Our Coaching Philosophy

At Teach Tech Tour Coach, our coaching is driven by a core set of beliefs rooted in the ISTE Standards. We aim to empower educators to leverage technology for equitable and high-impact learning experiences. Our philosophy centers on inspiring leaders and educators to create sustainable access to high-quality resources and materials.

According to the ISTE, "The coaches section of the ISTE Standards illustrates the characteristics, activities, philosophies and mindsets of today’s instructional technology coaches. Because coaches have a unique role as capacity builders and implementation experts, these standards guide coaches in ensuring that learning with technology is high impact, sustainable, scalable and equitable for all."

As change agents, we believe that coaches should create a vision that is shared by all involved so that students' transformation is accelerated as a result of the coaching process (ISTE 4.1.a.) I believe in cultivating a supportive culture of coaching that encourages leaders and educators to achieve/attain both individual goals and shared visions (ISTE, 4.1.c.). We believe in recognizing educators throughout organizations who utilize technology efficaciously to enable high impact learning and teaching (ISTE, 4.1.d.).

As connected learners, coaches model/exemplify the ISTE Standards for Students and Educators by pursuing professional learning and professional learning networks to pursue learning, deepen expertise, be current in the use of technology, learning sciences, and pedagogy to create shared goals, reflect about success to provide continuous improvement of both teaching practices and coaching (ISTE, 4.2.a.-c.)

As collaborators, we believe coaches should establish and maintain positive trusting relationships with educators to improve learning outcomes through using evolving evidence-based/culturally relevant instructional strategies that support educators by planning and modeling the use of technology (ISTE 4.3.a-d).

As learning designers, we believe coaches model/support educators in designing/developing learning environments/experiences that meet students' needs, nurture students' agency, support individualized digital learning, and model/collaborate in designing learner accommodations (ISTE, 4.4.a-d.).

As professional learning facilitators, we believe coaches plan, offer, and evaluate professional learning for leaders/ educators toward needs' frameworks and assessments to support and care for their social-emotional, cultural, and learning needs, build/construct educators' and leaders' capacity in instructional teams while evaluating professional learning for improvements that promote visions that are schoolwide in utilizing technology that provides high-impact learning/teaching  (ISTE, 4.5.a.-c.).

Standards), 

As data-driven decision-makers, we believe coaches support/model utilization of quantitative and qualitative data to inform professional learning by using best practices in protecting, collecting, and data analyzation, assist educators in data interpretation/use, and partner with teachers to empower students to learn, measure progress, and set goals (ISTE, 4.6.a.-c.)

As digital citizen advocates, we believe coaches need to support educators and model digital citizenship, encourage leaders, students, and educators to utilize technology, collaborate and support them in evaluating online content, and empowering educators, leaders, and students to protect personal data and digital profiles (ISTE, 4.7.a.-d.).