors work is well received and gives other teachers concrete ideas of how they can use Web 2.0 tools to enhance
teaching and learning. I guess there is a sense of credibility because I am in the classroom doing it. I can model ideas and
strategies that have already proved to work, Taylor explains. If other teachers are interested, I am very willing to coach
them. We all want to improve student learning.

Adam Taylor, science teacher

Overton High School, Nashville, Tennessee, USA

Visit the following websites for additional information on Adam Taylors Science Chats
and professional development presentations:
scistuchat.com
sciencemuse.com/2012/05/04/twitter-scistuchat-creator-adam-taylor/
2footgiraffe.wordpress.com
teachmeetnashville.wordpress.com

14 ISTE Standards for Coaches

Rubric for Teaching, Learning and Assessments
Standard 2. Teaching, Learning and Assessments
Technology coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction and providing
rigorous, relevant and engaging learning experiences for all students.
a. Coach teachers in and model design and implementation of
technology-enhanced learning experiences addressing content
standards and student technology standards.
b. Coach teachers in and model design and implementation of
technology-enhanced learning experiences using a variety of
research-based, learner-centered instructional strategies and
assessment tools to address the diverse needs and interests of all
students.
c. Coach teachers in and model engagement of students in local
and global interdisciplinary units in which technology helps
students assume professional roles, research real-world problems,
collaborate with others and produce products that are meaningful
and useful to a wide audience.
d. Coach teachers in and model design and implementation of
technology-enhanced learning experiences emphasizing creativity,
higher-order thinking skills and processes and mental habits of
mind (e.g., critical thinking, metacognition and self-regulation).
e. Coach teachers in and model design and implementation of
technology-enhanced learning experiences using differentiation,
including adjusting content, process, product and learning
environment based upon student readiness levels, learning styles,
interests and personal goals.
f. Coach teachers in and model incorporation of research-based
best practices in instructional design when planning technology-
enhanced learning experiences.
g. Coach teachers in and model effective use of technology tools and
resources to continually assess student learning and technology
literacy by applying a rich variety of formative and summative
assessments aligned with content and student technology
standards.
h. Coach teachers in and model effective use of technology tools
and resources to systematically collect and analyze student
achievement data, interpret results and communicate findings to
improve instructional practice and maximize student learning.

Approaches Meets Exceeds

Identify technology literacy standards
(iste standardss and any local/state
student technology standards) that must
be addressed in classroom instruction
and develop strategies for integrating
technology into content-area instruction.
(2a)
Identify principles of research-based
instruction, including the importance of
implementing learner-centered instruction,
meeting the needs of diverse learners,
differentiating instruction, providing
students with meaningful and relevant
tasks and promoting creativity/higher-order
thinking/mental habits of mind. (2b-f)
Identify ways that technology can support
and enable research-based teaching,
learning and assessment strategies in the
classroom. (2a-g)
Identify principles of effective student
assessment and data analysis. (2g, 2h)
Identify ways that technology can support
effective student assessment and data
analysis in K-12 schools. (2g, 2h)
Implement research-based teaching,
learning and assessment strategies in their
own classrooms. (2a-h)
Coach teachers in and model design and Provide evidence that their coaching
implementation of technology-enhanced and/or modeling practices helped other
learning experiences addressing student educators increase or improve technology
content and technology literacy standards. use to support effective teaching,
(2a) learning and assessment strategies.
(2a-h)
Coach teachers in and model design and
implementation of technology-enhanced Provide evidence that their coaching
learning experiences using a variety and/or modeling practices related to the
of research-based, learner-centered effective use of technology for teaching,
instructional strategies and assessment learning and assessment resulted in
tools to address the diverse needs and enhanced student learning. (2a-h)
interests of all students. (2b) Produce technology-supported
Coach teachers in and model engagement instructional, assessment and/or data
of students in local and global analysis resources that are used by
interdisciplinary units in which technology educators beyond the local school. (2a-h)
helps students assume professional roles,
research real-world problems, collaborate
with others and produce products that are
meaningful and useful to a wide audience.
(2c)
Coach teachers in and model design and
implementation of technology-enhanced
learning experiences emphasizing
creativity, higher-order thinking skills and
processes and mental habits of mind (e.g.,
critical thinking, metacognition and self-
regulation). (2d)

ISTE Standards for Coaches 15

 Scenario for Digital Age Learning Environments
Selecting the Right Tools for Science Inquiry
3. Digital Age Learning Environments
Performance Indicator Alignments: ISTE StandardsC 3f, 3g

Maria Fernanda Veloz Galarza is the full-time technology facilitator at Colegio Menor, a private school serving more than
1,500 students in Quito, Ecuador.

As technology facilitator, one of her roles includes testing, evaluating and selecting appropriate technologies to support
student learning. One of her first tasks in this role was to recommend how teachers could use technology to address core
content and technology literacy standards outlined in the schools strategic plan.

Galarza then went on to help teachers select technologies to enrich their lessons. For example, each year eighth graders
go on a problem-solving academic field trip to the Galapagos Islands. One year the students studied and offered solutions
to the overpopulation of goats on the island. To enhance the experience and to address required technology literacy
standards, the teacher asked Galarza to help her find technologies that would help students gather, analyze and report
data. Galarza surveyed technologies available at the school and looked for free online resources. She recommended
the use of spreadsheets, charts and graphs. She also suggested students use Glogster, Prezi and PowerPoint as ways to
enhance their presentations to the community and other schools via the internet.

Galarza acknowledges that this teacher had already designed a highly engaging learning experience, but technology
motivated the students to analyze, synthesize, create and share their knowledge in new and powerful ways. When
popular devices used by young people are included in the classroom, students are more motivated to work than if
these technologies are not used. By using technology in our classes, we are directing students motivation toward their
potentially undiscovered passions of life. Hopefully it will spark their interest to learn, not to obtain a grade but for the
sake of learning!

Maria Fernanda Veloz Galarza, technology facilitator

Colegio Menor San Francisco de Quito
Quito, Pichincha, Ecuador

Visit the following websites to see additional information on Colegio Menor and the
annual eighth grade field trip to the Galapagos Islands:
colegiomenor.com
colegiomenor.com/middle/events.html

16 ISTE Standards for Coaches

Rubric for Digital Age Learning Environments
Standard 3. Digital Age Learning Environments
Technology coaches create and support effective digital age learning environments to maximize the learning of all students.
a. Model effective classroom management and collaborative
learning strategies to maximize teacher and student use of
digital tools and resources and access to technology-rich learning
environments.
b. Maintain and manage a variety of digital tools and resources for
teacher and student use in technology-rich learning environments.
c. Coach teachers in and model use of online and blended learning,
digital content and collaborative learning networks to support
and extend student learning, as well as expand opportunities
and choices for online professional development for teachers and
administrators.
d. Select, evaluate and facilitate the use of adaptive and assistive
technologies to support student learning.
e. Troubleshoot basic software, hardware and connectivity problems
common in digital learning environments.
f. Collaborate with teachers and administrators to select and
evaluate digital tools and resources that enhance teaching and
learning and tht are compatible with the school technology
infrastructure.
g. Use digital communication and collaboration tools to
communicate locally and globally with students, parents, peers
and the larger community.

Approaches Meets Exceeds

Identify strategies for effective classroom
management and collaborative learning
strategies to maximize teacher and student
use of digital tools and resources and access to
technology-rich learning environments. (3a)
Maintain and manage a variety of digital tools
and resources in their own classrooms. (3b)
Identify research-based strategies for using
online and blended learning, digital content
and collaborative learning networks to
support and extend student learning as well
as expand opportunities and choices for online
professional development for teachers and
administrators. (3c)
Experiment with online and blended learning,
digital content and collaborative learning
networks to support and extend student
learning in their own classrooms. (3c)
Identify the types of adaptive and assistive
technologies to support student learning. (3d)
Identify principles of troubleshooting basic
software, hardware and connectivity problems
common in digital learning environments.
(3e)
Identify strategies and processes for selecting
and evaluating digital tools and resources
that enhance teaching and learning and
are compatible with the school technology
infrastructure. (3f)
Identify digital communication and
collaboration tools useful for communicating
locally and globally with students, parents,
peers and the larger community. (3g)
Model effective classroom management and Provide evidence that coaching
collaborative learning strategies to maximize and modeling efforts improved
teacher and student use of digital tools and other teachers ability to manage
resources and access to technology-rich technology-rich learning
learning environments. (3a) environments and/or implement
online and blended learning in
Maintain and manage a variety of digital tools
their classrooms. (3a-c)
and resources for teacher and student use in
technology-rich learning environments. (3b) Provide evidence that their
maintenance, management,
Coach teachers in and model use of online
troubleshooting, selection and
and blended learning, digital content and
evaluation activities resulted in
collaborative learning networks to support
increased student and educator
and extend student learning as well as
access to technologies. (3b, 3d-f)
expand opportunities and choices for online
professional development for teachers and Produce resources related to
administrators. (3c) improving digital age learning
environments that are used by
Select, evaluate and facilitate the use of
educators beyond their local
adaptive and assistive technologies to support
school. (3a-g)
student learning. (3d)
Troubleshoot basic software, hardware and
connectivity problems common in digital
learning environments. (3e)
Collaborate with teachers and administrators
to select and evaluate digital tools and
resources that enhance teaching and learning
and are compatible with the school technology
infrastructure. (3f)
Use digital communication and collaboration
tools to communicate locally and globally
with students, parents, peers and the larger
community. (3g)

ISTE Standards for Coaches 17

 Scenario for Professional Development and
Program Evaluation
Implementing the ISTE Standards in Nigeria
4. Professional Development and Program Evaluation
Performance Indicator Alignments: ISTE StandardsC 4a-c

Through his work at School Works Enterprises, Olusola Dawodu has played a key role in designing, delivering and
evaluating technology-related professional learning for many teachers in the state of Lagos in Southeastern Nigeria.

School Works is a private professional development and consulting company that works exclusively with schools. Over
the past three years, School Works has been involved in the Lagos Eko Education Project, a large-scale project funded by
the World Bank and the Lagos Ministry of Education. Through the Eko project, School Works has helped more than 1,500
teachers from more than 300 schools in Lagos integrate instructional software and web-based instructional resources into
their classroom practices.

The Ministry of Education conducts needs assessments and establishes goals for the Eko project, while Dawodus role is to
develop and deliver training options based on the ISTE StandardsT for Eko teachers. He also conducts follow-up visits to
participating schools two to three months after training. On these visits, Dawodu observes classroom practice, determines
if teachers have been able to apply what they have learned, provides individual coaching to teachers who need additional
assistance and uses the information from site visits to inform future professional development strategies.

Dawodu believes the project and others like it are very important to the economic future of students around the world.
Education must prepare students to live and work in the 21st century. We must prepare our students for jobs that may
not have been created yet. Graduates must be productive, think critically and solve problems as described in the ISTE
StandardsS. Employers want to hire people who are already responsible digital citizens. To achieve the ISTE StandardsS,
we must first address the ISTE StandardsT. This is why what School Works does is critical, explained Dawodu.

Olusola Dawodu, managing director/technology coordinator

School Works Enterprises
Surulere, Lagos, Nigeria

Visit the following websites for additional information on School Works and the Lagos Eko
Education Project:
facebook.com/Schoolworksekoproject
worldbank.org/en/news/2012/01/26/education-project-credited-with-surge-in-
academic-improvement

18 ISTE Standards for Coaches

Rubric for Professional Development and
Program Evaluation
Standard 4. Professional Development and Program Evaluation
Technology coaches conduct needs assessments, develop technology-related professional learning programs and evaluate their impact on
instructional practice and student learning.
a. Conduct needs assessments to inform the content and delivery of c. Evaluate results of professional learning programs to determine
technology-related professional learning programs that result in a the effectiveness on deepening teacher content knowledge,
positive impact on student learning. improving teacher pedagogical skills and/or increasing student
b. Design, develop and implement technology-rich professional learning.
learning programs that model principles of adult learning and
promote digital age best practices in teaching, learning and
assessment.

Approaches Meets Exceeds

Identify research-based principles of adult
learning and standards for high-quality
professional development/evaluation.
(4a-c)
Identify best-practice examples of how
these principles and standards have been
implemented to support the effective use
of technology in K-12 schools. (4a-c)
Conduct needs assessments to inform the
content and delivery of technology-related
professional learning programs that result
in a positive impact on student learning.
(4a)
Design, develop and implement
technology-rich professional learning
programs that model principles of adult
learning and promote digital age best
practices in teaching, learning and
assessment. (4b)
Evaluate results of professional learning
programs to determine the effectiveness
on deepening teacher content knowledge,
improving teacher pedagogical skills and/
or increasing student learning. (4c)
Provide evidence that technology-
related professional development
programs increased or improved the use
of technology in the classroom and/or
improved student learning. (4a-c)
Produce resources related to technology-
related professional development and
program evaluation that are used by
educators beyond their local schools.
(4a-c)

ISTE Standards for Coaches 19

 Scenario for Digital Citizenship
Focusing on What Students Can Do
5. Digital Citizenship
Performance Indicator Alignments: ISTE StandardsC 5b

To help teachers and students at her school use safe, legal and ethical technology practices, middle school librarian Geri
Kimoto prefers to coach students and teachers when they need support.

For example, when the students and teachers have projects that require them to integrate multimedia resources, they
frequently come to Kimoto for assistance. What they really want is to find the photos or music they need, but I also see
this as an opportunity to help them understand copyright, Kimoto explained.

Kimoto knows there are federal laws and school policies on safe, legal and ethical uses of technology, but she believes
that the guidelines dont make much sense to teachers and students unless they have the opportunity to apply them.

She also observes that teachers and students sometimes see these regulations as restricting and annoying, but Kimoto
tries to reshape their thinking. What teachers and students need are examples of what they can do, what they can use
and how to appropriately give credit to authors, she explained.

To help teachers and students gain this understanding, Kimoto shows them resources such as Creative Commons to
illustrate the different ways people are willing to share their work. On her blog, she also posts links to music and image
websites that are copyright friendly for educational purposes.

Through her efforts, she believes teachers and students learn to respect the intellectual property of others, while still
creating excellent, original products. As a next step, Kimoto hopes to help students share their own work with broader
audiences. She believes this will help students understand copyright from the perspective of a knowledge creator. This
will really help them see how authors feel!

Geri Kimoto, middle school librarian

Kamehameha Schools Maui
Pukalani, Hawaii, USA

Visit the following websites to learn more about Kamehameha Schools, the Maui Campus
Library Learning Center and Geri Kimotos educational websites:
ksbe.edu twitter.com/gekimoto
blogs.ksbe.edu/gekimoto/ library20.com/profile/GeriKimoto
facebook.com/geri.kimoto.3

20 ISTE Standards for Coaches

Rubric for Digital Citizenship
Standard 5. Digital Citizenship
Technology coaches model and promote digital citizenship.

a. Model and promote strategies for achieving equitable access to
digital tools and resources and technology-related best practices
for all students and teachers.
b. Model and facilitate safe, healthy, legal and ethical uses of digital
information and technologies.
c. Model and promote diversity, cultural understanding and global
awareness by using digital age communication and collaboration
tools to interact locally and globally with students, peers, parents
and the larger community.

Approaches Meets Exceeds

Identify strategies and best-practice
examples for achieving equitable
access to digital tools and resources and
technology-related best practices for all
students and teachers. (5a)
Explain key issues, principles, policies
and legislation that define/influence what
are considered safe, healthy, legal and
ethical uses of digital information and
technologies in K-12 schools. (5b)
Identify best-practice examples of
how digital age communication and
collaboration tools are used to promote
diversity, cultural understanding and
global awareness through local and global
interactions among students, peers,
parents and the larger community. (5c)
Model and promote strategies for
achieving equitable access to digital tools
and resources and technology-related best
practices for all students and teachers. (5a)
Model and facilitate safe, healthy, legal
and ethical uses of digital information and
technologies. (5b)
Model and promote diversity, cultural
understanding and global awareness by
using digital age communication and
collaboration tools to interact locally and
globally with students, peers, parents and
the larger community. (5c)
Provide evidence that strategies they
implemented have resulted in greater
digital equity, respect for diversity, cultural
understanding and global awareness.
(5a, 5c)
Provide evidence that strategies they
have implemented have had an impact
on aligning technology-related practices
to safe, healthy, legal and ethical uses of
technology. (5b)
Produce resources related to digital
citizenship that are used by educators
beyond their local school. (5a-c)

ISTE Standards for Coaches 21

 Scenario for Content Knowledge and
Professional Growth
Learning Never Stops
6. Content Knowledge and Professional Growth
Performance Indicator Alignments: ISTE StandardsC 6a, 6b

Even though Jill Brown is a director of educational technology, she still spends 60 to 70 percent of her time coaching teachers.

I believe the ISTE StandardsC are important prerequisites for effective technology directors. I am a better technology
director because I was a coach first, and I didnt stop coaching when I became a director. The combined coach/director
roles are especially common in smaller school systems, said Brown.

Brown believes that a combination of formal education, ongoing professional learning and on-the-job experience
prepared her to be a good coach. Brown points to her undergraduate degree and teaching experience in elementary
education as a critical foundation for her coaching practices. Her masters and doctoral work in curriculum and instruction
and educational technology helped her understand how children, adolescents and adults learn.

Brown attributes most of her technology expertise to self-study and ongoing professional development. Because
technologies change all the time, she tinkers with different products on a day-to-day basis and evaluates their usefulness
for K-12 settings. Professional organizations, such as ISTE and the New Mexico Society for Technology in Education, serve
to keep her up-to-date on emerging technologies and technology-related issues in schools. She attends conferences,
workshops and webinars. To stay connected to a network of peers, she volunteers for committees and participates in
online professional communities, such as the ISTE Ning and ISTE PLN networks.

Overall, Brown characterizes professional learning for technology coaches as both invigorating and challenging. We are
technology experts but also education experts. That means we have to draw from a broad knowledge base. We have to
constantly learn, but thats what makes it exciting and why people really need us to help them, she summarized.

Jill Brown, director of educational technology and technology coach

Albuquerque Academy
Albuquerque, New Mexico, USA

Visit the following websites to learn more about Albuquerque Academy

and Jill Browns professional learning communities:
aa.edu connect.iste.org
iste.org/PLN sites.google.com/site/nmstesite/

22 ISTE Standards for Coaches

Rubric for Content Knowledge and
Professional Growth
Standard 6. Content Knowledge and Professional Growth
Technology coaches demonstrate professional knowledge, skills and dispositions in content, pedagogical and technological areas as well as
adult learning and leadership and are continuously deepening their knowledge and expertise.
a. Engage in continual learning to deepen content and pedagogical c. Regularly evaluate and reflect on their professional practice and
knowledge in technology integration and current and emerging dispositions to improve and strengthen their ability to effectively
technologies necessary to effectively implement the ISTE model and facilitate technology-enhanced learning experiences.
StandardsS and ISTE StandardsT.
b. Engage in continuous learning to deepen professional knowledge,
skills and dispositions in organizational change and leadership,
project management and adult learning to improve professional
practice.

Approaches Meets Exceeds

Identify foundational principles related
to content and pedagogical knowledge
in technology integration and current
and emerging technologies necessary
to effectively implement the ISTE
StandardsS and ISTE StandardsT. (6a)
Identify basic foundational principles
related to organizational change and
leadership, project management and adult
learning to improve professional practice.
(6b)
Identify qualities and best practices of a
reflective practitioner and why self-
evaluation/reflection is beneficial. (6c)
Identify strategies to engage in continuous
learning, evaluation and reflection
to deepen content knowledge and
professional growth related to content
and pedagogical knowledge, emerging
technologies, technology integration,
technology standards, organizational
change, leadership, project management
and adult learning. (6a-c)
Engage in continual learning to deepen
content and pedagogical knowledge
in technology integration and current
and emerging technologies necessary
to effectively implement the ISTE
StandardsS and ISTE StandardsT. (6a)
Engage in continuous learning to deepen
professional knowledge, skills and
dispositions in organizational change and
leadership, project management and adult
learning to improve professional practice.
(6b)
Regularly evaluate and reflect on their
professional practices and dispositions
to improve and strengthen their
abilities to effectively model and
facilitate technology-enhanced learning
experiences. (6c)
Produce resources or engage in
professional activities that assist others
in developing their knowledge of content
and pedagogy, emerging technologies,
technology integration, technology
standards, organizational change,
leadership, project management and/or
adult learning. (6a-b)
Produce resources or engage in
professional activity that assists others
in evaluating their own professional
practice and/or dispositions to improve
and strengthen their ability to effectively
model and facilitate technology-enhanced
learning experiences. (6c)
Provide evidence that these resources or
professional activities have contributed
to the professional growth of other
technology coaches or educational leaders
responsible for supporting effective
technology implementation. (6a-c)

ISTE Standards for Coaches 23

 ISTE Standards for Students (ISTE StandardsS)
What students should know and be able to do to learn effectively and live
productively in an increasingly digital world.

ISTE StandardsS Organization

The technology standards for students are divided into six broad categories. A brief standard statement follows each
category. The four performance indicators (a-d) for each standard provide specific outcomes to be measured.

1. Creativity and Innovation 2. Communication and Collaboration

Students demonstrate creative thinking, construct
knowledge and develop innovative products and
processes using technology.
a. Apply existing knowledge to generate new ideas,
products or processes.
b. Create original works as a means of personal or
group expression.
c. Use models and simulations to explore complex
systems and issues.
d. Identify trends and forecast possibilities.
Students use digital media and environments to
communicate and work collaboratively, including at a
distance, to support individual learning and contribute
to the learning of others.
a. Interact, collaborate and publish with peers,
experts or others employing a variety of digital
environments and media.
b. Communicate information and ideas effectively to
multiple audiences using a variety of media and
formats.
c. Develop cultural understanding and global
awareness by engaging with learners of other
cultures.
d. Contribute to project teams to produce original
works or solve problems

24 ISTE Standards for Coaches

3. Research and Information Fluency
Students apply digital tools to gather, evaluate and use
information.
a. Plan strategies to guide inquiry.
b. Locate, organize, analyze, evaluate, synthesize and
ethically use information from a variety of sources
and media.
c. Evaluate and select information sources and digital
tools based on the appropriateness to specific tasks.
d. Process data and report results.
4. Critical Thinking, Problem Solving and Decision
Making 6. Technology Operations and Concepts
Students use critical thinking skills to plan and conduct
research, manage projects, solve problems and make
informed decisions using appropriate digital tools and
resources.
a. Identify and define authentic problems and
significant questions for investigation.
b. Plan and manage activities to develop a solution or
complete a project.
c. Collect and analyze data to identify solutions and/or
make informed decisions.
d. Use multiple processes and diverse perspectives to
explore alternative solutions.
5. Digital Citizenship
Students understand human, cultural and societal
issues related to technology and practice legal and
ethical behavior.
a. Advocate and practice safe, legal and responsible
use of information and technology.
b. A positive attitude toward using technology that
supports collaboration, learning and productivity.
c. Demonstrate personal responsibility for lifelong
learning.
d. Exhibit leadership for digital citizenship.
Students demonstrate a sound understanding of
technology concepts, systems and operations.
a. Understand and use technology systems.
b. Select and use applications effectively and
productively.
c. Troubleshoot systems and applications.
d. Transfer current knowledge to learning of new
technologies.
ISTE Standards for Coaches 25
 ISTE Standards for Teachers (ISTE StandardsT)
What teachers should know and be able to apply to teach effectively and grow
professionally in an increasingly digital world.

ISTE StandardsT Organization

The technology standards for teachers are organized into five broad categories. A brief standard statement follows each
category. The four performance indicators (a-d) for each standard provide specific outcomes to be measured.

1. Facilitate and Inspire Student Learning and
Creativity
Teachers use their knowledge of subject matter,
teaching and learning and technology to facilitate
experiences that advance student learning, creativity
and innovation in both face-to-face and virtual
environments.
a. Promote, support and model creative and
innovative thinking and inventiveness.
b. Engage students in exploring real-world issues and
solving authentic problems using digital tools and
resources.
c. Promote student reflection using collaborative
tools to reveal and clarify students conceptual
understanding and thinking, planning and creative
processes.
d. Model collaborative knowledge construction by
engaging in learning with students, colleagues and
others in face-to-face and virtual environments.
2. Design and Develop Digital Age Learning
Experiences and Assessments
Teachers design, develop and evaluate authentic
learning experiences and assessments incorporating
contemporary tools and resources to maximize content
learning in context and to develop the knowledge, skills
and attitudes identified in the ISTE StandardsS.
a. Design or adapt relevant learning experiences that
incorporate digital tools and resources to promote
student learning and creativity.
b. Develop technology-enriched learning environments
that enable all students to pursue their individual
curiosities and become active participants in setting
their own educational goals, managing their own
learning and assessing their own progress.

26 ISTE Standards for Coaches

 c. Customize and personalize learning activities to
address students diverse learning styles, working
strategies and abilities using digital tools and
resources.
d. Provide students with multiple and varied formative
and summative assessments aligned with content
and technology standards and use resulting data to
inform learning and teaching.
3. Model Digital Age Work and Learning
Teachers exhibit knowledge, skills and work processes
representative of an innovative professional in a global
and digital society.
a. Demonstrate fluency in technology systems and the
transfer of current knowledge to new technologies
and situations.
b. Collaborate with students, peers, parents and
community members using digital tools and
resources to support student success and innovation.
c. Communicate relevant information and ideas
effectively to students, parents and peers using a
variety of digital age media and formats.
d. Model and facilitate effective use of current and
emerging digital tools to locate, analyze, evaluate
and use information resources to support research
and learning
4. Promote and Model Digital Citizenship and
Responsibility
Teachers understand local and global societal issues
and responsibilities in an evolving digital culture and
exhibit legal and ethical behavior in their professional
practices.
a. Advocate, model and teach safe, legal and ethical
use of digital information and technology, including
respect for copyright, intellectual property and the
appropriate documentation of sources.
b. Address the diverse needs of all learners by using
learner-centered strategies and providing equitable
access to appropriate digital tools and resources.
c. Promote and model digital etiquette and
responsible social interactions related to the use of
technology and information.
d. Develop and model cultural understanding and
global awareness by engaging with colleagues
and students of other cultures using digital age
communication and collaboration tools.
5. Engage in Professional Growth
and Leadership
Teachers continuously improve their professional
practice, model lifelong learning and exhibit leadership
in their school and professional communities by
promoting and demonstrating the effective use of
digital tools and resources.
a. Participate in local and global learning communities
to explore creative applications of technology to
improve student learning.
b. Exhibit leadership by demonstrating a vision
of technology infusion, participating in shared
decision making and community building and
developing the leadership and technology skills of
others.
c. Evaluate and reflect on current research and
professional practice on a regular basis to make
effective use of existing and emerging digital tools
and resources in support of student learning.
d. Contribute to the effectiveness, vitality and self-
renewal of the teaching profession and
of their school and community.
ISTE Standards for Coaches 27
 Development Team
ISTE Accreditation and Standards Committee
Sheryl Abshire, Calcasieu Parish School System
David Bar, Retired, Illinois Math and Science Academy
Arlene Borthwick, National-Louis University
Kathy Hayden, California State University San Marcos
Peggy Kelly, California State Polytechnic University
Kay Lehmann, author
Steve Rainwater, University of Texas at Tyler
Traci Redish, Kennesaw State University
Meg Swecker, Roanoke County Public Schools
Lajeane Thomas, retired, Louisiana Tech University
Jo Williamson, Kennesaw State University
Staff Liaison
Anita McAnear
ISTE StandardsC Rubrics Writing Team
Traci Redish
Jo Williamson
Anita McAnear
Carolyn Sykora
28 ISTE Standards for Coaches
ISTE Board of Directors, 2006-2007
Kurt Steinhaus, President
Trina Davis, President Elect
Christine Jager, Executive Committee secretary
and International Representative
John Thompson, Executive Committee treasurer
and computer science representative
Helen Padgett, Executive Committee at-large
and affiliate representative
Paul Reinhart, Executive Committee at-large
and PK-12 schools representative
Jill Brown, PK-12 schools representative
David S. Byer, corporate representative
Camilla Gagliolo, special interest group representative
Anita Givens, state technology director representative
Ryan Imbriale, affiliate representative
Doug Johnson, at-large representative
Richard Martinez, school district administration representative
Kyle Peck, teacher education representative
Joyce Pittman, at-large representative
Helen Soul, corporate representative
Contributing Author for This Booklet
Susan Brooks-Young
ISTE STANDARDS
FOR COACHES
The ISTE StandardsC describe the essential role that technology coaches play in transforming schools into digital age,
Mastery
global learning environments.
Seal of Alignment
Who are technology coaches? Technology coaches are those who help other educators advance effective technology
use in schools. Technology coaches have many different titles in schools, including technology integration specialists,
technology facilitators, technology lead teachers, instructional designers and technology coordinators. Some technology
coaches are employed outside school districts as consultants. No matter what their title is, technology coaches are defined
by their proximity to classroom practice and their focus on fostering instructional improvement.

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