Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning. (ISTE 2011)
The ISTE professional development and program evaluation standard represents a vital, virtuous cycle for all educational organizations. The standard includes three indicators – one on needs assessment, one on developing technology-rich professional learning programs, and one on program evaluation. One feeds on the other. Specifically, one would not start on designing the next iteration of professional learning programs without having a sold grasp on the needs of the institution. One can only evaluate results of an implemented program. A needs assessment must include the results and feedback from the previous professional learning program.
This requires that an educational institution show discipline and competence in building their professional development program. My institution consistently develops professional development programs every year, but it’s not clear what drives these programs. For example, I have yet to be asked for feedback on the previous professional development. In order to achieve competence in professional development program, an educational organization must use the three indicators in a virtuous cycle.
My detailed experiences with using the ISTE professional development and program evaluation standard in a virtuous cycle are captured with these performance indicators:
- Atkins, L. (2018). Exploring teachers’ professional development and digital literacy: a grounded theory study. Institute for Education Futures, De Montfort University. Retrieved from https://pdfs.semanticscholar.org/c046/2b81240c76084137e982e76b2ce0da835083.pdf
- International Society for Technology in Education. (ISTE; 2011). Standards for Coaches. https://id.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf.