5.2 Professional Learning
Candidates develop and implement technology-based professional learning that aligns to state and national professional learning standards, integrates technology to support face-to-face and online components, models principles of adult learning, and promotes best practices in teaching, learning, and assessment. (PSC 5.2/ISTE 4b)
Artifact: Coaching Journal Entry ITEC 7460
Password: itec7460
The Coaching Journal Entry was created for ITEC 7460. The purpose of this artifact was to coach and to reflect on coaching a teacher on the implementation of different Instructional Technology strategies during our Hybrid model schedule for face-to-face (f2f) learning as well as Digital Learning Days (DLD) online. Our school was on a Hybrid model during the 2020-2021 school year, where students come in two days a week based on their last names for f2f and receive DLD for the remaining 3 days that they do not attend school. My individual contribution to the artifact was actively coaching a teacher and providing pre-coaching checklists, in-coaching feedback, and reflection on the sessions. The coaching took place during the implementation of the Engaged Learning Project with her classes.
This artifact demonstrate mastery of this standard because I followed research-based strategies to develop and implement technology-based professional learning by following the research of Jim Knight in The Impact Cycle. I implemented the strategies presented in his study that demonstrated the principles of adult learning, for example, as a coach I collaborated with the teacher with the focus to ensure the success of the students. Within a technological coaching environment, we adapted some of Knight’s views on coaching and applied them in this concept. Based on Knight’s views on instructional coaching, “teachers must get a clear picture of the current reality, identify goals, pick teaching strategies to meet the goals, monitor progress and problem-solve until the goals are met” (Knight, 2018, p. 2). Knight’s strategies instructed me in the process that promotes best practices in teaching, learning, and assessment in order to model the implementation of our goals and objectives throughout the coaching process. It became very important to analyze and reflect on what we accomplished. I observed several lessons and prepared a series of checklists that addressed the strategies for each of the lessons I observed (Knight, 2018, p. 104). This artifact also demonstrates mastery of this standard because it is aligned to state and national professional learning standards. With my coaching, the implementation of the Engaged Learning Project in her class was aligned to state and national professional learning standards because the project modeled and facilitated the use of digital tools and resources to engage students in authentic learning experiences (PSC 2.3/ISTE 2c). The students experienced higher order thinking skills during my observations and the application of the feedback provided and measured the effective use of digital tools and resources to support and enhance higher order thinking skills. (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d).
I learned from the completion of this artifact how to coach others in the development of checklists for maximum gain in the classroom, how to approach a coaching session with teachers and how to deliver Professional Learning that is meaningful and useful to teachers. I am now able to evaluate and reflect on, not just my own professional practice and dispositions, but for other teachers as well. What I would do differently is to ensure that contingency plans are in place in case of technology challenges. That we request more that one computer lab and/or laptop cart in to be better prepared for these challenges.
This artifact impacted school improvement, faculty development and student learning at my school because now the teacher that I coached throughout the implementation of this project is able to develop and design her own Engaged Learning Projects and deliver them to the students, because her students are now more engaged and have different ways to prove mastery of the standards. The impact is being assessed each time the project is completed as a summative assessment and during PL sessions these data is compared with other teachers.
Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Thousand Oaks, CA, CA: Corwin, A Sage Company.
Password: itec7460
The Coaching Journal Entry was created for ITEC 7460. The purpose of this artifact was to coach and to reflect on coaching a teacher on the implementation of different Instructional Technology strategies during our Hybrid model schedule for face-to-face (f2f) learning as well as Digital Learning Days (DLD) online. Our school was on a Hybrid model during the 2020-2021 school year, where students come in two days a week based on their last names for f2f and receive DLD for the remaining 3 days that they do not attend school. My individual contribution to the artifact was actively coaching a teacher and providing pre-coaching checklists, in-coaching feedback, and reflection on the sessions. The coaching took place during the implementation of the Engaged Learning Project with her classes.
This artifact demonstrate mastery of this standard because I followed research-based strategies to develop and implement technology-based professional learning by following the research of Jim Knight in The Impact Cycle. I implemented the strategies presented in his study that demonstrated the principles of adult learning, for example, as a coach I collaborated with the teacher with the focus to ensure the success of the students. Within a technological coaching environment, we adapted some of Knight’s views on coaching and applied them in this concept. Based on Knight’s views on instructional coaching, “teachers must get a clear picture of the current reality, identify goals, pick teaching strategies to meet the goals, monitor progress and problem-solve until the goals are met” (Knight, 2018, p. 2). Knight’s strategies instructed me in the process that promotes best practices in teaching, learning, and assessment in order to model the implementation of our goals and objectives throughout the coaching process. It became very important to analyze and reflect on what we accomplished. I observed several lessons and prepared a series of checklists that addressed the strategies for each of the lessons I observed (Knight, 2018, p. 104). This artifact also demonstrates mastery of this standard because it is aligned to state and national professional learning standards. With my coaching, the implementation of the Engaged Learning Project in her class was aligned to state and national professional learning standards because the project modeled and facilitated the use of digital tools and resources to engage students in authentic learning experiences (PSC 2.3/ISTE 2c). The students experienced higher order thinking skills during my observations and the application of the feedback provided and measured the effective use of digital tools and resources to support and enhance higher order thinking skills. (e.g., analyze, evaluate, and create); processes (e.g., problem-solving, decision-making); and mental habits of mind (e.g., critical thinking, creative thinking, metacognition, self-regulation, and reflection). (PSC 2.4/ISTE 2d).
I learned from the completion of this artifact how to coach others in the development of checklists for maximum gain in the classroom, how to approach a coaching session with teachers and how to deliver Professional Learning that is meaningful and useful to teachers. I am now able to evaluate and reflect on, not just my own professional practice and dispositions, but for other teachers as well. What I would do differently is to ensure that contingency plans are in place in case of technology challenges. That we request more that one computer lab and/or laptop cart in to be better prepared for these challenges.
This artifact impacted school improvement, faculty development and student learning at my school because now the teacher that I coached throughout the implementation of this project is able to develop and design her own Engaged Learning Projects and deliver them to the students, because her students are now more engaged and have different ways to prove mastery of the standards. The impact is being assessed each time the project is completed as a summative assessment and during PL sessions these data is compared with other teachers.
Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Thousand Oaks, CA, CA: Corwin, A Sage Company.