Visionary Leadership: The ability to develop and communicate a shared vision for digital equity.

1. Develops and contributes to a shared vision for technology in education specific to their grade and/or content area.
2. Engages students to create a shared vision for technology and digital citizenship that leads to enhanced learning experiences.

Strategic Planning: The ability to contribute to and use the school’s strategic continuous improvement plans for digital equity.

1. Develops technology integration plans specific to their classroom by using district- and school-based continuous improvement plans.
2. Advocates for technology integration and influences school-based strategic plans at the grade-level or content-area level in alignment with a district and/or school vision for technology.

Culture of Collaboration: The ability to build and maintain partnerships with students, teachers, coaches, and leaders to support digital equity in learning.

1. Collaborates with grade-level teams to ensure students maintain consistent access and engage in learning experiences that leverage technology.
2. Fosters collaboration with families, school-based IT, and district IT to ensure students have consistent access to devices for powerful learning.
3. Seeks opportunities to model best practices of powerful learning with technology, mentors other teachers, and contributes to communities of practice.
4. Engages in collaborative and flexible problem-solving with diverse perspectives from cross-grade and discipline teams, students, and families that are only possible with the use of technology.

Visionary Leadership: The ability to develop, communicate, and model a shared vision of digital equity for inspiring and leading digital transformation initiatives across the school.

1. Co-develops and communicates a shared vision for technology in education with district and school leaders.
2. Engages multiple partners and school community members, including teachers and students, to co-create a collaborative vision for technology to enhance learning experiences and outcomes for students.
3. Inspires and leads digital transformation initiatives, including continuously building coalitions among teachers.

Strategic Planning and Systems Thinking: The ability to develop a strategic coaching plan aligned to the school’s continuous improvement plans, and the ability to align school functions with digital equity initiatives.

1. Supports development of technology integration plans at the school or subject-area level using district continuous improvement plans.
2. Aligns school functions with technology initiatives.
3. Develops plans to coordinate professional learning for a technology-enhanced pedagogy at the school level, championing specific educational technologies and instructional techniques that support learner-centered classrooms.

Culture of Collaboration: The ability to build and maintain partnerships with teachers and coaches at the school and district level to support digital equity in learning.

1. Identifies, models, and introduces the use of technology tools that connect teachers to support planning and data analysis, and to share best practices.
2. Engages teachers in collaborative and flexible problem-solving in teams and professional learning communities, in-person and online, introducing emerging technologies that improve collaboration.
3. Advocates for professional boundaries, including administrative and teacher coaching demands, to preserve the integrity of the coach’s role.

Coaching for Equity: The ability to guide teachers toward digital equity outcomes in flexible ways that leverage multiple approaches and data-driven decision making.

1. Builds trusting relationships with educators and other coaches.
2. Plans for coaching conversations, including developing work plans and probing questions.
3. Actively listens during coaching conversations, including recognizing and leveraging non-verbal cues.
4. Utilizes qualitative and quantitative feedback to measure the impact of coaching on student outcomes.
5. Purposefully selects coaching models, activities, and stances, leveraging a facilitative approach as much as possible.
6. Collaboratively unpacks biased beliefs that might perpetuate systems of oppression in the classroom.
7. Recognizes learner variability in the adults they coach and models adapting to their needs.

Visionary Leadership: The ability to develop, lead, and articulate a clear and shared vision that integrates digital equity into all aspects of the learning environment, including policy making, curriculum development, and instructional practices.

1. Organizes, collaborates, or leads vision-setting experiences with cross-functional teams, including communities, families, and strategic organizations to develop an understanding of digital inequities across all aspects of the learning environment, including curriculum development, professional learning, and technical systems.
2. Develops district/school vision statements with digital equity as a fundamental principle to enhance student outcomes.
3. Adopts and clearly communicates a shared vision of systems to support the strategic plan that include infrastructure, technology, and student success.

Strategic Planning for Digital Transformation: The ability to develop, implement, and evaluate progress on a strategic plan that moves the vision for digital equity into practice.

1. Leads, co-leads, or collaborates with teams to develop a strategic plan, school improvement plan, and/or implementation infused with digital equity goals.
2. Leverages listening tours and pilot opportunities to identify and scale successful technologies across all aspects of the learning environment.
3. Supports, aligns, and/or guides the implementation of strategic initiatives, personnel, and strategies that promote digital equity.

Culture of Collaboration: The ability to build and maintain strategic coalitions of partners to inform on progress and recommend improvements toward sustainability.

1. Creates, manages, and/or serves on diverse, cross-functional teams that are representative of the internal and external community (e.g., students, parents, certificated and classified staff, administrators, community-based organizations, and/or K-16 representatives).
2. Builds trust through communication and transparency about decisions and how they are made.
3. Modifies, adjusts, and empowers personnel and strategies based on team strengths to deploy and redeploy in support of strategic goals.

Asset-minded: The ability to respect and appreciate learner variability and cultural and linguistic diversity.

1. Acknowledges diverse backgrounds and perspectives in the context of digital equity.
2. Uses language that highlights and values each learner’s diverse strengths and abilities.
3. Tailors digital resources and communication to be more inclusive of various cultural and linguistic backgrounds.
4. Models and nurtures digital empathy in the classroom and school community.
5. Leads initiatives that intentionally leverage learner diversity to enhance digital equity.
6. Collaboratively develops and shares resources that reflect an understanding of learner variability and promote equitable technology access and usage for all student backgrounds and cultures.

Learner-Centered: The ability to leverage technology broadly to remove barriers to learning and foster an inclusive and equitable learner-centered environment.

1. Implements learner-centered instructional strategies that leverage technology for personalization.
2. Cultivates and fosters a classroom environment that supports students having a voice in their own learning and decision-making processes.
3. Understands that learner-centered pedagogy can help bridge digital equity gaps by accommodating individual needs.
4. Engages in co-design processes with students to collaboratively develop personalized learning experiences that leverage technology to address specific equity challenges.
5. Establishes and fosters a culture of creativity, change making, and exploration in all learning experiences.
6. Innovates and experiments with emerging technology tools to remove barriers to learning for all students.

Advocate for Access: The ability to advocate on students’ behalf to increase access to technology for all students, including engaging with families and communities to support students’ needs.

1. Engages and collaborates with families and communities to understand, address, and support students’ needs.
2. Advocates for students’ access to technology within the classroom and school environment.
3. Engages in conversations with other teachers and leaders to raise awareness of access disparities.
4. Ensures that communication practices are inclusive, reaching all families and community members regardless of background or circumstance.
5. Leads and organizes advocacy efforts on a school-wide scale, engaging with policymakers, community organizations, and parents.

Asset-Minded Culture: The ability to foster a culture where technology is used to meet diverse learners’ strengths and needs.

1. Facilitates coaching conversations that center learner variability and cultural and linguistic diversity, and models a whole child approach.
2. Models a sense of curiosity and humility while exploring how technology can offer solutions to account for learner variability and linguistic diversity, and reflect cultural diversity.

Learner-Centered: The ability to support teachers in using technology to create inclusive and equitable learner-centered environments.

1. Offers basic resources for how to use technology to foster inclusivity.
2. Partners with teachers to evaluate technology for inclusivity and equity.
3. Engages in collaborative problem-solving for specific students and technologies to increase inclusivity and equity.
4. Innovates and inspires experiments with emerging technology tools to remove barriers to learning for all students.

Advocate for Access and Resources: The ability to model advocating for and influencing policies and practices that promote digital equity, access, and resources for all teachers and students.

1. Initiates coaching conversations about issues of access to technology and resources.
2. Shares knowledge of basic policies and practices that can increase access and resources within the local context.
3. Collaboratively advocates for and influences access and resources at a larger scale (including coaches’ time) and facilitates conversations about teachers’ spheres of influence.

Asset-Minded: The ability to respect and appreciate learner variability and cultural and linguistic diversity.

1. Appreciates and leverages the diversity in learning preferences and needs among students, teachers, and leaders.
2. Implements practices that respect and utilize learner variability as an asset.
3. Incorporates cultural and linguistic diversity in digital learning environments.

Learner-Centered: The ability to leverage technology broadly to remove barriers to learning and foster an inclusive, learner-centered environment.

1. Eliminates distractions and barriers to ensure that every staff member within every department and team internalizes the belief that their job directly impacts student learning.
2. Develops and implements comprehensive, accessible strategies that leverage technology to remove learning barriers and foster inclusivity.
3. Establishes a systematic and efficient way to gather data on learning environments to ensure it is learner-centered and inclusive.

Advocate for Access: The ability to advocate on students’ and staff behalf to increase access to technology for all, including engaging with families and communities to support students’ needs.

1. Engages directly with staff, families, and communities to understand their needs related to technology access.
2. Leads, co-leads, or collaborates on advocacy and priority-setting efforts to increase technology access integration into learning experiences for all students and staff, particularly those in historically and systematically excluded communities.
3. Builds partnerships and/or collaborates with strategic organizations to support technology access and digital literacy to expand opportunity for all learners.
4. Presents and shares successes and challenges with the superintendent’s cabinet and school board to increase visibility to advocate for ongoing funding and program support.