Creative Constructor
Lab Virtual
Leadership Exchange
at ISTELive 21
Edtech Advocacy &
Policy Summit

Mask Off 2.0: Unmasking the Coaching Cycle to Transform Student Learning

Participate and share

Participate and share : Interactive lecture


Monday, June 24, 10:00–11:00 am
Location: 103A

D. Chanel Johnson   Christian Padgett  
The purpose of this session is to help instructional technology coaches continue to grow in their coaching development. We'll discuss the coaching cycle, including observations, effectively take notes, effective feedback and, most importantly, allow participant to practice observations and giving feedback to schools transform student achievement, & more importantly, student empowerment.

Audience: Coaches, Curriculum/district specialists, Professional developers
Skill level: Beginner
Attendee devices: Devices required
Attendee device specification: Smartphone: Windows, Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Participant accounts, software and other materials: -QR Reader
-Internet Browser (e.g. Google Chrome, Internet Explorer, Microsoft Edge, etc.)
Focus: Professional learning
Topic: Best practices and models for coaching
Grade level: PK-12
ISTE Standards: For Coaches:
Content Knowledge and Professional Growth
  • Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management and adult learning to improve professional practice.
Visionary Leadership
  • Contribute to the planning, development, communication, implementation and evaluation of technology-infused strategic plans at the district and school levels.

Proposal summary

Purpose & objective

The purpose of this session is to help develop instructional technology coaches/educational technology coaches into coaches who can truly help develop and sustain student achievement by developing teachers in multiple ways including technology, pedagogy, and content. Often times, many technology coaches demonstrate how to use a tool and often forget about the content and pedagogy . More importantly, how to truly observe and give effective feedback is the main goal of this session in terms of integrating technology, pedagogy, and content. Participants will have opportunities to have practice perfect rounds to see how they can grow in their practice. This will empower coaches to develop teachers and transform learning and schools.

Participants will:
-Know the coaching cycle
-Know how to utilize TPACK as well as the Technology Integration Matrix
-Know how to give effective feedback
-Know how to strengthen their reach to teachers
-Have opportunities to engage and participate as in practice perfect rounds
-Have an opportunity to reflect about their current practice to see how they can strengthen it.
-See how to use technology tools to aid in their organization and management of coaching

Outline

-Welcome
-Overview of role of a coach
-Overview of TPACK
-Overview Technology Integration Matrix
-Overview of the Coaching Cycle
-Importance of Low Inference Notes
-Practice Round
-Importance of Effective Feedback
-Practice Round
- Strategies for Monitoring
-Closure and Feedback

Supporting research

-Leveraging Leadership (2012) by Paul Bambrick-Santoyo.
- Crucial Conversation (2002) by Kerry Patterson, Joseph Grenny, Ron McMillan, and Al Switzler.
-What Is Technological Pedagogical Content Knowledge? by Matthew J. Koehler and Punya Mishra
-Technology Integration Matrix. Florida Center for Instructional Technology, University of South Florida.
-Coaching Cycle. Expeditionary Learning.
-6 Steps for Effective Feedback. EngageNY
-Allen, N., Grigsby, B., & Peters, M. (2015). Does leadership matter? Examining the relationship among transformational leadership, school climate, and student achievement. International Journal of Educational Leadership Preparation, 10 (2), 1-22.
-Bellibas, M. S. & Liu, Y. (2016). The effects of principals’ perceived instructional and distributed leadership practices on their perceptions of school climate. International Journal of Leadership in Education, 21(2), 226-244.
-Hallinger, P. (2003). Leading educational change: Reflections on the practice of instructional and transformational leadership. Cambridge Journal of Education, 33, 329-352.
-Mahdinezhad, M., Bin Suandi, T., Bin Silong, A. D., & Omar, Z. B. (2013). Transformational, transactional leadership styles and job performance of academic leaders. International Education Studies, (6)11, 29-34.
-Ubben, G., Hughes L., & Norris C. (2016). The Principal: Creative Leadership for Excellence in Schools. New Jersey: Pearson.

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Presenters

Photo
D. Chanel Johnson, Clayton county schools
Photo
Christian Padgett, Atlanta Public Schools

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