1.4 Diffusion of Innovations & Change
Candidates research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools. (PSC 1.4/ISTE 1d)
Artifact: Coaching Journal
Reflection:
The coaching journal was created during ITEC 7460, Professional Learning and Tech Innovation. It was collaboratively done with another teacher, the coachee. I also worked with my academic facilitator to prepare myself for each meeting. The academic facilitator coaches regularly, and talking before helped calm my nerves. The experience showed how to interview a teacher for needs discovery and coach them through implementation and reflection. The coachings occurred during the Covid year, so it was all done digitally. I used the Impact Cycle by Jim Knight and the included forms as my resources during the meetings. They included questionnaires and meeting guides for more impactful coaching.
The first step of the Coaching Journal was to interview the teacher to understand their needs and research solutions for those needs. I identified that the teacher wanted to increase her classroom management skills and student engagement during lecturing. I researched direct instruction tools that used technology and recommended the teacher use NearPod. NearPod would allow the teacher to move around while directing instruction and monitoring the students constantly. NearPod would therefore increase the teacher's opportunity to manage the classroom. NearPod also includes many ways to engage students through formative assessments, another identified teacher's need.
Collaboratively we created a NearPod lesson with a drawing activity, fill in the blanks, and matching, and the teacher used it for her next lesson. The teacher recorded herself, and we met again to discuss. I was the coach and managed with the teacher the implementation and the change of the teacher's teaching. The teacher stated in our last meeting, "I will continue to use NearPod for direct instruction." I researched a solution for the teacher, recommended it in a way the teacher would implement it, and coached the teacher through the entire process to ensure that change occurred.
I learned that coaching is more complicated than it seems. The coach must be very knowledgeable with the topic they are coaching but at the same time show humility when they are not sure. The coach must be personable and listen to the person they are coaching. It must remain focused on the person coached needs, and the coachee must be willing and receptive. I did the coaching with a teacher that I knew well and was comfortable around. I would challenge myself next time to be a person I am not familiar with. The coaching would mirror more closely a county-level coach.
The recording was the most valuable thing I learned to apply to my teaching. I enjoyed seeing the teacher teaching at the moment and seeing the teacher's reaction and critique. I will do this with my own teaching from time to time going forward.
This artifact has impacted many aspects. First, the teacher's confidence in managing the classroom was increased. Her students all saw higher levels of engagement and success. The impact was measured during the last coaching session with the teacher. Secondly, the academic facilitator I worked with to prepare has also recommended NearPod to teachers with similar needs. Thirdly, my confidence and interest in coaching have increased. I want to be in leadership roles to do this more consistently.
The coaching journal was created during ITEC 7460, Professional Learning and Tech Innovation. It was collaboratively done with another teacher, the coachee. I also worked with my academic facilitator to prepare myself for each meeting. The academic facilitator coaches regularly, and talking before helped calm my nerves. The experience showed how to interview a teacher for needs discovery and coach them through implementation and reflection. The coachings occurred during the Covid year, so it was all done digitally. I used the Impact Cycle by Jim Knight and the included forms as my resources during the meetings. They included questionnaires and meeting guides for more impactful coaching.
The first step of the Coaching Journal was to interview the teacher to understand their needs and research solutions for those needs. I identified that the teacher wanted to increase her classroom management skills and student engagement during lecturing. I researched direct instruction tools that used technology and recommended the teacher use NearPod. NearPod would allow the teacher to move around while directing instruction and monitoring the students constantly. NearPod would therefore increase the teacher's opportunity to manage the classroom. NearPod also includes many ways to engage students through formative assessments, another identified teacher's need.
Collaboratively we created a NearPod lesson with a drawing activity, fill in the blanks, and matching, and the teacher used it for her next lesson. The teacher recorded herself, and we met again to discuss. I was the coach and managed with the teacher the implementation and the change of the teacher's teaching. The teacher stated in our last meeting, "I will continue to use NearPod for direct instruction." I researched a solution for the teacher, recommended it in a way the teacher would implement it, and coached the teacher through the entire process to ensure that change occurred.
I learned that coaching is more complicated than it seems. The coach must be very knowledgeable with the topic they are coaching but at the same time show humility when they are not sure. The coach must be personable and listen to the person they are coaching. It must remain focused on the person coached needs, and the coachee must be willing and receptive. I did the coaching with a teacher that I knew well and was comfortable around. I would challenge myself next time to be a person I am not familiar with. The coaching would mirror more closely a county-level coach.
The recording was the most valuable thing I learned to apply to my teaching. I enjoyed seeing the teacher teaching at the moment and seeing the teacher's reaction and critique. I will do this with my own teaching from time to time going forward.
This artifact has impacted many aspects. First, the teacher's confidence in managing the classroom was increased. Her students all saw higher levels of engagement and success. The impact was measured during the last coaching session with the teacher. Secondly, the academic facilitator I worked with to prepare has also recommended NearPod to teachers with similar needs. Thirdly, my confidence and interest in coaching have increased. I want to be in leadership roles to do this more consistently.