Connecting and Collaborating with Administrators as an Instructional Technology Coach
This week in my final blog post of the quarter for my class on Educational Technology Leadership my question has led me to investigate how an instructional technology coach can partner with administrators to support and extend the learning that is happening through coaching. I have an interest in asking this question because I think that in my coaching role increased engagement and collaboration with administrators would benefit my coaching practice and the teachers and students at my schools. As I’ve written about before however, based on the literature I’ve read I am also in a unique position being in multiple schools. In addition to being in multiple schools, the fact that I’m in the middle of my first year as a coach also probably helps to explain why I may feel a slight disconnect to administrators in my building. So my questions, what does an engaged administrator do to support a coach in their building? And how can I help to engage administrators to make the most of my coaching role in their schools? Those questions will likely make sense to my peers who have been reading my previous posts this quarter because they are in a similar vein to my other posts. I was excited to investigate what an engaged administrator might look like from a coaching role, and brainstorm what I might be able to do to help further engage the administrators I work with. I also want to add that my past experience as a teacher in a school with an administrator who collaborated and met with her coaches regularly, did in fact give me an idea about some of the things an engaged administrator might do with coaches.
As I was looking for resources to guide my investigation I found a blog post written by Elena Aguilar titled “10 Ways for Administrators to Support Coaches,” which made my search fairly easy.
This week I was thinking about developing professional relationships when in a new role. I wanted to reflect on that process and find out what was normal. At the same time I wanted to consider ISTE 1 d for coaches, how coaches advocate for change, that is the standard behind our module. So in my research for my M.Ed. in Digital Education Leadership Program at SPU, I decided to look for some sources outside of the world of education where coaching has been around and has been popular for some time. I will try to share best practices for building collegial relationships and some things that stood out to me in particular as useful from what I found in the business world and a connection between instructional technology coaching and literacy coaching.
Building Collegial Relationships
How do we build collegial relationships? I find myself wondering about that, probably in part because I am building collegial relationships across schools, in a new district all at the same time. It’s common practice for coaches to only go into classes after they have been invited, probably to avoid any feeling of evaluative practice being associated with them. So here I am waiting for an invitation. How do instructional technology coaches develop relationships across multiple school buildings? It is something that takes time as I’ve read multiple times in the book Peer Coaching: Unlocking the Power of Collaboration (Foltos, 2013), and in other resources I’ve used for my past two blog posts. I came across an article at Mindtools about building great relationships at work. I don’t want to summarize the entire article here, but you can go and read it if you would like, but I do think much of it applies to new coaches and anyone who has many interpersonal interactions at work. Instead I want to talk about parts of the article that stood out to me as an instructional technology coach. The article does link Mindfulness to building great relationships at work. That seems to be a hot term lately in education, and for good reason. I wrote about mindfulness in my mission and vision as a digital education leader earlier in my program. Being mindful seems to draw us out of ourselves, that reflection leads us to think more about others and their needs and concerns, not just focusing on our own. It makes sense that practicing mindfulness in regard to your words and actions would lead to better work relationships. A couple other ideas stood out to me from this article, one was identifying your relationship needs along with focusing on your EI and listening actively and being positive (Mindtools, n.d.).