ISTE Standards for Coaches by NETS Project

ISTE Standards for Coaches

Book Title: ISTE Standards for Coaches

Publisher: International Society for Technology in Education

ISBN: 1564843327

Author: NETS Project


* You need to enable Javascript in order to proceed through the registration flow.

Primary: ISTE Standards for Coaches.pdf - 33,109 KB/Sec

Mirror [#1]: ISTE Standards for Coaches.pdf - 39,903 KB/Sec

Mirror [#2]: ISTE Standards for Coaches.pdf - 34,440 KB/Sec

NETS Project with ISTE Standards for Coaches

Related Books

Released in 2011, the NETS for Coaches (NETS-C) join the NETS for Students (NETS-S), Teachers (NETS-T), and Administrators (NETS-A) to 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 title, technology coaches are defined by their proximity to classroom practice and their focus on fostering instructional improvement. They work closely with teachers and buildinglevel administrators to explore how technologies can support digital age, global learning. Technology coaches work primarily in schools and spend most of their time helping teachers achieve the NETS-S and NETS-T. Coaching represents a highly effective form of individualized professional development tailored to educators professional needs and personal learning styles. Coaching is differentiated, jobembedded, and built on a model of mutual respect.

The NETS-C describe how technology coaches support the work of administrators, teachers, and ultimately students in transforming schools into digital age, global learning environments. These standards both complement the work described in the other NETS and fill an important gap in realizing systemic educational improvement.