1B
“Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels.”
1B Summary
- Contributing to a technology-infused strategic plan requires a flexible and honest relationship with collaborative partners. As a non-faculty member, it isn’t always clear who my peer is. However, my role provides me a unique opportunity to build an authentic relationship to listen and learn from faculty members, which provides space to understand their needs and concerns which leads to a successful coaching experience.
- Building in-depth relationships with university personnel creates opportunity to contribute to developing a holistic and comprehensive technology plan.
- Key attributes:
- Partnering with a with a diverse university constituency (faculty, faculty governance, administrators, students).
- Building authentic relationships, “It starts by building a relationship that is initiated and sustained by mutual respect and trust.”
- Integration of the Technological Pedagogical Content Knowledge (TPACK) framework.
- Communities of Practice as a model, “The key aspects of the collaborative apprenticeship models requires a coach to build communities of practice, support the creation of competent technology leaders–teachers–on campus, and empower teachers beyond their previous level of capacity.”
