Rank I in Educational Technology with Instructional Computer Technology Endorsement

Admission Requirements

1. General admission to graduate study (for criteria, refer to "Admission to Graduate Study").
2. Must hold a master's degree from an accredited college or university or have completed a fifth-year program.
3. Valid teaching certificate or statement of eligibility.
4. Student must have a 3.0 GPA on all graduate course work.
5. Demonstrated competency of computer fluency (i.e. undergraduate or graduate computer competency course or computer competency assessment).

Program Competencies

Education (ISTE) standards for Coaches.

ISTE Standards for Coaches

1. Visionary Leadership: 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. 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.
   2. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels.
   3. 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.
   4. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms.
2. Teaching, Learning, & Assessments: Technology Coaches assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant, and engaging learning experiences for all students.
   1. Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.
   2. 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.
   3. 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.
   4. 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, metacognition, and self-regulation).
   5. 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.
   6. Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences.
   7. 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.
   8. 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. Digital Age Learning Environments: Technology Coaches create and support effective digital age learning environments to maximize the learning of all students.
   1. 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.
   2. Maintain and manage a variety of digital tools and resources for teacher and student use in technology-rich learning environments.
   3. 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.
   4. Select, evaluate, and facilitate the use of adaptive and assistive technologies to support student learning.
   5. Troubleshoot basic software, hardware, and connectivity problems common in digital learning environments.
   6. 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.
   7. Use digital communication and collaboration tools to communicate locally and globally with students, parents, peers, and the larger community.
4. Professional Development and Program Evaluation: Technology Coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.
   1. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning.
   2. 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.
   3. 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. Digital Citizenship: Technology Coaches model and promote digital citizenship.
   1. Model and promote strategies for achieving equitable access to digital tools and resources and technology-related best practices for all students and teachers.
   2. Model and facilitate safe, healthy, legal, and ethical uses of digital information and technologies.
   3. 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. Content Knowledge and 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.
   1. Engage in continual learning to deepen content and pedagogical knowledge in technology integration and current and emerging technologies necessary to effectively implement the Standards•S and Standards•T.
   2. 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.
   3. 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.

Assessment

The student must submit a professional portfolio demonstrating work completed within the program during the final semester of graduate work.

Professional Portfolio: The professional portfolio will encompass projects completed in the program showing mastery of the educational technology and instructional design skills developed within the program. The portfolio must be submitted by the student to their advisor by the scheduled due date. Students should arrange to complete the professional portfolio prior to the end of the semester in which they plan to complete the degree. A failing exit portfolio will not be accepted for program completion. A failing portfolio is any score less than a "B" average (i.e. scoring less than a 3.2 on the rubric included with the portfolio instructions).

Rank I Program Requirements

Core

General Electives

Any 600-level or higher courses, including 600 or higher EDTC courses; or to be chosen from the following courses in consultation with the assigned advisor:

Additional Requirements for the Rank I

1. The program must be planned with the student's advisor at the beginning of the program.
2. A minimum of 60 approved graduate credits including a master's degree or 30 approved graduate credits in addition to a Rank II.
3. A GPA of 3.0 or better in all work offered for the program. No credit is accepted on grades lower than "C."
4. Up to nine semester hours may be earned at another accredited institution and transferred to this program with approval.
5. Credit earned by correspondence shall not apply toward the Rank I program.
6. The student must meet University exit assessment criteria.
7. Must meet additional requirements of specific program:
   1. All graduate students pursuing this program must maintain a 3.0 graduate GPA. Students falling below a 3.0 will be placed on a one-semester period of probation. Students failing to achieve a graduate GPA of at least 3.0 at the end of the probation semester will be dropped from their respective programs. Any student who receives grades of "C" in more than two courses will be immediately dropped from his/her respective program.
   2. Satisfactorily complete all course work and classes as required and have a minimum cumulative GPA of 3.0.