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Instructional Coaching with Technology
Transcript of Instructional Coaching with Technology
What is Instructional Coaching?
Instructional coaching is becoming more and more prevalent as a vehicle for job-embedded professional
development. Coaches primarily
seek to make a positive impact on
teacher practice and student outcomes
by examining the thoughts and
decisions that teachers make regarding
instruction. This process of mutual
inquiry is the foundation of
What are the various roles of an Instructional Coach?
Instructional coaches may work with individual teachers, or with small groups of teachers. The teacher-coach pairing may be voluntary on the part of the teacher, or not. The specific role and function of the coach will depend on the situation and goals of coaching within that organization; however, coaches generally:
It's time for schools to move away from the "training" model of professional development, and toward models that are rooted in the fundamentals of andragogy (adult learning):
"If we shift school cultures to support adult learning, professional development is experienced as a personal journey of growth and discovery that engages the learner on a daily and perhaps hourly basis. In the best cases, andragogy includes an emphasis upon self-direction, transformation and experience. One learns by doing and exploring . . . by trying, by failing, by changing and adapting strategies and by overcoming obstacles after many trials.
Unlike the training models, adult learning is primarily concerned with creating the conditions, as well as the inclination and the competencies to transfer new tools and skills into daily practice. While training usually occurs outside of context and frequently ignores issues of transfer, adult learning is all about melding practice with context. Adult learning should encourage teachers to identify and then remove obstacles.
What matters is what happens back in the classroom on Monday morning."
"How Teachers Learn Technology Best" article by Jamie McKenzie
What It's All About: Improved Student Learning Outcomes
"Probably the most important aspect of a coaching program resides in the opportunity it provides to rekindle the vision of educators--- to empower them to, once again, teach with their vision, allowing their mission, their beliefs, and their values to drive every decision."
Stephen G. Barkley, in Quality Teaching In a Culture of Coaching
Observe classroom instruction
Provide feedback to the teacher
Metaphors for coaches include:
The best personnel for coaching are those who have content expertise, interpersonal skills, and sensitive communication skills.
Key Elements of a Coaching Culture
The TPaCK Model
The TPaCK model conceptualizes the way that pedagogical knowledge, content knowledge, and technological knowledge overlap. The most masterful instructional coaches possess all three levels of knowledge (TPaCK). In certain roles a coach might be tasked to help teachers integrate technology and therefore may only depend on technological and pedagogical knowledge (TPK). Similarly, a coach of a novice teacher might be focusing on classroom planning and management and may therefore rely primarily on content and pedagogical knowledge (PCK).
"A well-designed and -supported coaching program weds core elements of effective professional development with the essential goals of professional learning communities in ways that advance both school and systemic improvement."--Annenberg Institute for School Reform
Bloom's Digital Hierarchy
Bloom's Taxonomy has been used for years as a tool for thinking about tiers of thinking skills. As technology in classrooms become more prevalent, Bloom's has blossomed into
Bloom's Digital Hierarchy. Let's examine that progression.
Teachers can search a variety of websites
that will tie iPad apps, Android apps, and
web tools to specific Bloom's categories.
Though these technologies do not
inherently guarantee that a student is
working on that level of Bloom's, however,
instructional coaches can help teachers
plan instruction such that these technologies
meet the planned learning goals for students.
This graphic shows the progression
from lower order (LOTS) to higher order thinking skills (HOTS) as you move up the Bloom's taxonomy. Well-trained teachers are already familiar with this construct.
This shows how those
thinking skills can be thought
of in terms of technological tasks.
One of the most important conditions that must be in place to ensure an optimal environment for instructional coaching is that district level personnel, principals and coaches must have a shared vision for instruction.
Shared vision makes it possible for the role of the coach to be sharply focused, highly prioritized and clear to all stakeholders. Shared vision creates an environment of mutual support and makes it possible for principals, coaches and teachers to all be rowing in the same direction.
In order for coaching initiatives to be fruitful,
districts must invest in coaches. This starts by hiring coaches with the right combination of personal and professional characteristics, and continues by supporting coaches with professional development that helps them maintain and expand their skill set.
Edmodo is "Facebook" for the classroom.
This provides rich opportunities for peer-to-peer
discussions to take place beyond the classroom walls.
Prezi is a tool that will
allow students to create dynamic
presentations of the knowledge
they have learned. You may have noticed
you are inside a Prezi right now!
Google Sketchup is a 3-D
drawing tool where students
can model their learning.
Effective professional development consists of layers that complement one another.
Professional Development Plans
How Does Coaching Enhance the Professional Learning of Teachers?
The Annenberg Institute for School Reform believes that – "when employed and supported effectively – instructional coaching enhances district professional development systems by providing school and central office personnel with sustained, targeted supports to build knowledge, improve practice, and promote student achievement."
Play this video to hear coaches describe their work.
by Margaret Orazen