Transformative+Technology+Coaching

toc Welcome to the homepage for Transformative Technology Coaching. Included here are resources and information designed to help individuals make the shift from delivering traditional ed tech support to facilitating powerful and engaging Transformative Technology Coaching.

Move beyond "tech support" and delivering one-shot ed tech workshops to become a Transformative Technology Coach focused on facilitating embedded, ongoing professional learning for all. Learn why traditional tech integration strategies don't work, and explore strategies, resources, and tools for effective and efficient coaching for transformed professional practice.

Participants will learn about specific strategies and solutions for effective instructional, cognitive, and peer coaching that lead to more reflective, student-centered, authentic, and engaging learning. A variety of examples will be shared covering a wide variety of technology-access scenarios.

http://www.scoop.it/t/transformative-technology-coaching

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=__What is Transformative Technology Coaching?__=

Transformative Technology Coaching is a model for support of technology integration and professional development that incorporates research-based methods of effective adult learning:
 * Professional Learning is ongoing, sustained, and embedded in day-to-day work
 * Learning is "in context" with current work and can be used immediately
 * Social and community of learners based
 * Timely and relevant to current classroom units & lessons
 * Based on established coaching models

As stated in ISTE's recent whitepaper on coaching:

"Coaching support for teachers is a powerful means of both modeling and harnessing the potential of technology to improve teaching and learning. Teachers who receive coaching in the use of technology tools to improve student learning, and who learn from and collaborate with peers via professional learning communities, will develop confidence and effectiveness in designing and supporting technology-rich environments that maximize student learning." -- ISTE, 2011

=__How is it different?__=

Most schools have some sort of technology support person and some schools are fortunate enough to have multiple positions, each dedicated to either supporting infrastructure and systems or supporting technology integration in classroom instruction. A survey of job descriptions reveals that these roles are usually responsible for some or all of the following:


 * Assist in planning for effective implementation of curriculum to ensure that technology is used effectively to meet student needs.
 * Demonstrate on a regular basis the use of technology in the classroom to improve teaching and learning.
 * Plan and provide sustained, in-depth professional development for campus staff that focuses on the integration of technology and curriculum.
 * Encourage learning activities that take advantage of computer networking capabilities, i.e., using and creating Internet resources.
 * Monitor the use of instructional technology to ensure that resources and activities enhance rigorous academic content and the school’s mission.
 * Make continuous improvements in key processes, techniques, and procedures related to the instructional technology program.
 * Provide frequent feedback to staff members and administrators regarding instructional technology.
 * Continually search for, evaluate, and implement use of new instructional resources including software, web sites and long-distance learning opportunities.

While most job descriptions for instructional technology positions include language similar to the statements above, rarely do these job descriptions include a specific method or model of how this work should be accomplished over the course of a one school year to result in increased adult capacity with technology. Additionally, job descriptions rarely describe what competencies are required for the job and what kind of support or training will be available to help the technology integration specialist improve their own skills in supporting teachers.

Compare the list of duties and responsibilities listed above with the lists provided in the following examples:

Technology Coach Role #1 Technology Coach Role #2 (based on ISTE's Technology Coach NETS-C)

=__Why Transformative Technology Coaching?__=

Traditional methods of providing professional development and support for technology integration are ineffective in achieving the goals of widespread adoption and skillful use of technology and connected learning across the curriculum.

(Place screen shot of observation data vs. self-reported survey data to provide example of why Cognitive Coaching is especially helpful...)



=__Coaching Models__=

Instructional Coaching
"Instructional coaches are onsite professional developers who teach educators how to use proven teaching methods. They employ a variety of professional development procedures to foster widespread, high-quality implementation of interventions, providing “on-the-job learning.” Instructional coaches adopting the approach developed at the University of Kansas Center for Research on Learning take a partnership approach, and thus they respect teachers’ professionalism and focus their efforts on conversations that lead to creative, practical application of research-based practices.

Instructional coaches see themselves as equal partners with teachers in the complex and richly rewarding work of teaching students. More than anything else, instructional coaches work in partnerships to accelerate teachers’ professional learning through mutually enriching, healthy relationships. Instructional coaches are colleagues, friends, and confidants who listen with care and share valuable information with teachers at the time when teachers most need it."

From: http://www.instructionalcoach.org/

Additional information: http://piic.pacoaching.org/index.php/piic-coaching/what-is-an-instructional-coach

Cognitive Coaching
Cognitive Coaching according to the Center for Cognitive Coaching,(CCC) "a set of strategies, a way of thinking and a way of working that invites self and others to shape and reshape their thinking and problem solving capacities. They base this on four assumptions:
 * 1) Thought and preception produce all behavior.
 * 2) Teaching is constant decision making.
 * 3) To learn something new requires engagement and alteration in thought.
 * 4) Human's continue to grow cognitively."

Cognitive coaching is based on the idea that ** metacognition **–or being aware of one’s own thinking processes–fosters independence in learning. By providing personal insights into the learner’s own thinking processes, cognitive coaching builds flexible, confident problem-solving skills. Plus, it encourages self-efficacy and pride.

http://www.cognitivecoaching.com/overview.htm

Peer Coaching
Peer coaching and peer review are professional development strategies for educators to consult with one another, to discuss and share teaching practices, to observe one another's classrooms, to promote collegiality and support, and to help ensure quality teaching for all students.

In peer coaching, usually two teachers (though sometimes three or more) come together, share in conversations, and reflect on and refine their practice. Their relationship is built on confidentiality and trust in a non threatening, secure environment in which they learn and grow together; therefore, peer coaching is usually not part of an evaluative system.

http://www.trngedu.com/peercoch.html http://webserver3.ascd.org/ossd/peercoaching.html


 * **.....Model.....** || **.....Brief...Description.....** || **.....When..&..Where...to...Use.....** ||
 * Instructional ||  ||   ||
 * Cognitive ||  ||   ||
 * Peer ||  ||   ||

Connected Coaching
Connected Coaching -- http://plpnetwork.com/2011/10/11/connected-coaching-in-connected-spaces-the-other-new-leadership-skill/

=__Examples From Practice__=

(will include links to descriptive examples and/or video clips that provide visual examples)

=__Essential Skills & Strategies for a Transformative Technology Coach__=

TPACK Wide range of technical knowledge and experience Strong background/understanding in pedagogy & effective instruction for student-centered learning Protocols, CFG Coaching Use of clarification and probing questions Ability to facilitate metacognitive learning in adults Adult Learning Theory &effective strategies/methods

=__Essential Tools & Resources for a Transformative Technology Coach__=

Transformative Technology Coach Toolbox

http://www.celt.iastate.edu/teaching/RevisedBlooms1.html

=__Change in Focus__=

From "focus on tools and skills" to "focus on connected, collaborative, and creative learning for all"

list resources

=__Additional Information & Resources__=

__Web__ Cybrayman's Instructional Coaching Resources List: http://cybraryman.com/coachinginstr.html

__Books__

__Other__