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:
a3-_coaching_journal.pdf | |
File Size: | 508 kb |
File Type: |
Reflection:
The coaching journal was completed to teach a colleague a new skill and support them through the learning progress and finish with their implementation of the tool in their classroom. The colleague volunteered to participate in the coaching sessions because she wanted to increase student engagement through the use of technology. As a teacher leader in the school, she has previously asked for my advice and assistance with some technology tools and when she heard that I was doing coaching sessions, she wanted to participate. We used the partnership approach. According to Knight (2007), the partnership approach “is built around the core principles of equality, choice, voice, dialogue, reflection, praxis, and reciprocity” (p.24). In order to determine her starting point, she completed a survey that I made to see where her current level of technology use was, her comfort level with technology, and her reservations on using technology. After collecting that information, I then designed three coaching sessions around that information. I selected the tool, Kahoot for my colleague to implement in her classroom, but before we were ready to do that, I walked her through the process of using the Kahoot, setting it up, and tips for using it in the classroom. We practiced using Kahoots with each other so she could get experience as both the teacher and student. In the final session, my colleague observed me implementing this in my classroom while looking at specific aspects of the lesson. We established future plans to switch roles where I will observe her implementing it into her classroom.
Standard 1.4, Diffusion of Innovations and Change enabled me to research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools to assist my colleague. This artifact demonstrates my ability to coach a colleague in new skills based off of a survey that she completed for me prior to the first coaching session. In looking at the survey, I researched tools and strategies that I would use to implement a new tool in her classroom. After much research, I determined that using the partnership approach would be the best option for us to use. During the first coaching session, we discussed the different tools that we could use in her classroom and I recommended using Kahoot based off of what she wanted to be able to do. Kahoot is a great way to get all students involved in the activity and something that they can use in a variety of different ways such as for review. I recommended both partnership approach and using Kahoot as the technology tool and my colleague was excited to start the coaching sessions and become comfortable to implement these strategies in the classroom. As we continued through our coaching sessions, I had my colleague practice as both the student and teacher. I recommended strategies that she can implement into the classroom when introducing this tool to her students and showed her how to manage the change of pace in her classroom. Considering we are using the partnership approach, my colleague observed me implementing Kahoot into my classroom. While she was watching, we discussed key areas in which she should look for in how I use this tool. From there, we held our final coaching session with a discussion of how comfortable she was in implementing Kahoot into her class and we discussed dates in which I would come to observe her implementing it to assist her should she have difficulty or needs to troubleshoot.
Completing these Coaching Journals taught me how to implement coaching strategies that have prepared me to be a better coaching in the future. I learned how to survey my colleagues, creating an open dialogue in terms of what their expectations and comfortability of using technology in the classroom looked like, and demonstrating the tools. The coaching journals gave me an opportunity to reflect on the sessions to be better prepared for the next one based off of the previous one. Reflecting was a key component of making this a success as it had me critically think about what we were doing in the sessions and how we can overcome any challenges we may face. Also in the coaching journals, I recorded skill and effective changes through each session to further guide future sessions. During the coaching sessions, I learned the importance of tailoring feedback and information to the colleague that I was working with to get the best results and to get them comfortable with the selected tool. To further enhance the coaching journal, I would like to have included more teachers in these coaching sessions because I feel that this would have helped more teachers become comfortable with a learning tool that they can implement into their classroom.
This artifact impacts faculty development. The coaching journal targeted one teacher and focused on her ability to implement a new technology tool into her classroom. My colleague faithful attended the coaching sessions where we worked through the partnership coaching approach during the learning process. She learned how to effectively implement Kahoot into a classroom. The impact can be assessed through her ability to use Kahoot in her classroom and to teach other colleagues about this tool. As a result, more faculty members are using Kahoot and other technology tools in their classroom. My colleague and I continue to have an open dialogue about new technology tools to implement in the classroom. The rapport for continuous faculty development has carried beyond these coaching sessions.
Reference
Knight, J. (2007). Instructional Coaching: a Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin Press.
The coaching journal was completed to teach a colleague a new skill and support them through the learning progress and finish with their implementation of the tool in their classroom. The colleague volunteered to participate in the coaching sessions because she wanted to increase student engagement through the use of technology. As a teacher leader in the school, she has previously asked for my advice and assistance with some technology tools and when she heard that I was doing coaching sessions, she wanted to participate. We used the partnership approach. According to Knight (2007), the partnership approach “is built around the core principles of equality, choice, voice, dialogue, reflection, praxis, and reciprocity” (p.24). In order to determine her starting point, she completed a survey that I made to see where her current level of technology use was, her comfort level with technology, and her reservations on using technology. After collecting that information, I then designed three coaching sessions around that information. I selected the tool, Kahoot for my colleague to implement in her classroom, but before we were ready to do that, I walked her through the process of using the Kahoot, setting it up, and tips for using it in the classroom. We practiced using Kahoots with each other so she could get experience as both the teacher and student. In the final session, my colleague observed me implementing this in my classroom while looking at specific aspects of the lesson. We established future plans to switch roles where I will observe her implementing it into her classroom.
Standard 1.4, Diffusion of Innovations and Change enabled me to research, recommend, and implement strategies for initiating and sustaining technology innovations and for managing the change process in schools to assist my colleague. This artifact demonstrates my ability to coach a colleague in new skills based off of a survey that she completed for me prior to the first coaching session. In looking at the survey, I researched tools and strategies that I would use to implement a new tool in her classroom. After much research, I determined that using the partnership approach would be the best option for us to use. During the first coaching session, we discussed the different tools that we could use in her classroom and I recommended using Kahoot based off of what she wanted to be able to do. Kahoot is a great way to get all students involved in the activity and something that they can use in a variety of different ways such as for review. I recommended both partnership approach and using Kahoot as the technology tool and my colleague was excited to start the coaching sessions and become comfortable to implement these strategies in the classroom. As we continued through our coaching sessions, I had my colleague practice as both the student and teacher. I recommended strategies that she can implement into the classroom when introducing this tool to her students and showed her how to manage the change of pace in her classroom. Considering we are using the partnership approach, my colleague observed me implementing Kahoot into my classroom. While she was watching, we discussed key areas in which she should look for in how I use this tool. From there, we held our final coaching session with a discussion of how comfortable she was in implementing Kahoot into her class and we discussed dates in which I would come to observe her implementing it to assist her should she have difficulty or needs to troubleshoot.
Completing these Coaching Journals taught me how to implement coaching strategies that have prepared me to be a better coaching in the future. I learned how to survey my colleagues, creating an open dialogue in terms of what their expectations and comfortability of using technology in the classroom looked like, and demonstrating the tools. The coaching journals gave me an opportunity to reflect on the sessions to be better prepared for the next one based off of the previous one. Reflecting was a key component of making this a success as it had me critically think about what we were doing in the sessions and how we can overcome any challenges we may face. Also in the coaching journals, I recorded skill and effective changes through each session to further guide future sessions. During the coaching sessions, I learned the importance of tailoring feedback and information to the colleague that I was working with to get the best results and to get them comfortable with the selected tool. To further enhance the coaching journal, I would like to have included more teachers in these coaching sessions because I feel that this would have helped more teachers become comfortable with a learning tool that they can implement into their classroom.
This artifact impacts faculty development. The coaching journal targeted one teacher and focused on her ability to implement a new technology tool into her classroom. My colleague faithful attended the coaching sessions where we worked through the partnership coaching approach during the learning process. She learned how to effectively implement Kahoot into a classroom. The impact can be assessed through her ability to use Kahoot in her classroom and to teach other colleagues about this tool. As a result, more faculty members are using Kahoot and other technology tools in their classroom. My colleague and I continue to have an open dialogue about new technology tools to implement in the classroom. The rapport for continuous faculty development has carried beyond these coaching sessions.
Reference
Knight, J. (2007). Instructional Coaching: a Partnership Approach to Improving Instruction. Thousand Oaks, CA: Corwin Press.