Standard 1.4: Diffusion of Innovation & Change
Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
Artifact Link: Coaching Journal
Reflection:
Trust is significant to meaningful learning. A coaching relationship allows teachers to build trust, while developing their practice through professional learning. This strategy begins with a survey to identify a specific teacher's comfort level with using digital tools that promote student learning. Through research (teacher surveys), a coaching plan was recommended for implementing a new digital tool in the classroom. There were 3 coaching sessions - The first session was about identifying the tool to be implemented and demonstrating its use and best practices for teaching (I do). The next coaching session allowed the teacher to participate in using the digital tool, while the coach continued to provide support by continuing to demonstrate how the tool is used (We do). On the third session, the teacher had a full opportunity to implement use of the tool by taking the lead in demonstrating its use.
The impact of this artifact is that teachers were exposed to a new digital tool through embedded coaching and professional learning. It demonstrates mastery both for the coach and the teacher; the coach has mastered the use of the digital tool in order to support another teacher to adopt it. On the other hand, the teacher gradually develops a comfort level for adopting and implementing the tool for student learning.
I learned that embedded coaching builds trust between teachers and their coaches. It also supports long term implementation of the shared vision. To improve the quality of the artifact, I would have conducted a broader research to survey several teachers and identify the trends and issues that encourage or discourage teachers from adopting new digital tools for implementing best practices for technology integration in the classroom.
The impact of the coaching journal on school improvement is to identify embedded coaching as a significant effort to support teacher professional learning as regards to adopting and implementing new digital tools. The impact also recommends embedded coaching as a research-based and proven strategy for ongoing professional development that supports school improvement and student learning. This artifact may be assessed using classroom observation, follow up interviews to understand how teachers are continuing to use the tool to promote student learning.
Artifact Link: Coaching Journal
Reflection:
Trust is significant to meaningful learning. A coaching relationship allows teachers to build trust, while developing their practice through professional learning. This strategy begins with a survey to identify a specific teacher's comfort level with using digital tools that promote student learning. Through research (teacher surveys), a coaching plan was recommended for implementing a new digital tool in the classroom. There were 3 coaching sessions - The first session was about identifying the tool to be implemented and demonstrating its use and best practices for teaching (I do). The next coaching session allowed the teacher to participate in using the digital tool, while the coach continued to provide support by continuing to demonstrate how the tool is used (We do). On the third session, the teacher had a full opportunity to implement use of the tool by taking the lead in demonstrating its use.
The impact of this artifact is that teachers were exposed to a new digital tool through embedded coaching and professional learning. It demonstrates mastery both for the coach and the teacher; the coach has mastered the use of the digital tool in order to support another teacher to adopt it. On the other hand, the teacher gradually develops a comfort level for adopting and implementing the tool for student learning.
I learned that embedded coaching builds trust between teachers and their coaches. It also supports long term implementation of the shared vision. To improve the quality of the artifact, I would have conducted a broader research to survey several teachers and identify the trends and issues that encourage or discourage teachers from adopting new digital tools for implementing best practices for technology integration in the classroom.
The impact of the coaching journal on school improvement is to identify embedded coaching as a significant effort to support teacher professional learning as regards to adopting and implementing new digital tools. The impact also recommends embedded coaching as a research-based and proven strategy for ongoing professional development that supports school improvement and student learning. This artifact may be assessed using classroom observation, follow up interviews to understand how teachers are continuing to use the tool to promote student learning.