2d. 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 (such as critical thinking, metacognition and self-regulation).

For two years I was an elementary technology specialist at a large K-5 school. I had approximately 500 students a week in my classroom.  Currently (and previous to being a technology specialist) I am an elementary general education teacher. When I reflect on these teaching roles, what I loved the most about being solely a technology teacher was that I was able to see students thrive and engage in my classroom that didn’t always have that experience in their general education classroom.  The thinking skills and processes that are emphasized in digital learning environments are different than those that have been emphasized in traditional general education classrooms. Coaching teachers in how to discover, develop, and utilize these talents (in all their students) is key to getting the most out of technology-enhanced learning experiences.

I have worked to demonstrate proficiency with this substandard as shown through the following evidence: