Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology enhanced learning experiences

A great support to the work instructional technology coaches perform in their schools comes from the relationships they build with staff members. I’ve written before about the sheer number of classrooms we are able to enter in a short period of time, that also means we interact with a wide variety of personalities as a part of our coaching. Therefore, knowing your own limits and triggers seems to be very important. Coaching is dependent on the relationships built among staff members. For that reason we can benefit from mindfulness that helps us to focus on the needs and feelings of others, like I wrote about in my post Collegial Relationships and Instructional Coaching. In that post I write about the importance of emotional intelligence and knowing our own emotions. I think that post is just as relevant to me as a coach ending my first years as it was in my first month. Understanding how others might be feeling and anticipating those feelings is important to the work we do modeling and facilitating learning experiences with technology. Often, it reminds me what to say and what not to say in those situations.

In addition to my reflections in my first post, in my work I’m able to reflect on my practice and interactions with teachers and other coaches through the evaluation process and talking with my manager. I reflect on my work for the year and the goals I set and whether I will continue those goals in the coming year. Also in keeping a coaching log, I have the opportunity to jot notes about the work I’m doing with teachers, where I can record any personal notes for myself or things I want to remember to discuss with that teacher for our next meeting.

Other examples reflecting on professional practice and how I have used reflection to better my practice and strengthen my ability to model and facilitate technology-enhanced learning can be found throughout the posts during my time in the DEL program. One specific post I will highlight is Deeper Learning and Formative Assessment. In my investigation in this post I was looking at how the classroom environment affects learning along with integrating formative assessment into everyday learning and planning project based learning. There was definitely a lot happening in my post, but at the end I recognize that although I didn’t make it to all of my learning goals, I have started the learning process; the work to guide students toward self-reflection and metacognition is worth beginning, and will lead to deeper learning by my students. This is the kind of reflection I engaged in as a teacher and I continue to engage in as an instructional technology coach.

For more information see my complete posts on Collegial Relationships and Instructional Coaching or Deeper Learning and Formative Assessment

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