EDTC6105 ISTE-Coaching

EDTC 6105 Module 1-Coach as Leader: Foundations

ISTE Coaching Standard

ISTE-C Standard 1: Visionary Leadership

b. Contribute to the planning, development, communication, implementation, and evaluation of technology-infused strategic plans at the district and school levels

d. Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms

Inquiry Question:
How can tech coach provide meaningful and effective coaching to engage and empower teachers to integrate technology into classrooms? Especially for those who are behind using technology in teaching.

Background

Step into the digital world, we are facing many changes in education from constantly developing technologies. To foster productive digital citizens, more and more schools invest educational equipment which is supposed to support teaching and learning, and some piloted 1:1 laptop program or initiated BYOD program cross the entire school. While we are having intelligent hardware, we need to use them intelligently to meet the original purpose and reach the big ideas. Technology can be a powerful tool for transforming learning. It can help affirm and advance relationships between educators and students, reinvent our approaches to learning and collaboration, shrink long-standing equity and accessibility gaps, and adapt learning experiences to meet the needs of all learners. However, to be transformative, educators need to have the knowledge and skills to take full advantage of technology-rich learning environments.

Definition of Effective Coaching and The Role of Tech Coach

In order to increase teachers’ willing and passion to utilize technology into classes, professional development on how to integrate technology is going to take an important role. Since most teachers realize that one-shot PD sessions are too simple not meaningful or impactful to satisfy them, the tech coach who can provide consistent, long-term, and content-specific coaching is expected.

Sometimes tech coach is a facilitator who helps support teachers, give them ideas and let them run with it themselves; Sometimes, tech coach is a co-teachers, who collaborates with teachers to co-plan goals, map out a lesson and engage in cycle of classroom; Sometimes, tech coach is a peer-observer, who provides positive feedback via constant conversation to discuss the future lessons without the feeling of evaluation. In a meaningful and effective coaching, the tech coach works with teachers in a partnership-type and collaborative relationship in which the tech coach engages into a sustained professional dialogue aimed to improve teaching by developing teacher’s knowledge and skills. The effective coaching process is content-related and practical which associates teachers and the tech coach with rapport, respect, and trust in a long-term collaboration.

Successful Cases Catalyze Momentum On Technology Integration

Many teachers either do not have time or might even be resistant to bringing technology into their classroom; others may think it’s just about doing the same thing with new tools. These ingrained opinions bring difficulties in implementing technology coaching from the beginning, and it won’t be effective and impactful without an affirmative attitude. A good way is to start tech coaching with those teachers who are excited to work with technology and willing to experimenting with new opportunities and collaborating. As teachers learned about the tech coach’s role, witnessed what improvements the coaching brought and hear the praise others were getting for collaboration, school-wide momentum begins building up. The meaningful and effective coaching which has been accomplished will act as a conduit of best practices to catalyze passions to others on technology integration.

Identify Teacher’s Needs and Have Teachers See the Improvement

In order to provide effective tech coaching, the coach needs to have deep conversations with the teacher to understand his/her needs, situation and instructional goals. Discussing the following key questions will give the tech coach and the teacher the best direction to effective technology integration and also empower teachers.

•    Why do you want to use this technology here?

•    Why hasn’t the approach that you’ve been doing in the past worked?

•    How do you hope the technology will change it?

•    Can the technology make this idea more relevant to students?

•    Can it push the lesson up a notch, or can it enhance things for students by allowing them to do something that they couldn’t do without the technology? For example, does the technology allow students to collaborate beyond the classroom walls?

•    Is the technology making possible a certain level of transparency for the teacher to assess where students are individually?

•    Does the technology provide a platform for students to be creative without overbearing them with gadgets and apps?

The tech coach needs to collect and analyze the implementation and impact data to present the values and influences of coaching to have the teacher see the improvement from technology integration to grow confidence to take more risks on a new teaching approach.

The Coaching Cycle

According to Andrew’s experiences on providing effective coaching, he suggests using BDA coaching cycle with teachers. BDA coach cycle works better especially for those who are behind using technology.

Before meeting with a teacher, the coach needs to touch base with them informally to get a sense of how he/she might be able to help. The tech coach needs to start generating ideas around the teacher’s particular classroom needs and prepare resources for specific lessons or units before formally meeting with the teacher. In the formal meeting, the tech coach will share ideas or useful things that other teachers have done with technology in their classrooms and a plan of redesigning the specific lessons with meaningful technology integration.

During the course of working together, the tech coach will be there as classroom support while the teacher implements a new lesson utilizing technology. The coach needs to lead the class and model for the teacher how to work with a specific technology.

After implementation, follow-up with the coached teacher is important to find out how things went. The coach and the teacher should meet together to evaluate the implementation and discuss the plan for each individual lesson. Following are the assessment questions need to be considered:

•    Do they need to troubleshoot something, so that it’s easier next time around?

•    Did the implementation bring up new questions or needs for the teacher?

•    What was successful and what still could be tweaked for a more refined delivery?

•    What does the teacher still need help with?

A Flexible Schedule to Best Meet Teacher Diverse Needs  

The flexible schedule will allow the tech coach and teachers to have more opportunities for conversations which will help to grow understanding and build trust and rapport relationships between each other to lead meaningful co-planning for the future. The coach will know any barrier the teacher encounters and provide support in time to inspire the coached teacher moving forward. 

Professional Development to Create A Vision For Teachers–Better for The Future Effective Coaching

The tech coaches have the responsibility to provide follow-up PD after coaching. The PDs as the showcase of successful technology integration are aimed to take the burden of technology off the teachers and create a vision that what and how technology can support them to meet different types of needs for diverse learners. 

The effective and meaningful coaching needs the coach and the teacher collaborate closely with trust and understanding in which the coach and the teacher will use their specific expertise to have a purposeful technology integration to meet the goals they set together and ultimately server the students who have grown up with technology.

References:

Ehsanipour, T., Zaccarelli, F . G., & Center to Support Excellence in Teaching – Stanford University. (2017). Exploring Coaching for Powerful Technology Use in Education. Retrieved from
http://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf

Davis, E. L., Currie, B. (2019). Tech Integration Comes Alive Through Coaching. Retrieved from
http://www.ascd.org/ascd-express/vol14/num17/tech-integration-comes-alive-through-coaching.aspx

Instructional Coaching: Driving Meaningful Tech Integration. (2015). Retrieved from
https://www.edutopia.org/video/instructional-coaching-driving-meaningful-tech-integration

Making Technology Work. (2015). Retrieved from
https://www.edutopia.org/practice/instructional-coaching-driving-meaningful-tech-integration

3 thoughts on “EDTC 6105 Module 1-Coach as Leader: Foundations”

  1. Helen,
    Your blog is full of great information! You seem to address the entire process. I agree with you that tech classes that are one and done are not enough. If you want the teachers to be successful, then you need to provide additional training and support. Thank you for sharing the BDA approach. It really explains the process of supporting new adopters of tech in the classroom. The during step is especially important- you must model for the teachers so that they know what to do when you are not there.

  2. I love the use of probing questions – both to identify the need for technology as well as to assess the results of using a particular technology. My institution often adopts technology without seeming to answer all of the questions you raise. This is sometimes hard to pin down, but in these cases, administrators really need to focus on assessment – and understand if the technology is meeting the mark or needs changes.

  3. Really found the notion of starting with the willing valuable, as is the coaching cycle. Is it possible that a tech coach may have to start at a more basic level by asking about content goals, standards the teacher hopes to achieve and whether the teacher feels the pedagogy they used on this activity previously was effective?

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