Lower Primary Technology Coach
The Technology Coach is a full-time position whose core purpose is building the capacity of teachers to enable powerful learning through technology. Working alongside the school's other divisional Technology Coaches, the role advances one shared vision: technology as a partner in HKIS's most important work, grounded in Universal Design for Learning, the full range of ISTE Standards, and a thoughtful, human-centered approach to artificial intelligence.
Coaching is differentiated to where each teacher is in their own practice. The Technology Coach helps teachers give students more ways to engage with, represent, and demonstrate their learning, and approaches AI in developmentally appropriate ways, from teacher-facing support in the early years to guided student use beginning in Upper Primary. The role is a direct contributor to HKIS's Innovating with Intention strategic direction.
A thread running through this work is making learning visible: offering teachers additional ways to capture, share, and celebrate students' thinking and growth over time, through tools such as Seesaw in the primary divisions and student portfolios in the secondary divisions. In Lower Primary, this work takes particular shape through Seesaw documentation and screen-free computational thinking (see Divisional Lens below).
What This Role Makes Possible
When this role is working well:
A teacher who once saw technology as one more thing to manage sees it as a way to reach the student who needs a different way in
Students show what they know through voice, image, movement, or text, in whichever way serves them best
Students, teachers, and families can see learning as it develops, through documentation and portfolios that capture growth over time, not only finished work
Teams design with UDL from the start and use AI to differentiate materials in less time, while students build the judgment to use it well
Teachers across grades share common language for digital citizenship, computational thinking, and information literacy, so students meet a coherent progression from year to year
Good practice in one classroom becomes shared practice across the division
KEY AREAS OF RESPONSIBILITY:
Professional Knowledge
Maintain current knowledge of the ISTE Standards for Students and Educators, Universal Design for Learning, and emerging research on AI in education, so that coaching is grounded in current thinking rather than trends
Know the divisional curriculum, HKIS's Shared Philosophy of Education, and the developmental needs of the division's students, so that ideas fit how students learn
Apply adult learning theory to differentiate coaching support to each teacher's readiness and goals
Distinguish genuinely useful applications of technology and AI from novelty
Delivery of Service
Lead coaching cycles with teachers and teams, grounded in each teacher's own goals, so that technology integration deepens practice rather than adding tasks
Model, co-plan, and co-teach technology-integrated learning experiences at teachers' request
Help teachers design with UDL from the start, using technology to offer multiple means of engagement, representation, and expression
Coach teachers in making learning visible, using tools such as Seesaw in LP and UP and student portfolios in MS and HS to document process, growth, and reflection over time, and to involve students in choosing and narrating their own work
Support teachers in using AI purposefully, for example to generate differentiated or levelled materials, and, where developmentally appropriate, in guiding students' own use with good judgment about when AI helps and when it doesn't
Develop and celebrate a cadre of faculty technology leaders who extend the coach's reach across the division
Advise on which applications and tools best serve specific learning goals, leaving deployment, licensing, and device provisioning to HKIS's central technology team
Management
Manage coaching time and schedule for equitable access across the division, protecting coaching as the core use of the role's time
Maintain organized, confidential records of coaching cycles and their outcomes
Provide input into the annual technology budget as it relates to divisional instructional needs
Help desk, platform administration, app deployment, rostering, and device provisioning sit with HKIS's central technology team, which keeps the coach's time focused on coaching.
Problem Solving/Assessment
Support teachers in using classroom evidence and documentation to inform instruction
Help identify where technology can address specific, named instructional challenges raised by teachers or the Principal, rather than introducing tools speculatively
Contribute a technology-informed perspective to divisional program evaluation and improvement work
Communication
Communicate clearly and proactively with teachers, the Principal, and families about how technology supports learning in the division
Help teachers use documentation to share learning with families as it happens, so that families see growth throughout the year, not only at reporting periods
Serve as a resource to teachers navigating questions about developmentally appropriate technology and AI use, escalating schoolwide policy questions rather than answering them independently
Collaboration and Professional Practice
Contribute to schoolwide progressions for digital citizenship, computational thinking, and AI literacy from R1 through Grade 12, working with the other divisional coaches
Participate in the schoolwide tech coaching team and collaborate with coaches in other divisions, so that students meet a coherent, vertically aligned progression from R1 through Grade 12
Align divisional practice with schoolwide ed tech direction and strategy, including the HKIS Roadmap for Artificial Intelligence, as set jointly by the Director of Technology and the Director of Curricular Programs
Partner with the librarian and other specialists on shared initiatives such as information literacy and digital citizenship
Contribute to HKIS's role as a thought leader in educational innovation by sharing practice with the wider regional and international community
Engage in ongoing professional learning aligned to the HKIS Instructional Coach Rubric
Other
Undertake other duties and functions as required that will impact and strengthen the contributions of the department and overall operations of the school.
WHAT SUCCESS LOOKS LIKE
HKIS already evaluates coaches with the Instructional Coach Rubric, so success is described in its terms. Over time, evidence might include:
Professional Knowledge: teachers describe technology decisions in terms of learning goals and UDL, not tools
Delivery of Service: coached teachers try new strategies, sustain them, and later support colleagues; coaching cycles are tied to teacher-identified goals
Management: coaching time is spent primarily in classrooms and planning conversations, with a clear record of who is being supported
Problem Solving/Assessment: teachers can point to student work or documentation showing how technology changed what students were able to show
Communication: families can describe their child's learning in specific terms because they see it documented regularly, and teachers understand how technology supports learning in the division
Collaboration and Professional Practice: students meet a coherent progression across divisions, and the division contributes to schoolwide direction
These indicators are illustrative, and would be refined with the Principal and the Director of Curricular Programs.
DIVISIONAL LENS: LOWER PRIMARY (R1 TO GRADE 2)
In Lower Primary, technology looks different from any other division: most students are not independent device users, and many of the most powerful applications are screen-free. The core responsibilities above apply, and in LP they take these shapes:
Making learning visible: building on Seesaw's established role in LP, help teachers deepen documentation of children's learning by offering additional ways to capture, share, and celebrate it: process as well as product (voice recordings, photos, short video), children choosing and narrating their own work, and documentation connected to inquiry units and DLI goals, so that families and colleagues can see growth as it happens
Screen-free computational thinking: help teachers notice and build on the sequencing, pattern, and debugging thinking already present in play-based learning, through unplugged games and programmable floor robots such as Bee-Bots, so that computational thinking becomes part of inquiry units rather than a separate add-on
Language and Literacy Development Immersion: partner with classroom teachers to build technology-enabled ways for students to demonstrate language and literacy growth, such as recorded oral language samples over time and multimedia work in Seesaw or tools like Book Creator.
AI-assisted differentiation: help teachers use AI to generate leveled materials in English and Chinese, in partnership with DLI teachers, so that more teacher time goes to the bilingual instructional judgment only teachers can provide
Early digital citizenship: help teachers connect classroom norms such as sharing, turn-taking, and kindness to later digital citizenship, so that LP lays the foundation for the progression students meet in Upper Primary.
Wonder Lab: lead Wonder Lab experiences with a focus on building digital citizenship, knowledge construction, innovative design, and computational thinking.
Additional qualifications for this role: early childhood or elementary teaching experience strongly preferred; experience with, or strong interest in, dual language or bilingual education; knowledge of developmentally appropriate technology for early learners.
Minimum requirements and qualifications:
Education:
Bachelor's degree required; Master's degree in instructional technology, education, or a related field preferred.
Experience:
Minimum of two years' classroom teaching experience. Coaching experience or certification preferred.
Required skills:
Working knowledge of the ISTE Standards, Universal Design for Learning, and developmentally appropriate technology for the division's students
Understands documentation and portfolio approaches that make learning visible, and how to build student reflection into them
Informed, balanced perspective on AI in education, including both its potential and its risks
Experience with, or strong interest in, design, making, and computational thinking as approaches to learning
Understands the collaborative partnership between libraries, technology, and instruction
Skilled at building relationships of trust with adult learners; uses the language of an educator, not a technician
Comfortable coaching without prescribing, and differentiating support to individual teachers' needs and readiness
Familiar with recognized coaching frameworks, such as Cognitive Coaching (Costa and Garmston), Jim Knight's Impact Cycle, Elena Aguilar's transformational coaching, or Student-Centered Coaching (Diane Sweeney)
Strong organizational skills; able to manage a coaching caseload and its documentation independently
Coordination:
Coordinates closely with the Director of Technology and the Director of Curricular Programs (and, if established, the schoolwide Tech Coordinator) on ed tech direction and strategy.
Child Protection Statement:
At HKIS, each child’s welfare is paramount. We act to ensure that our students enjoy the right to be protected from harm and exploitation and have their welfare safeguarded.
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