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Edtech Advocacy &
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Reaching All Educators Through Technology-Integrated Coaching Cycles

Participate and share

Participate and share : Poster


Monday, June 24, 11:00 am–1:00 pm
Location: Posters: Level 4, Terrace Ballroom Lobby, Table 9

Suzanne Sallee   Jennifer Dodson   Robyn Griffith  
The problem? Estimates show that only 35 percent of student technology is actually being implemented in the classroom. The solution: Turning regular coaching cycles into technology integrated planning, modeling and debriefing sessions focused on student learning outcomes -- not just the technology.

Audience: Coaches, Principals/head teachers, Professional developers
Skill level: Intermediate
Attendee devices: Devices useful
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: QR Code reader, Web browser
Focus: Professional learning
Topic: Professional learning models
ISTE Standards: For Coaches:
Digital Age Learning Environments
  • Coach teachers in and model use of online and blended learning, digital content, and collaborative learning networks to support and extend student learning as well as expand opportunities and choices for online professional development for teachers and administrators.
Visionary Leadership
  • Implement strategies for initiating and sustaining technology innovations and manage the change process in schools and classrooms.
For Education Leaders:
Empowering Leader
  • Inspire a culture of innovation and collaboration that allows the time and space to explore and experiment with digital tools.

Proposal summary

Purpose & objective

Participant Outcomes:
Participants will learn how a specific, thoughtful coaching model is successfully encouraging increased use of digital devices and content by teachers.
Participants will learn how the district instructional team provides job-embedded professional development for school coaches by way of collaborative coaching meetings occurring during normal site planning times.
Participants will hear stories of ongoing coaching successes with teachers reluctant to utilize technology with students during instruction.

Narrative:
Results from a 2013 Harris Poll from US teachers shows that:
1. 86% of teachers think it’s “important” or “absolutely essential” to use edtech in the classroom
2. 96% of teachers think edtech increases student engagement in learning
3. 89% of teachers think edtech improves student outcomes
4. 92% of teachers would like to use even more edtech in the classroom than they already do
BUT
5. Only 14% of teachers use digital curricula weekly
6. Only 19% of teachers use subject-specific content tools weekly
7. Only 11% of teachers are implementing 1:1 or BYOD programs

Each year schools and districts across the US spend billions of dollars on instructional technology tools and resources but only about 35% of them are actually used. This lack of usage is not about the tools themselves but a lack of strategies and best practices for how to effectively integrate the technology to support learning in their classrooms.

To increase usage, overcome teacher reluctance, and model best learning practices, Creighton School District has implemented a practice of providing 3-day instructional technology coaching cycles in each of the district’s nine schools and provide instructional technology support to every teacher on a campus.These instructional technology coaching cycles focus less on the technology and more on learning outcomes and pedagogically sound best practices and learning strategies.

Creighton educators are introduced to available technology tools and resources during new educator orientation and back to school professional development. But effective integration of technology to support learning with thoughtful pedagogy requires continued and ongoing professional learning opportunities that can support teachers during the school day in their own classrooms.

These 3-day instructional technology coaching cycles, also know as POD (plan, observe, debrief) or BDA (before, during, after) cycles, provide this type of support.

Prior to the actual coaching cycle, the instructional technology team meets with leadership at the school for a pre-planning session. These pre-planning sessions help the team ensure that the coaching cycle is aligned to the vision and mission of the school.

Planning
Day one is focused on planning with teachers. The focus is on the learning outcomes and content specific goals happening that week in the classroom and not the technology. Learning first, digital tools second. After content specific learning goals are set, the classroom teachers, supported by the instructional technology team, develop a technology rich lesson or activity to be implemented the following day in the classroom.

Co-teach or Model
Day two is an opportunity for teachers to have an instructional technology specialist work side-by-side with them to implement the technology integrated lesson in their classroom. The instructional technology specialist or coach can co-teach or model the lesson depending upon the teacher’s comfort level and needs.

Debrief
Day three is an opportunity for the teachers and coaches to meet and reflect on the lesson - what worked, what could be changed or improved, and so on. The discussion moves to next steps and a commitment to utilizing the technology in other ways. The teachers also have an opportunity to schedule additional time for the instructional technology specialist or coach to meet with them one-on-one and develop additional technology enriches lessons.

Evidence of Success
This coaching model has opened coaching opportunities in classrooms where technology coaching might not have been welcome before. Teachers who may previously desired to use devices and digital resources to support learning are openly eager to contact their coaches (now enabled with new coaching ideas to support their teachers) for follow-up assistance with lesson planning that is inclusive of the technology available in their classroom.

Supporting research

The Best EdTech PD Isn’t About Technology
https://www.eschoolnews.com/2018/04/16/the-best-edtech-pd-isnt-about-technology/
http://www.govtech.com/education/k-12/Sometimes-The-Best-Edtech-PD-Isnt-About-Tech-At-All.html
12 Rules of Effective Instructional Technology Coaching
http://blog.neolms.com/12-rules-of-effective-instructional-technology-coaching/

Making Technology Work
https://www.edutopia.org/practice/instructional-coaching-driving-meaningful-tech-integration

18 EdTech Stats About the Current State of Technology in Education
https://www.fractuslearning.com/edtech-stats/

Learning First, Technology Second: The Educators Guide to Designing Authentic Lessons by Liz Kolb

More [+]

Presenters

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Suzanne Sallee, AzTEA

Suzanne Sallee is the Instructional Technology Specialist and Coach for the Creighton School District's in Phoenix, AZ. She was an elementary school classroom teacher and has served as a technology coach for 12 years. Suzanne is a recognized Apple Teacher, Apple Learning Specialist, Google Education Certified Trainer, and Seesaw Ambassador.

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Jennifer Dodson, Creighton Elementary School District
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Robyn Griffith, Creighton School District

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