One indicator of Teaching, Learning, and Assessment is:
f. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.
I am proficient in designing research supported learning experiences. One of the primary reasons I can design well is my knowledge of the features of a great number of technology tools. However, that is not what makes me special. What makes me special is that I have categorized these tools in my mind for recall by the type of learning experience they best support. Meaning, when I am coaching a teacher and listening to their needs, I think of what category of tool matches their teaching strategy. For example, if it is creating student talk/discussion I pull this category to mind.
Before suggesting tools, I ask probing questions to know more about the teaching strategy. After this, I am better able to suggest a tool that will match the learning goals. However, more often than not, I ask further probing questions to ascertain what the main student-centered objectives include before suggesting anything. Together, we discuss to what level technology will provide a true enhancement.
Sample document I created based on a coaching session with an ASL teacher. The need involved students’ recording themselves based on a teacher provided prompt. The steps were lengthy so I wrote them out as I tried them out with her students.