ISTE Standard for Coaches 1: Visionary Leadership – Technology coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.
Advocacy for practices, policies, and, most important, for relationships and institutional cultures that support the development of students as whole human beings is one of my privileges as an educator. Through my expertise in both writing pedagogy and digital education leadership, I have double opportunity to advocate for and support my colleagues in our collaborative mission of student success.
My advocacy for wise institutional choices that empower learning and student success has included program level leadership; leadership developing and using institutional assessment measures to improve outcomes; providing faculty professional development in my capacities as a faculty mentor, Writing Across the Curriculum trainer, reading comprehension instruction trainer and mentor; serving as a faculty advisor for institutional strategic planning; serving as an active committee and task force collaborator; and in my service as a writing center coordinator.
In Collaborative Professional Development as a Key to Sustainable Technology Integration, I focus on a season of advocacy for establishing both a comprehensive educational technology planning and review infrastructure at my college and for providing faculty technology training that is ongoing, discipline-specific, and innovation-oriented, and collaborative.
In Research, Realism, and Relationship: Empowering PD Partnership Between Faculty and Institutions, I interrogate professional development practices at the K-12 level, suggesting that identifying levels of faculty and administrator engagement with innovation, along with their career stages, epistemologies, and beliefs about teaching, must be used together with empirical research in determining how institutions and PD professionals can build the relationship capital and incentive capital that will sustain long term education reform.
Then, in Should Administrators Focus on Faculty Professional Development More Than Student Learning Targets?, I advocate for a solution to the research-established conflict between, on the one hand, professional development focused on best practices in disciplinary teaching and learning at the K-12 level, and, on the other, PD models that are more directly tied to high stakes outcomes. I discuss part of the research base for advocating that when administrators’ roles shift PD focus from meeting student learning targets to a more comprehensive alignment of faculty development with school development, the result is higher-performing national schools.