Standard 1.4 Diffusion of Innovations & 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:
Reflection:
ITEC 7460 Coaching Journal
The coaching journal field experience was completed to provide me with the opportunity to work in a leadership role and coach a teacher that needed assistance with integrating instructional technology for teaching and learning. During the coaching experience, I chose to take on the partnership approach. A partnership approach with teachers is a deep belief that we are no more critical than those with whom we work and that we should do everything we can to respect that equality (Knight, 2007). I used the partnership with my colleague, Ms. Inman because I wanted her to understand that I am here to help her and not belittle her, but to help her learn and improve on integrating technology in the classroom. I asked my colleague what her goals were, and I worked toward finding technology resources to help her achieve those goals.
Through the development of this Coaching Journal, I had the opportunity to collaborate with my colleague as a partnership to assist in implementing integrated technology for instruction and student learning. I had various coaching sessions with my colleague to accomplish and complete this artifact. During this first session, there was a dialogue with Ms. Inman.
According to Knight, coaches listen more than they tell and think and learn with the teachers. I allowed Ms. Inman to share with me the area she needed assistance with the most. I asked Ms. Inman what her goals were and listen as she stated her goals for integrating technology in her classroom. I was very attentive to Ms. Inman needs and concerns. Once she understood that I was there to assist her with whatever was needed to help implement the technology resources smoothly, Ms. Inman was very receptive of my help.
During the second session, I continued to communicate with Ms. Inman effectively. The strategies used during the second session was communication and nonverbal communication. I used some of the strategies discussed by Knight for effective communication. While using communication skills, I was sure to be conscious of my facial expressions. Non-verbal communication is a dominant language for me, so I am becoming more aware of my use. The most important part of nonverbal communication is a facial expression (Knight, 2007). I needed to be conscious of my facial expression during our meeting time, so I would not send a message that interpreted the opposite of the partnership approach.
Throughout the third coaching session, I facilitated an interactive lesson with the students over the rock cycle and used the Model Lessons strategy. I talked with the students and explained that I would be teaching them an interactive lesson over the rock cycle. I reviewed the rock cycle with the students, and we discussed the different types of rocks. During the lesson, we took a virtual field trip to two separate mountains, one in Hawaii, and the other was in Georgia. While on the virtual field trip, students were able to recognize and identify the different types of rocks. Next, students were able to play a Kahoot review game once the lesson and virtual field trip were completed, as an informal assessment using Chromebooks. I introduced students to their rock cycle project. Students were provided a handout that has detailed steps on how to complete the handout and the corresponding websites that assist with the completion of the site. Once completed, the students will use that handout to complete their project.
The coaching process for this Coaching Journal artifact helped me gain a deeper understanding of a technology coach role. I also learned how to use the partnership approach to assist teachers with their professional practices. I learned that taking the partnership approach allows our colleagues to understand that we are not better than them. Using the partnership approach helps others know that we are equal and are all working to accomplish one goal and that is helping student’s become 21st-century technology users and learners that will lead them to obtain academic success. I learned that scheduling is essential with a partnership because common planning time and post-session are needed to provide feedback, reflect, and plan. Also, it is vital to plan and reflect after each session to help make adjustments and revisions easily when needed.
The work that went into creating and implementing the materials and resources that went into the completion of the Coaching Journal field experience had an impact on teacher development and student learning. The teacher that I used the partnership approach to coach became interested in implementing the technology resources and project that I introduced to the students. This meant that all the work that went into the coaching sessions and planning was greatly appreciated and helpful to student learning. Ms. Inman continued to use the resources after our coaching sessions concluded. I also had the opportunity to see the student’s final products from their projects over the rock cycle. I witness the creativity that the students exhibited through the completion of their projects. The student also demonstrated mastery over the content standards using the technology resources and completing the project planned and developed from this project.
Resources:
Knight, J. (2007). Instructional coaching: A partnership approach to improving
instruction. Thousand Oaks, Calif: Corwin Press.
ITEC 7460 Coaching Journal
The coaching journal field experience was completed to provide me with the opportunity to work in a leadership role and coach a teacher that needed assistance with integrating instructional technology for teaching and learning. During the coaching experience, I chose to take on the partnership approach. A partnership approach with teachers is a deep belief that we are no more critical than those with whom we work and that we should do everything we can to respect that equality (Knight, 2007). I used the partnership with my colleague, Ms. Inman because I wanted her to understand that I am here to help her and not belittle her, but to help her learn and improve on integrating technology in the classroom. I asked my colleague what her goals were, and I worked toward finding technology resources to help her achieve those goals.
Through the development of this Coaching Journal, I had the opportunity to collaborate with my colleague as a partnership to assist in implementing integrated technology for instruction and student learning. I had various coaching sessions with my colleague to accomplish and complete this artifact. During this first session, there was a dialogue with Ms. Inman.
According to Knight, coaches listen more than they tell and think and learn with the teachers. I allowed Ms. Inman to share with me the area she needed assistance with the most. I asked Ms. Inman what her goals were and listen as she stated her goals for integrating technology in her classroom. I was very attentive to Ms. Inman needs and concerns. Once she understood that I was there to assist her with whatever was needed to help implement the technology resources smoothly, Ms. Inman was very receptive of my help.
During the second session, I continued to communicate with Ms. Inman effectively. The strategies used during the second session was communication and nonverbal communication. I used some of the strategies discussed by Knight for effective communication. While using communication skills, I was sure to be conscious of my facial expressions. Non-verbal communication is a dominant language for me, so I am becoming more aware of my use. The most important part of nonverbal communication is a facial expression (Knight, 2007). I needed to be conscious of my facial expression during our meeting time, so I would not send a message that interpreted the opposite of the partnership approach.
Throughout the third coaching session, I facilitated an interactive lesson with the students over the rock cycle and used the Model Lessons strategy. I talked with the students and explained that I would be teaching them an interactive lesson over the rock cycle. I reviewed the rock cycle with the students, and we discussed the different types of rocks. During the lesson, we took a virtual field trip to two separate mountains, one in Hawaii, and the other was in Georgia. While on the virtual field trip, students were able to recognize and identify the different types of rocks. Next, students were able to play a Kahoot review game once the lesson and virtual field trip were completed, as an informal assessment using Chromebooks. I introduced students to their rock cycle project. Students were provided a handout that has detailed steps on how to complete the handout and the corresponding websites that assist with the completion of the site. Once completed, the students will use that handout to complete their project.
The coaching process for this Coaching Journal artifact helped me gain a deeper understanding of a technology coach role. I also learned how to use the partnership approach to assist teachers with their professional practices. I learned that taking the partnership approach allows our colleagues to understand that we are not better than them. Using the partnership approach helps others know that we are equal and are all working to accomplish one goal and that is helping student’s become 21st-century technology users and learners that will lead them to obtain academic success. I learned that scheduling is essential with a partnership because common planning time and post-session are needed to provide feedback, reflect, and plan. Also, it is vital to plan and reflect after each session to help make adjustments and revisions easily when needed.
The work that went into creating and implementing the materials and resources that went into the completion of the Coaching Journal field experience had an impact on teacher development and student learning. The teacher that I used the partnership approach to coach became interested in implementing the technology resources and project that I introduced to the students. This meant that all the work that went into the coaching sessions and planning was greatly appreciated and helpful to student learning. Ms. Inman continued to use the resources after our coaching sessions concluded. I also had the opportunity to see the student’s final products from their projects over the rock cycle. I witness the creativity that the students exhibited through the completion of their projects. The student also demonstrated mastery over the content standards using the technology resources and completing the project planned and developed from this project.
Resources:
Knight, J. (2007). Instructional coaching: A partnership approach to improving
instruction. Thousand Oaks, Calif: Corwin Press.