Coherent Systems, Resources, and Policies

Policy and Priorities: The ability to apply and inform adopted systems and policies to the classroom and with families to ensure technologies are used in accordance with adopted vision

1. Seeks guidance, communicates, and enforces policies for how students use devices and software within and outside of school.
2. Provides direct instruction, modeling, and feedback on uses of devices and software in and out of policy guidelines.
3. Provides feedback and advocates for improvements and policies to meet identified student needs, improve student outcomes, and prioritize digital well-being and balanced use.

Sustainability: The ability to apply and inform adopted systems and policies that ensure longevity of technologies

1. Seeks guidance, communicates, and enforces policies for how students maintain devices within and outside of school.
2. Provides direct instruction, modeling, and feedback on how to protect and maintain devices.
3. Provides feedback and advocates for improvements and policies to meet identified student needs for maintaining the longevity of device usage.

Policy and Priorities: The ability to apply and inform adopted systems and policies to the classroom and with families to ensure technologies are used in accordance with adopted vision.

1. Communicates, models, and helps enforce policies for how faculty and students use devices and software within and outside of school.
2. Provides modeling and feedback on uses of devices and software in and out of policy guidelines for faculty and students.
3. Provides feedback and advocates for improvements and policies to meet identified faculty and student needs and to improve student outcomes.

Sustainability: The ability to apply and inform adopted systems and policies that ensure longevity of technologies.

1. Communicates, models, and enforces policies for how faculty and students maintain devices within and outside of school.
2. Provides modeling and feedback to faculty and students on how to protect and maintain devices.
3. Provides feedback and advocates for improvements and policies to meet identified faculty and student needs for maintaining the longevity of device usage.

Policy and Priorities: The ability to align and articulate digital equity-embedded policies and priorities that support short-term and long-term goals.

1. Reviews policies and checks for alignment with the digital equity vision and strategic plan components relevant to security and data privacy, 1:1 device programs, take-home devices, acceptable use policy, AI/emerging technology, student engagement, and fines.
2. Updates digital equity policies that impact consistent access (i.e., device access, WiFi at home, acceptable use, AI/emerging technology, digital citizenship, and fines).
3. Aligns technology support and budgeting priorities with district policies and advocacy efforts that relate to instructional and departmental functions, including technology, acceptable use, and 1:1 in-school and take-home practices.

Sustainability: The ability to evaluate and incorporate current and emerging technologies to ensure that personnel and budget planning is sustainable, aligns with the vision, and promotes long-term equity.

1. Revises and adapts the strategic plan and/or supporting initiative plans and SOPs based on student outcomes, partner and school community feedback, and adherence to state and federal laws.
2. Monitors current and emerging technology integration efforts for return on investment (ROI) and anticipated need.
3. Reviews all funding sources and evaluates how funds can be spent, the duration of the source, to what expenses the funds may be assigned, and how the funding aligns with the overall spending of the school district.
4. Plans budgets using historical data on digital equity as well as short-term and long-term goal needs and includes funding for security and privacy; technical and professional learning personnel; and technical systems, resources, and supports.
5. Ensures equitable distribution and effective management of institution’s resources, including device procurement, usage, maintenance, and refresh cycles.

Goal-Oriented: The ability to set and pursue professional goals that advance digital equity.

1. Sets clear, measurable goals related to advancing digital equity and consistently tracks progress toward these goals.
2. Demonstrates awareness of one’s own identity in the context of digital equity and its impact on teaching and learning, integrating this awareness into professional goals.
3. Sets and monitors progress toward advanced goals using technology tools that involve implementing specific interventions or policies to bridge digital equity gaps.
4. Identifies root causes of digital inequities and tailors goals accordingly.

Collaborative: The ability to participate in communities of practice for developing digital competency and advancing digital equity.

1. Engages in professional learning opportunities that enhance digital competency and contribute to digital equity.
2. Actively engages in professional learning communities (PLCs) focused on digital competency and equity.
3. Engages with the local school community to enhance digital competency and contribute to advancing digital equity.
4. Leverages technology for effective online communication and collaboration.
5. Leads professional development sessions or workshops on digital equity for colleagues, often in ways that are possible with the use of technology tools.
6. Actively seeks opportunities to collaborate with external organizations, policymakers, or school community members to drive digital equity efforts.

Lifelong Learning: The ability to recognize and seek out learning experiences aligned with evolving changes in technology.

1. Actively seeks out professional development opportunities related to digital equity, digital citizenship, digital well-being, and digital ethics.
2. Adapts teaching methods to incorporate available digital resources that promote equity.
3. Advocates for sufficient time and resources to access professional development related to digital equity.
4. Takes a leadership role in designing and implementing digital equity initiatives and training within the school and community.
5. Experiments with new approaches to leverage technology for achieving digital equity goals.

Goal-Oriented: The ability to set and pursue professional goals that advance digital equity while modeling this process for educators.

1. Creates and models for educators and other coaches the development of personal plans and growth mindset to achieve digital equity goals.
2. Co-creates digital equity goals, plans, and growth mindset that balance alignment to personal and larger visions (e.g., school or district).

Collaborative: The ability to participate in communities of practice for developing digital competency and advancing digital equity.

1. Engages with the local school community to understand and collaborate on advancing digital equity.
2. Leverages national and global networks to advance digital equity at the school level.

Lifelong Learner: The ability to identify and seek out learning experiences and feedback to improve their coaching practice aligned with evolving changes in technology.

1. Engages in periodic feedback cycles focused on support with technology.
2. Models for educators and other coaches the process of self-awareness reflection, specifically focused on continuous learning.
3. Seeks out and engages in digital equity and evolving technology training for coaches.
4. Stays at the cutting edge of innovation in educational technologies, evaluating trends, testing emerging technologies, and introducing new tools that meet the needs of their school communities.

Goal-Oriented: The ability to model creating digital equity-focused goals, work plans, and budgets that drive toward accomplishing those goals.

1. Develops and/or implements a school or district-wide framework for setting, budgeting, monitoring, and achieving strategic plan-embedded digital equity goals.
2. Regularly monitors and evaluates the effectiveness of strategies used to achieve school or district-wide digital equity goals and adapts as needed.

Collaborative: The ability to participate in communities of practice for developing digital competency and advancing digital equity.

1. Engages in collaborative projects that aim to improve digital equity.
2. Mentors other educators and leaders on lessons learned while supporting digital equity.
3. Fosters partnerships with businesses, community organizations, and other educational institutions to support digital equity initiatives.

Lifelong Learning: The ability to engage in and promote lifelong learning about digital technologies and educational innovations among educators and leaders.

1. Stays informed about the latest research and developments in digital education across all aspects of the learning environment.
2. Engages in reflective practices to understand the impact of their decisions and actions related to digital equity.
3. Cultivates an environment where continuous learning about digital technology is valued and encouraged among all staff.
4. Demonstrates lifelong learning by participating in professional development and sharing knowledge and insights with other education leaders about emerging technologies and digital learning.

Data-Informed: The ability to leverage instructional technologies to accurately and strategically assess students’ progress toward intended outcomes.

1. Gathers basic student progress data, including formative and summative digital assessments.
2. Adopts basic data-informed practices to make instructional decisions.
3. Uses emerging technologies to monitor student progress.
4. Uses and supports other teachers in using real-time data from co-designed digital assessments to assess students’ progress, with a strong emphasis on digital equity-related data points, such as technology access and usage disparities.
5. Engages and supports other teachers with employing data-informed practices to develop learner profiles and make instructional decisions that promote digital equity.

Analytical: The ability to leverage instructional technologies to organize data, monitor progress, and make data-informed decisions.

1. Uses basic digital progress monitoring tools to analyze student work and assessment data.
2. Organizes and analyzes real-time data, with a strong emphasis on equity-related data points, to identify trends and disparities in technology access and usage.
3. Uses predictive AI tools to support data-informed decision making, including around digital citizenship and well-being.
4. Utilizes and supports other teachers with using advanced progress monitoring tools and techniques to communicate complex equity-related information clearly to students, teachers, leaders, and families.

Empowering: The ability to empower students to use data to pursue goal cycles.

1. Guides students in setting basic learning goals.
2. Encourages students to reflect on their progress and set academic goals.
3. Guides students in setting data-driven learning goal cycles, helping them leverage data related to technology access and usage, including the use of predictive AI tools.
4. Actively involves students in monitoring their learning progress and adapting goals accordingly.

Data-Informed: The ability to model and support teachers in using technology to gather, analyze, and use qualitative and quantitative data for informed coaching and instructional decisions.

1. Uses technology to collect and analyze data for coaching conversations.
2. Supports teachers in using digital tools for student assessment and feedback.
3. Models how to use emerging technologies to monitor student progress.
4. Partners with teachers to evaluate and select technologies for specific types of data collection (e.g., formative, informal, perceptions).
5. Gathers qualitative and quantitative data to understand the impact of coaching.

Analytical: The ability to model and support teachers and leaders in utilizing digital tools for assessing teacher and student learning and providing feedback.

1. Collaboratively makes data-informed decisions using digital tools.
2. Partners with teachers to evaluate and select methods of analysis (e.g., regression analysis) for specific goals, including modeling uses of emerging technologies and AI to increase the accuracy and efficiency of analysis.
3. Analyzes school-wide data to assess technology use and its broader impact on student learning outcomes.

Empowering: The ability to empower teachers and students to use data to pursue goal cycles.

1. Encourages teachers to use data to inform and progress monitor goals.
2. Partners with teachers to select, use, and evaluate technologies for informing and progress monitoring goals.

Data-Informed: The ability to access and use data at the school and/or district levels to drive decision making.

1. Evaluates the implementation of tech-based data systems to drive decision making for the district/school.
2. Communicates and models awareness about pertinent laws and legal issues related to implementation.
3. Fosters a culture where technology is used to ethically collect and analyze data regularly for continuous improvement.
4. Leverages advanced data analysis techniques to gain deeper insights and inform IT processes and systems.