SOE

Goals Goal 1: Educators articulate, maintain, and develop a philosophy of education that is demonstrated in their practice. a. support their philosophy of education with research-based theory and evidence. (K)

ISTE Standards (NETS-C)

b. apply their philosophy, beliefs, and theory to practice. (S) c. are guided by their philosophy of education are flexible in revising it based on new research and teaching experience (D) Goal 2: Educators understand how human development affects learning and apply that understanding to practice. a. identify ways students developmental levels affect their thinking processes and learning (K)

1a. 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 1b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels 6c. 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 2a. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards 2b. Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered assessment tools to address the diverse needs and interests of all students instructional strategies and

b. accommodate differences in how students learn based on knowledge of individual's social, emotional, and intellectual maturation. (S) c. demonstrate an appreciate of unique thinking processes of learners during different stages of development. (D)

Goal 3: Educators differentiate instruction with respect for individual and cultural characteristics. 2e. 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 3d. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning 5a. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers

a. identify strategies for differentiating instruction based on student differences. (K). b. design instruction that incorporates characteristics of the local communitys community and that is appropriate to students' individual and special needs. (K) c. apply local and Alaska knowledge to the selection of instructional strategies, materials, and resources. (S) d. demonstrate their belief that all students can learn and that they appreciate multiple perspectives and value individual differences (D)

Goal 4: Educators possess current academic content knowledge. 2c. 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 2f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology- enhanced learning experiences 6a. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively im_p_l_e_m_e_n_t_ _t_h_e_ _N_E_T_S_S_ _a_n_d_ _N_E_T_S_T_ _

a. demonstrate knowledge of their content area, including structure of the curriculum, the tools of inquiry, central concepts, and connections to other areas of knowledge (K) b. connect the content area to other content areas and to practical situations encountered outside of the school. (S)

c. demonstrate commitment to professional ciscourse about content knowledge and student learning of content. (D)

Goal 5: Educators facilitate student learning by using assessment to guide planning, instruction, and modification of practice. 2.b.Coach teachers in and model design and implementation of technology-enhanced learning experiences using a variety of research-based, learner-centered assessment tools to address the diverse needs and interests of all students instructional strategies and assessment tools to address the diverse needs and interests of all students. 2g. Coach teacher 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 2h. 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 3f. 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

a. understand how to plan for instruction that is based on learner needs and curriculum goals. (K)

b. plan, teach, and assess for optimal learning. (S)

c. demonstrate that they value assessment and instruction as integrated processes. (D)

Goal 6: Educators create and manage a stimulating, inclusive and safe learning community in which learners take intellectual risks and work independently and collaboratively. 2d. Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, a. investigate and use a variety of techniques to establish and higher-order thinking skills and processes, and mental habits of mind maintain a responsive environment for all learners (K,S) (e.g., critical thinking, meta-cognition, and self-regulation) 3a. Model effective classroom management and collaborative learning strategies to maximize teacher and student use of digital b. establish and maintain a positive climate in which learners develop tools and resources and access to technology-rich learning self-direction and collaborative skills. (S) environments c. commit to ensuring learner well being and development of self- regulation and group interaction skills. (D) Goal 7: Educators work as partners with parents, families and the community. 1c. 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 3g. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community 5b. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies 5c. 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

a. develop a sound, broad-based understanding of learners families and the local communities. (K) b. communicate effectively with parents and community members to and incorporate local ways of knowing into decision making about all levels of schooling. c. recognize the school as an integral part of the community and value families and community members as partners in promoting learning (D)

Goal 8: Educators develop and maintain professional, moral, and ethical attitudes, behaviors, relationships, and habits of mind. a. remain current in knowledge of content and teaching practice. (K) 1d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms 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 4a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning 4b. 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 4c. Evaluate results of professional learning programs to determine the effectiveness on deepening teacher content knowledge, improving teacher pedagogical skills and/or increasing student learning 3b. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments 3c. 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

b. participate in and contribute to the teaching profession. (S) c. communicate effectively with students, colleagues, and supervisors. (S)

d. demonstrate professional ethics, democratic principles, and collaborative learning communities. (D)

Goal 9: Educators use technology effectively, creatively, and wisely in their practice. a. effectively use computers and other technologies in their professional practice and evaluate the potential and limitations of technologies (K)

b. integrate technology in planning, instruction, and assessment to support student learning.

c. value technology as a tool for lifelong learning. (D)

3e. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments