Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning.

Over the last several weeks, my classmates and I have learned how to implement a successful professional development program and I have identified the following elements as being most useful when evaluating a professional development program:

Sadly, professional development is generally “something that is ‘done’ to teachers” (Pilar, 2014). Teachers need opportunities to explore their own interests and venture into those topics at a personalized level that works for their individual learning styles. In a study conducted by the Center for Professional Education, it was found that “90% of teachers reported participating in some form of professional development, and they also reported that it was not helpful in their practice. Thus, professional development is happening, but it is not effective” (Blattner, 2015). Imagine a place where teachers drive their learning by expressing their interests, learning at their own pace, implementing their discoveries and reflecting on their current and future practices. … Read More

Technology coaches conduct needs assessments, develop technology-related professional learning programs, and evaluate the impact on instructional practice and student learning:

a. Conduct needs assessments to inform the content and delivery of technology-related professional learning programs that result in a positive impact on student learning
b. Design, develop, and implement technology-rich professional learning programs that model principles of adult learning and promote digital age best practices in teaching, learning, and assessment learning experiences using a variety of research-based, learner-centered instructional strategies and assessment tools to address the diverse needs and interests of all students
c. Coach teachers in and model engagement of students in local and global interdisciplinary units in which technology helps students assume professional roles, research real-world problems, collaborate with others, and produce products that are meaningful and useful to a wide audience
d. Coach teachers in and model design … Read More

While the entire Digital Education Leadership program at Seattle Pacific University is designed to be a hands-on experience which embeds learning opportunities into students’ current workplace, this course, in particular, provided students with a meaningful opportunity to practice our newfound skills in a professional environment. Under the tutelage of Dr. David Wicks, Associate Professor and Chair of the Digital Education Leadership program and Dr. Les Foltos, Director of Educational Innovation at Peer-Ed and author of Peer Coaching: Unlocking the Power of Collaboration, students were trained as peer coaches and we worked with a collaborating teacher from our respective schools. I chronicled that learned and the skills I obtained in posts throughout the quarter and now, as this course comes to a close, I’m reflecting on the work that was done and thinking about how to sustain my skills as a peer coach in the future.

The importance of peer coaching practice in schools became evident to me very quickly into the quarter. Teachers that are supported create students that are successful. Well-renowned researchers of teaching methods and staff development, Bruce Joyce and Beverly Showers, have found that teachers that have been coached generally demonstrate the following:

• Practiced

What are 21st century skills and how can they be incorporated into the classroom in a meaningful way that enhances the curriculum?

Before I can explore the implementation of 21st century skills, I needed to pause and illustrate what a 21st century learner might look like:

The National Council of Teachers of English define a 21st century learner as someone who is able to:

• Develop proficiency and fluency with the tools of technology,

• Build intentional cross-cultural connections and relationships with others so to pose and solve problems collaboratively and strengthen independent thought,

• Design and share information for global communities to meet a variety of purposes,

• Manage, analyze, and synthesize multiple streams of simultaneous information,

• Create, critique,

While this activity was designed to train peer coaches, the communication skills are useful in all collaborative relationships (they were a great reminder for all areas of my life). Les Foltos, Director of Educational Innovation at Peer-Ed and author of … Read More

• Facilitator – Planning and leading meetings, activities, and staff development in one-on-one, small group, or large group situations.
• Collaborator – Working together with colleagues to plan, implement, and evaluate activities.
• Expert – Acting as a subject matter expert on a variety of topics.
• Catalyst – Helping teachers reflect on and improve

If you’ve never participated in a Tuning Protocol, it can be a frightening and … Read More

When the GCP was first introduced by the professors, there were a great deal of questions because the nature of the project is so open-ended. As I look back on the last several weeks, I realize the freedom to pursue a project based on my own interests and curiosities helped me to stretch and grow so much as an educator. As the librarian of a dual-curriculum school, I am always looking for opportunities to connect students with the world and other students of bilingual schools. When I stumbled across Mystery Skype, I knew it had the potential to be a great learning experience, but my school had ever done anything quite like it in the past. With little idea of what I hoped to accomplish, I jumped in with both feet and my fifth graders happily followed. They were thrilled to be participating in a new endeavor, they seemed to … Read More

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