Categories
4.1 Change Agent EDTC6107 ISTE Standard for Coaches

Change Agent

laptop image
Photo by John Schnobrich on Unsplash

ISTE standard for Coaches 4.1, The Change Agent, states: “Coaches inspire educators and leaders to use technology to create equitable and ongoing access to high-quality learning.”

Performance indicators: 

  • 4.1.a. Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process. 
  • 4.1.b. Facilitate equitable use of digital learning tools and content that meet the needs of each learner. 
  • 4.1.c. Cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals. 
  • 4.1.d. Recognize educators across the organization who use technology effectively to enable high-impact teaching and learning. 
  • 4.1.e. Connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning. 

Supporting evidence for ISTE standard 4.1: 

From October to November of 2021, I had the opportunity to engage in Peer Coaching with a colleague. This Peer Coaching collaboration included five stages: 1) Creating a coaching plan, 2) Meeting with my colleague, 3) Co-planning a lesson, 4) improving the lesson, and 5) reflecting on the lesson and coaching experience. Here is the link to the Peer Coaching document

The first step was creating a coaching plan. We used the template and steps described by Les Foltos in his book Peer Coaching Unlocking the Power of Collaboration (2013). Using this template, and the recommended steps, we created a shared vision and culture for using technology to learn and accelerate transformation through peer coaching (ISTE Standard 4.1.a). The principal and I met first to discuss possible ways that peer coaching could support two of the school’s academic goals: technology integration and collaboration. Together, we decided on best ways to communicate, the roles and responsibilities of all involved, and ways the administration would support the coaching process. 

During the meetings with my colleague, we discussed and defined ways to improve a lesson while ensuring equitable use of digital learning tools and content, in ways that met the needs of each learner (ISTE Standard 4.1.b). Because the lesson would include the use of technology, Chromebook were made available for students who needed a computer. Students had time to work on the project during class, and at home. Time after school and during study period was allocated to support students who needed more structure and guidance either with technology or the content of the project. Two videos that explained how to use digital tools to complete the project were also created and made available in various ways. 

In order to build trust and to cultivate a supportive coaching culture that encouraged the collaboration, special attention was given to building a good relationship by establishing a protocol for communicating and collaborating amongst peer coaches (ISTE Standard 4.1.c). Some of the strategies to improve communication used were: 1) establishing collaborative norms, 2) exercising active listening, 3) paraphrasing, 4) asking clarifying and probing questions, and 5) recognizing peer’s coaching work. These strategies were intentional as “Communication skills, particularly probing questions, can play a vital role in encouraging teachers to think more deeply about their practice, take risks, and adopt innovative teaching practices,” (Foltos, L. 2013, p. 99). Adopting and implementing these communicative practices led to a positive relationship and a productive collaborative experience.  

To recognize the collaborative efforts of the peer coaches, on the design, and implementation of a lesson that used technology effectively to enhance and transform the learning experience, my colleague and I were invited to showcase and share our knowledge at a staff meeting (ISTE Standard 4.1.d). My coaching peer and I collaborated, and presented our work, results and reflection work on March 21st. During the Blended Learning Google Earth Project presentation, teachers were given opportunities to reflect on their lessons, gave examples on how to improve their lessons, given time to collaborate, and share their ideas with each other. 

One of the goals of the Blended Learning Google Earth Project presentation was to serve as a bridge between administrators, and educators by providing support and solutions to maximize the potential of technology for learning (ISTE Standard 4.1.e).  One way this was addressed was by explaining and guiding teachers through the PIC RAT model. A more detailed explanation on maximizing the potential of technology integration using the PIC RAT model is addressed in my blog post How can a technology integration framework help educators find the most suitable digital learning tools and content for their unique teaching context?  In this post, I present the research that explains that to maximize learning, technology must enhance or amplify learning, rather than serve only as a replacement. 

References

Foltos, L. (2021) Peer Coaching: Unlocking the Power of Collaboration. Corwin

Gale, Y. (2021) How can a technology integration framework help educators find the most suitable digital learning tools and content for their unique teaching context? https://yanira.net/blog/blog/how-can-a-technology-integration-framework-help-educators-find-the-most-suitable-digital-learning-tools-and-content-for-their-unique-teaching-context/ 

ISTE Standards for Coaches. Retrieved https://www.iste.org/standards/iste-standards-for-coaches

Leave a Reply

Your email address will not be published.

css.php