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Edtech Advocacy &
Policy Summit

Using the ISTE Coaching Standards to transform teaching and learning

Listen and learn

Listen and learn : Panel


Wednesday, December 2, 5:00–5:45 pm PST (Pacific Standard Time)

Renda Fisk  
Les Foltos  
Mary Knight  
Heather Zeigler  

Participants will explore strategies that use ISTE’s original and 2019 Coaching Standards, particularly those that focus on helping students master the ISTE Student Standards. Participants will use Google Forms to interact with the panel and other participants, and gain hands on experience to use this tool in classroom learning activities.

Audience: Coaches, Teachers, Technology coordinators/facilitators
Skill level: Beginner
Attendee devices: Devices useful
Attendee device specification: Smartphone: Android, iOS
Laptop: Chromebook, Mac, PC
Tablet: Android, iOS, Windows
Topic: Coaching & mentoring
Grade level: PK-12
ISTE Standards: For Coaches:
Teaching, Learning and Assessments
  • Coach teachers in and model design and implementation of technology-enhanced learning experiences emphasizing creativity, higher-order thinking skills and processes, and mental habits of mind (such as critical thinking, metacognition and self-regulation).
  • Coach teachers in and model design and implementation of technology-enhanced learning experiences addressing content standards and student technology standards.
For Students:
Knowledge Constructor
  • Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories and pursuing answers and solutions.
Additional detail: ISTE author presentation, Session recorded for video-on-demand

Proposal summary

Purpose & objective

If coaches want to help teachers use technology to support the kind of active, engaging learning embodied in the ISTE Student Standards they will need to implement the Coaching Standards outlined in the Teaching, Learning, and Assessments Standard, and both the 2019 Collaborator and Learning Designer Standards.. Without this kind of direct coaching support we will continue to see that while most teachers use technology in their classrooms, two thirds of them use it to support traditional didactic learning.
This panel will focus on coaching strategies that help teachers address content standards and transform teaching to help students become more creative, and stronger at critical thinking and problem solving. Objective 1. Understand how strong communication skills help teachers change their practice. Panelists will explore strategies coaches can use, like active listening, paraphrasing and probing questions to help teachers adopt new instructional strategies. Objective 2. Demonstrate the importance of modeling new instructional strategies to make coaching effective. Panelists will also explore how modeling or team teaching with their learning partner opens the door to detailed discussions on the kind of support learning partners need to transform their practice. Objective 3. Demonstrate the value of coaches and their learning partners working toward an agreed upon model for teaching and learning as they co-plan learning activities. Panelists will also help participants understand the value of a concrete, definable model for learning is essential to successful collaboration aimed at adopting new models of learning. Panelists will also define how this model is used when coaches and peers co-plan learning activities aimed at implementing this model. Each of the panelists will provide evidence of the successful impact of these coaching practices including before and after coaching collaboration lesson plans. This panel's success rests on effective and consistent interaction with the participants in the session. To do this we will use Google Forms to seeks input, questions and feedback before and during the session. Panelists will respond to participants input throughout the session.

Outline

Moderator, Les Foltos, introduces session, and participants. He also ask participants to respond using Google Forms to question, like what is the biggest obstacle to successfully coaching peers. He also reviews some of the consistent obstacles for participants. (10 minutes)
Presenter 1. Heather Zeigler. Foundations. How the Teaching, learning and assessments and Learning Designer standards are the driver of coaching success and rests the foundation of the other coaching standards. How coaches success in helping teachers adopt technology rich instructional strategies rests on the successful use of key communications skills; like active listening, paraphrasing or probing questions. Zeigler will help participants learn one of these strategies. She will also respond to input from participants. (15 minutes)
Presenter 2. Renda Fisk. Each of the elements of the Teaching, Learning, Assessment Learning Design and Collaborator standards call for Coaches to model and collaborate with peers to design authentic, active learning experiences. Fisk will discuss the importance of having a coach model or team teach with a peer. This approach to coaching gives the learning partner a clear model of what innovative teaching and learning looks like. In addition, Fisk will explore how modeling and team teaching opens the door for more coaching collaboration aimed at encouraging the learning partner to define the kind of support they may need to offer students a similar learning experience. Fisk will share examples of the kinds of support teachers ask for in these sessions. This section concludes by addressing participant input or questions. (15 minutes.)
Presenter 3. Mary Knight. Knight will focus on the importance of having a model for what innovative teaching and learning looks like that both coach and learning partner agree to. This model, or norm is essential for a coach to implement the Change Agent Coaching Standard. Knight will share at least one example of a model or norm of effective teaching and learning. In addition, Knight will talk about how coaches use this model, or norm, with learning partners during the process of co-planning a learning activity that reflects the traits and values of the norm. She will share a pre and post coaching learning activity that demonstrates the value of collaboration using a norm for effective learning. Knight concludes by addressing participants input or questions. (15 minutes.)
Wrap up. Moderator fields last round of questions from the participants and asks panelists to address them. (5 minutes.)

Supporting research

Darling-Hammond, L., Hyler, M.E., Gardener, M. (2017). Effective Teachers Professional Development. Palo Alto, CA; Learning Policy Institute.
Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., Orphanos, S. (2009). Professional Learning in the Learning Profession: A Status Report on Teacher Development in the United States and Abroad. NSDC.
Foltos, L. (2013). Peer Coaching: Unlocking the power of collaboration. Thousand Oaks, CA: Corwin Press.
Fullan, M. & Quinn, J. (2016). Coherence: The Right Drivers in Action for Schools, Districts, and Systems. Thousand Oaks: CA, Corwin Press
Joyce, B. & Calhoun, E. (2010). Models of Professional Development: A celebration of educators. San Francisco, CA: Jossey-Bass.
Kraft, M., Blazar, D., & Hogan, D. (2016). The Effect of Teacher Coaching on Instruction and Achievement: A Meta-Analysis of the Causal Evidence. Retreived from https://scholar.harvard.edu/files/mkraft/files/kraft_blazar_hogan_2016_teacher_coaching_meta-analysis_wp.pdf

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Presenters

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Renda Fisk, Flagstaff Unified School District

Renda Fisk is an Educational Technologist for the Flagstaff Unified School District. She facilitates, coordinates, and develops a variety of professional learning opportunities in technology integration for teachers, staff, and administrators. Renda is passionate about supporting educators as they provide innovative and transformative learning opportunities for students. She believes that technology, in the hands of FUSD’s exceptional educators, develops students who are lifelong creators, learners and problem solvers.

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Les Foltos, Peer-Ed
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Mary Knight, Flagstaff Unified School District
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Heather Zeigler, Flagstaff Unified School District

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