Tap Into Your Tech Coach With Five Simple Steps |
Participate and share : Poster
Megan Whitacre Emily Cowan
Having a tech coach in your district promotes teacher growth, improves student learning and creates sustained change — but only when coaches can partner with teachers, administrators and district leaders. Learn five simple steps to get the most out of your coach and tap into everything they have to offer!
Audience: | Coaches, Curriculum/district specialists, Principals/head teachers |
Skill level: | Beginner |
Attendee devices: | Devices not needed |
Topic: | Coaching & mentoring |
Grade level: | PK-12 |
ISTE Standards: | For Coaches: Collaborator
Visionary Planner
Collaborator
|
Purpose:
Does your district have a tech coach? Do you even know what they can do? A lot of times tech coaches get pigeonholed as the emergency call when technology doesn't work - but as former classroom teachers and instructional designers, they are capable of so much more! This session will help both district administration and educators figure out the simple steps they can take to utilize their tech coach, ultimately impacting student learning.
Objectives:
As a result of attending this session, participants will:
-walk away with strategies and practices they can immediately put in place to ensure the success of the coaching program.
-receive a tangible "take away" as a quick reference guide of what they can do as they get back to their building to tap into their tech coach.
https://scholar.harvard.edu/mkraft/publications/effect-teacher-coaching-instruction-and-achievement-meta-analysis-causal
http://www.corelearn.com/wp-content/uploads/2019/06/changing-practices-whitepaper-0619.pdf
Hannan, M. Q., & Russell, J. L. (2020). Coaching in Context: Exploring Conditions That Shape Instructional Coaching Practice. Teachers College Record (1970), 122(10), 1–40.
Russell, J. L., Correnti, R., Stein, M. K., Bill, V., Hannan, M., Schwartz, N., Booker, L. N., Pratt, N. R., & Matthis, C. (2020). Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project. American Educational Research Journal, 57(1), 148–187. https://doi.org/10.3102/0002831219854050
Jacobs, J., Boardman, A., Potvin, A., & Wang, C. (2017). Understanding teacher resistance to instructional coaching. Professional Development in Education, DOI: 10.1080/19415257.2017.1388270
Gallucci, C., DeVoogt Van Lare, M., Yoon, I. H., & Boatright, B. (2010). Instructional Coaching: Building Theory About the Role and Organizational Support for Professional Learning. American Educational Research Journal, 47(4), 919–963. https://doi.org/10.3102/0002831210371497
Megan is an Instructional Design Coach at Forward Edge. She taught middle and high school Latin for six years before joining the Forward Edge team. A Google Certified Trainer, Megan is passionate about helping students and teachers learn by doing and accomplish their goals.
Emily Cowan is in her third year as an Instructional Design Coach at Forward Edge. During that time she has become a Google Certified Teacher, Trainer and Coach. She has provided professional development and coaching to a variety of PK-12 grade teachers in multiple districts across the Cincinnati, Ohio area as well as Columbus and Maysville, Kentucky. Prior to this role, Emily earned her degree in Middle Level Education, with specialization in Language Arts and Science. She taught for six years in South Carolina and Ohio. She has a wide range of experience having worked in both urban and rural settings.
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