Re-Thinking Technology Professional Development
During this module in our class focusing on professional development and program evaluation we were asked to consider the role that adult learning principles play in the planning of educational technology professional development. I found that to be a fascinating question not only because I had never heard of the adult learning principles, but also because I had no idea what took place in the planning of educational technology professional development beyond defining the need based on a new computer adoption, a new digital curriculum adoption or an [insert technology implementation here] and planning professional development backward from there. Previously, as a teacher I participated in train the trainer type events during which I wasn’t given any guidelines around adult learning principles as I went to instruct my staff full of adult learners.
Continue reading “Still Re-Thinking Professional Development”
Introduction to Module 2 and My Question
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.).
Continue reading “Collegial Relationships and Instructional Coaching”
This week I am writing my first blog post for a new quarter, one where we will explore what it means to be a servant leader following the model of a peer coach. Through the quarter my classmates and I will use those two frameworks to investigate the integration of technology into instruction. This quarter is different than those before because previously I’ve been reflecting on my own classroom, my instruction, my students or at times my organization. In contrast, this quarter I will reflect on my work as a technology coach as I work in classrooms around my school district in a variety of lessons and subjects. It is a new experience for me just as being a technology coach is new.
I shouldn’t be surprised then that I’m looking for clarity. I guess it is fitting that my question leads me in two different directions during this module. On one hand I am curious to find out how technology coaches play a role in implementing strategies for initiating and sustaining technology innovations in schools and classrooms? Secondly, I want to know how can a coach aid in the change process while maintaining (or establishing) a positive relationship?
Advocating for Teachers and Change
Continue reading “Bridging the Gap: From Teachers to Technology Coaches”