Connecting Teacher Growth to Student Success: Aligning with Our Technology Plan Goals

Professional development is a cornerstone of any effective Technology Integration Plan (TIP). When guided by the STARSS-LS Framework and aligned with the ISTE Standards for Educators, it becomes clear that teachers need more than just exposure to new tools—they need meaningful, ongoing learning experiences that empower them to use technology with purpose. Equally important, students need structured opportunities to learn foundational digital skills like composing emails, navigating spreadsheets, crafting documents, and creating slide-based presentations. These are not just technical proficiencies—they are academic necessities.

My plan emphasizes a long-term, supportive approach to professional development. Drawing from the virtual coaching model described by Zimmer and Matthews (2022), teachers will work with digital learning coaches through continuous cycles of goal-setting, implementation, and reflection. This model allows for personalized guidance and makes it easier for teachers to apply what they are learning directly to their classrooms.

Kopcha et al. (2020) argue that for technology integration to be meaningful, professional development must prioritize instructional strategy over simply introducing new tools. Their “process over product” philosophy informs this plan by encouraging educators to focus on how technology can support deeper learning. For example, a social studies teacher might guide students through creating a digital presentation using Google Slides to showcase research findings—integrating both content and digital skill development seamlessly.

There is a common misconception that students intuitively understand how to use digital tools because they have grown up surrounded by technology. However, many students struggle with tasks such as writing a formal email, managing documents, or using spreadsheets to analyze data. These are essential academic and workplace skills, and they must be taught explicitly.

The link between high-quality professional development and student achievement is undeniable. Research by Kwon et al. (2021) shows that when teachers are equipped to integrate technology through methods like problem-based learning, students demonstrate stronger computational thinking and improved attitudes toward digital learning. This connection becomes even more meaningful when grounded in intentional, district-wide goals—like those outlined in our Technology Plan.

One of our central goals is to ensure all 9th-grade students demonstrate proficiency in essential digital tools—including word processing, email communication, spreadsheet use, and presentation software. Students will earn credit through a Computer Applications course, with an option to test out by showing mastery on a final assessment. To support this, teachers need to be trained not just in how to use these tools, but in how to teach them effectively. Professional development will include modeling strategies, lesson templates, and assessments to ensure consistent expectations across classrooms.

In addition, the TIP is designed to help teachers create authentic research and learning opportunities where students can explore topics that matter to them. By offering choice and voice in their learning, students become more engaged and develop the kind of ownership that prepares them for lifelong learning. This aligns with ISTE’s emphasis on empowered learners and knowledge constructors.

Finally, a major goal of the TIP is to rewrite the 9–12 technology curriculum to align fully with ISTE standards, ensuring that all students graduate with the digital literacy skills they need to thrive in college, careers, and civic life. For this to be successful, educators themselves must understand the standards deeply and see how to translate them into practical, classroom-ready instruction. Ongoing professional development will focus on unpacking ISTE standards, co-planning units of study, and building performance-based assessments that reflect our shared vision for student readiness.

Our district already has a strong foundation to support this type of professional learning. Existing professional learning communities (PLCs), a robust LMS, and regular in-service training days offer platforms for expanding digital fluency initiatives. The TIP will enhance these structures by integrating coaching support, offering self-paced tech training modules, and providing opportunities for cross-grade collaboration where teachers can learn from one another’s successes.

International benchmarks like the PISA assessments emphasize real-world, tech-based problem-solving. These tasks do not just test students on their knowledge—they ask students to work through complex scenarios using digital tools. To prepare students for this, we must ensure they are confident using basic platforms and technologies. Through regular exposure and teacher modeling, students will learn how to navigate a variety of tech tools to conduct research, analyze information, and clearly communicate their thinking.

Professional development that supports both teacher innovation and student digital literacy is essential for creating meaningful and equitable technology integration. By focusing on purposeful, process-driven professional learning and ensuring students gain foundational tech skills, we are building a system where everyone thrives. With thoughtful planning and ongoing support, technology becomes more than a tool.  It becomes a bridge to deeper learning and real-world readiness.  By tying professional learning directly to these district goals, we create a system where teachers and students are learning side by side—with common expectations, shared language, and a clear path toward meaningful technology integration.

References:

Kopcha, T. J., Neumann, K., Ottenbreit-Leftwich, A., & Pitman, E. (2020). Process over product: The next evolution of our quest for technology integration. Educational Technology Research and Development, 68.

Kwon, K., Ottenbriet-Leftwich, A., Brush, T. A., Jeon, M., & Yan, G. (2021). Integration of problem-based learning in elementary computer science education: Effects on computational thinking and attitudes. Educational Technology Research and Development, 69.

Zimmer, W., & Matthews, S. D. (2022). A virtual coaching model of professional development to increase teachers' digital learning competencies. Teaching and Teacher Education, 109(9).