ISTE Standard for Coaches 6: Content Knowledge & Professional Growth – Technology coaches demonstrate professional knowledge, skills and dispositions in content, pedagogical and technological areas as well as adult learning and leadership and are continuously deepening their knowledge and expertise.
6b. Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management and adult learning to improve professional practice.
I thrive in the intersection between teaching and leadership.
My strategic and professional development experience includes serving as a founding committee member to create institutional outcomes at the institution level, program leadership to develop assessments and outcomes that meet accountability needs while also ensuring disciplinary best practices, leadership in implementing High Impact Practices and Guided Pathways to increase student access and success, Writing Center leadership, needs assessment, and serving as a faculty advisor for strategic planning.
In Research, Realism, and Relationship: Empowering PD Partnership Between Faculty and Institutions, I indentify levels of faculty (and administrator) engagement with innovation, along with individual faculty members’ career stages, epistemologies, and beliefs about teaching, to advocate for aligning individual faculty needs with empirical research to illuminate how institutions and PD professionals can build the relationship capital and incentive capital that will sustain long term education reform.
In What PD Leaders Need to Know About Assessment Reporting in High Pressure Accountability Contexts , I examine the literature on how institutional leaders can factor into their strategic and accreditation planning the realities of how high-stakes accountability pressures may conflict with faculty implementation of best disciplinary and pedagogical practices.
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.
In Synchronizing a Multi-Campus College: Meeting a Local Higher Education Challenge by Developing Institutional Digital Capacities, I suggest how a robust view of the digital capacities needed at the institutional, faculty, and student levels can impact both strategic planning and student outcomes.