1.A Technology coaches contribute to the development, communication, and implementation of a shared vision for the comprehensive use of technology to support a digital-age education for all students.

1.B Technology coaches contribute to the planning, development, communication, implementation, and evaluation of technology-­infused strategic plans at the district and school levels.

1.C Technology coaches advocate for policies, procedures, programs, and funding strategies to support implementation of the shared vision represented in the school and district technology plans and guidelines.

1.D Technology coaches implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms.

2.A Technology coaches coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.

2.B Technology coaches coach teachers in and model design and implementation of technology-­enhanced learning experiences using a variety of research-­based, learner-­-centered instructional strategies and assessment tools to address the diverse needs and interests of all students.

2.C Technology coaches coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-­world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience.

2.D Technology coaches coach teachers in and model design and implementation of technology-­enhanced learning experiences emphasizing creativity, higher-­order thinking skills and processes, and mental habits of mind (e.g., critical thinking, meta-­cognition, and self-­regulation).

2.E Technology coaches coach teachers in and model design and implementation of technology-­enhanced learning experiences using differentiation, including adjusting content, process, product, and learning environment based upon student readiness levels, learning styles, interests, and personal goals.

2.F Technology coaches coach teachers in and model incorporation of research-­based best practices in instructional design when planning technology-­enhanced learning experiences.

2.G Technology coaches coach teachers in and model effective use of technology tools and resources to continuously assess student learning and technology literacy by applying a rich variety of formative and summative assessments aligned with content and student technology standards.

2.H Technology coaches coach teachers in and model effective use of technology tools and resources to systematically collect and analyze student achievement data, interpret results, and communicate findings to improve instructional practice and maximize student learning.

3.A Technology coaches model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital tools and resources and access to technology-­-rich learning environments.

3.B Technology coaches maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments.

3.C Technology coaches coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.

3.D Technology coaches select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning.

3.E Technology coaches troubleshoot basic software, hardware, and connectivity problems common in digital learning environments.

3.F Technology coaches collaborate with teachers and administrators to select and evaluate digital tools and resources that enhance teaching and learning and are compatible with the school technology infrastructure.

3.G Technology coaches use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community.

4.A Technology coaches conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning.

4.B Technology coaches design, develop, and implement technology-­rich professional learning programs that model principles of adult learning and promote digital-­age best practices in teaching, learning, and assessment.

4.C Technology coaches evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning.

5.A Technology coaches model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.

5.B Technology coaches model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies.

5.C Technology coaches model and promote diversity, cultural understanding, and global awareness by using digital-­age communication and collaboration tools to interact locally and globally with students, peers, parents, and the larger community.

6.A Technology coaches engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the NETS S and NETS T.

6.B Technology coaches 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.

6.C Technology coaches regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-­enhanced learning experiences.