Category Archives: edtechcoach

Rethinking the Continuum: Teaching, Learning and Technology (Keywords: 4Cs framework LOTI)

A short time ago, after a conversation with a colleague, I imagined the following continuum:

Not being satisfied with that, I worked on it a little, and it ended up looking like this:

GoogleDraw version

For fun, I dropped the SAMR model into the equation, even though it has become quite controversial. In truth, I wonder if such “complex” models can really do more than describe ideas and mayhem endemic to school districts. As a technology director, I see my role as facilitating the technical side of things, allowing curriculum to blend technology into their work. And, this approach would probably work except for the deleterious effects of high stakes testings and interventions mandated from on-high.

It may be that the role of Instructional Technology Specialist is an anachronism from a bygone era, but unfortunately, until curriculum folks aren’t running around trying to meet TEA requirements that result in fascinating contortions, we may not see much progress without the hardy Instructional Tech Specialist.

“Research consistently shows that technology adoption requires the presence of pioneers to field-test technologies, contextualize their use for specific purposes, and then help their peers implement them.” Source:ISTE, 2013, p.6 as cited in Dr. Kristi Shaw and Kaye Henrickson’s presentation

This results in curriculum experts who may not know how to hook up their mobile device to a digital projector, create a wiki, or create a form to capture data or analyze it in a spreadsheet, perpetuating paper-n-pencil approaches that have been replaced in other areas.  I can think of at least one instance where this has had disastrous impact on school district public relations (e.g. a curriculum specialist published confidential data online).

That this dichotomy exists, well, that’s pretty astonishing given the amount of technology available, right?

In Naturalizing Digital Immigrants, order it here, a different approach is suggested. Their “collegial coaching Model for Technology Integration” includes these points, which they elaborate on in their book:
  1. Establish the Need: Explore fears, hesitations, insecurities, and overarching goals, helping focus them on 3 tools.
  2. Create partnerships: This suggests adapting past projects and blending technology into those, focusing on content.
  3. Differentiate technology projects, supporting teachers in short-term, easy to attain projects, building confidence over time, moving on a continuum from personal to professional.
  4. Assess Progress: This involves aligning technology-enhanced activities to what was originally intended to be taught, constantly refining how you teach to match what students need to learn.
  5. Ask reflective questions. One nifty quote they share includes one from John Dewey, such as reflection allows one to convert “action that is merely appetitive, blind and impulsive into intelligent action” (Dewey, 1933). I can think of no better description for the avid app consumption that occurs when teachers are given iPads (“Go get this free app now! You can tutor kids with it!” rinse, repeat).
Read my blog entry about this framework

While it is tempting to continue as we are, with curriculum in one silo and instructional technology in the other, it is critical to realize we can’t continue as we have been. But we may very well have to so long as our colleagues in Curriculum & Instruction are taking their marching orders from those bent on destroying public schools. In fact, instructional technologists may be all that stands between helping learners be “CREATIVE, COLLABORATIVE, and INNOVATIVE, not compliant, complacent, and disengaged” (Source: Todd Wold)

When I envision changing what is happening in the classroom, I confess that some of the transformations I’d like to see include the following:

  1. Problem-based Learning, or at worst, Project-based Learning: For me, choosing one of these approaches involves rethinking how you approach teaching and learning in the classroom. As a result, far better than any other instructional approach I’ve seen, PBL engages students not with technology but powerful ideas and learning possibilities that technology usage can only accelerate. Read More about PBL | Visit Professional Learning Site
  2. Collaboration: The hallmark of today’s technology-embedded classrooms must be increased communication opportunities, as well as collaboration. In my article on 3 Steps to Leverage Technology for Dual Language, any reader can perceive that these uses transcend technology and enable powerful, interactive activities that can be done at a distance. You’re no longer collecting digital stories for classroom consumption, but creating a multimedia anthology of digital stories to be read, viewed, listened to across the wide global spectrum.
  3. Lifelong Electronic Portfolios: As consumers, most of our lives are captured through what we buy and sell. As learners, most of our work disappears at the closing of a grading period, if not sooner. Creating lifelong ePortfolios will enable students, parents, and teachers greater insight into what we learn, how we learn and what impact that has on us as human beings.
    Find out more: ePortfolios | Picture Portfolios | Holly Clark’s Post on Digital Portfolios
  4. Empower the Previously Impossible or Hopelessly Difficult: Technology should allow us to learn in ways previously impossible. If it doesn’t, then we have to overcome the “So what?” factor. For me, this means that Substitution/Augmentation activities benefits are so terrific that it’s a “Wow!” moment that leads to Modification, or that the fundamental learning activity has been redefined. Consider technologies like an iPad and Moticonnect, which fellow blogger Richard Byrne highlights through a guest post by Maggie Keeler and EdTechTeacher…I don’t know about you, but MotiConnect is pretty incredible augmentation of what may have been done in the past. Communication and Collaboration fall into this, too. Gathering and analyzing data via GoogleSheets with students groups across the Nation is pretty incredible.
  5. Amplify Student Voices: Powerful learning can come when we hear our own voice in the world. Students are, to be obvious, human beings, too. Affirming their ability to impact social justice issues in their community–which goes well with PBL–as well as connect via social media to highlight their burgeoning efforts can help them develop their Voice. “Voice” because crafting a digital presence means recognizing that when we possess and use digital devices, we are on a world stage which can transform our lives in an instant for good or ill.

If we commit to these 5 transformations in our classrooms–is your campus ready?–we will have achieved the often-unrealized promise of technology in our children’s lives. . .and, they will have learned much of what we hoped they would.

Some related materials to this conversation:

Keep up to date on #EdTechCoach topics with the Flipboard eZine:

Read it on your mobile device or via the Web

Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Podcast: Collegial Coaching #etcoach #tecsig15 #edtech

Dr. Wilson and Dr. Alaniz at TECSIG Fall, 2015 meeting presenting on collegial coaching

Session Facilitators: Dr. Dawn Wilson (@doctordkwilson) and Dr. Katie Alaniz (@dr_katie_alaniz)

Listen to Podcast
(hosted via Dropbox)


  1. Access the Padlet for this session
  2. View slideshow for presentation
  3. Access
  4. The Promise:
  1. Instructional Technology offers teachers key tools for re-envisioning their lesson delivery.
  2. It enables students to become co-creators of their own learning experiences.
  3. How do you use new tools in a collegial way?
  • “More than 90% of winning is being excited.” A.L. Williams, Coach: The A.L. Williams Story
    1. This book is about coaching. We want people who are excited about the process…integrating technology in meaningful ways.
    2. Coaches can offer new perspectives, breath new life, offer innovative practices to teachers.
  • Problem: Faced with increasing demands for accountability, many teachers cannot find the time to explore–let alone implement–.
  • Winning strategy?
    1. Instructional activities should support and engage a combination of learning tasks incorporating technology as a tool to learn with rather than from. Build these activities over time.
    2. Educators are more likely to incorporate technology into their instruction when they have access to coaching and mentoring (Strudler & Hearrington, 2009).
  • Collegial coaching…
    1. Enhances tech integration through all levels of instruction, in both private and public school settings.
    2. Bridges the divide for teachers, as coaches offer support and guidance on teachers’ own campuses
    3. Allows for the delivery of individualized, targeted, student-centered, and content appropriate tech interventions.
  • Collegial coaching…
    1. Eliminates one-size-fits-all training
    2. Changes the focus from teaching to implementation.
    3. Encourages risk-taking and provides scaffolding.
    4. Invest more heavily in individuals who need it. Teachers aren’t going to be risk-takers or resistant to using technology, you’re not going to kick the door down and teach them anything. They need hand-holding. Those teachers were pretty proud of themselves after they had been successful.
    5. Empowers teachers themselves to be change agents.
  • What would it be like if we didn’t have to catch people up on how to use technology anymore?
  • If you can get started on that trek, one by one, you are making a difference.
  • Coaches provide teachers with differentiated, personalized professional development – at their exact points of need.
  • Coaches support educators:
    1. as they brainstorm.
    2. as they plan.
    3. as they teach
    4. as they assess.
  • “Relationships are huge!”
  • Coaches help grow each professional’s expertise where they need it most…
    1. Brainstorm for tools to implement.
    2. Assist with the organization of lessons
    3. Explroe how to use certain tools
    4. Plan specific implementation steps for a unit.
    5. Create collaborative learning experiences.
  • Organize the initiative
    1. Will it be a district, campus, or casual coaching initiative?
    2. Who will lead it? Who will participate?
    3. Will it be done full time? Part time? On a volunteer basis?
    4. What factors will determine whether goals are being accomplished?
  • Recommend 3 new technology pieces per semester, using the same tool more than once. Repetitive is good so they can get comfortable with it.
  • If you don’t have the pedagogical tools in your tool belt, being a coach will be difficult. [Reflection: Do Instructional Technology specialists have the ‘pedagogical tools’ in their respective tool belts?]
  • In Katie’s schools, they want coaches to be teachers.
  • Question: How did you decide who initiated the coaching? Scheduling seems to be the biggest issue or factor in a school day. My counterpart in middle school would host tech trainings for small groups of teachers. Teachers were required to attend 3-5 tech trainings per year. 
  • Meeting by grade level teams to launch STEAM.
  • This is definitely a process.
  • Being goal-centered in what you’re doing is the whole point. Keep track of who is trying to do and with what. If you don’t have goals, then nothing is going to get accomplished. Depending on the size of your campus, you could have several goals per grade level and/or team. Lump the goals together, allowing them to differentiate those.
  • Getting Started
    1. Set your goal and decide how you will measure success…
    1. number of integration projects?
    2. Teachers involved: Novices in the classroom or needs specific to digital immigrants?
    3. Complexity of projects?
    4. Get others involved
    5. Vary participants and how they are involved (volunteered and/or drafted)
    6. Determine strengths and weaknesses of teachers.
    7. Build on successes.
    8. Encourage ripple effects…enabling others to share their success with others.
    9. Two example goals…
    1. 2nd Grade: A unit that has been involved telling a story by making it digital.
    2. 3rd Grade: Making books out of index cards. 
  • TPACK model
  • Everyone has a different starting place…that’s why it’s important to differentiate learning opportunities.
  • The Dawn and Katie Model:
    1. Establish the need.
    2. Create partnerships
    3. Target differentiated projects. Spread around the different ideas and tool/topics into grade levels so that across the campus, a variety of tools can be seen.
    4. Assess the progress – build a portfolio of their work, or certain number of integration projects. [Why not use badges to track this along the way?]
    5. Reflect on the integration.
  • Coaches can be seen as someone who work shoulder to shoulder, side by side…not an administrator. Rather, seen as a colleague and collaborator, a peer rather than an administrator.
  • When a coach goes into the classroom, there is no need for a dog-n-pony show. 
  • Catch teachers doing great things.
  • Administrators are huge cheerleaders.
  • There is a lot of time invested in those who are being coached…and those folks turn into the biggest cheerleaders, eventually becoming coaches themselves. They blossom over the time spent coaching together.
  • Successful coaches
    1. Ample technology skills
    2. Effective instructional skills
    3. Impeccable relational skills
    4. Approachable and diplomatic (“have a ‘teacher’s heart'”)
  • The people who are afraid the most will benefit the most. You will see that these people are the most appreciative when you spend that one on one time with them.
  • Assessment considerations

  • Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    #edtechcoach Twitter Chat Transcript

    You can find the complete transcript below:

    or at Twubs –

    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    5 Tips and a #TwitterChat Announcement: #Coaching Stories #edtechcoach (Updated)

    Update: Chat transcript appears at bottom of post! Thanks to all who participated!!

    Coaching, especially coaching for technology integration, has really “taken off.” In fact, some see coaching as a transformational activity, lending “wings” to people who coach and to those who are coached.

    Image Source:

    Since we’ve been exploring collegial coaching for technology integration, that is, coaching that happens between peers at a school or site, with Dr. Wilson and Dr. Alaniz, we are facilitating a TwitterChat about stories that reflect how coaching has impacted you and/or others.

    Keep up to date on #EdTechCoach topics with the Flipboard eZine:

    Read it on your mobile device or via the Web

    Are you ready to share your EdTech Coaching Stories? If yes, I hope you will join Guests Dr. Dawn Wilson (@doctordkwilson) and Dr. Katie Alaniz (@Dr_Katie_Alaniz), as well as Co-hosts Diana Benner (@diben) and Miguel Guhlin (@mguhlin)!!

    The topic is Coaching Stories! for the TwitterChat on
    Thursday, May 28, 2015
    will be at 8:00pm (CST). 

    Join us on Twitter using the hashtag #edtechcoach.

    #EdTechCoach Questions

    (Note: We reserve the right to adjust questions at the last minute since I’m writing this 24 hours ahead of time and it’s appearing some time Thursday!)

    Please introduce yourself, what you do, etc.

    1. How has coaching for technology integration changed your work?
    2. How do you build relationships and trust with the people you coach?
    3. How much do coaches need to know about technology before they can help others?
    4. What is your most poignant coaching story or relationship?
    5. What are your greatest fears/concerns about K-12 edtech coaching?
    6. What are your greatest hopes about K-12 edtech coaching?
    7. Final thoughts/reflections?

    We’ll be following the Q1: question. Please include A1, A2, etc. in front of your responses to identify answers to question 1 or answers to question 2.

    There are great instructions on how to participate in a Twitter Chat. Here are 5 tips highlighting what *I* do to stay sane during a Twitter Chat!

    Tip #1: Use TweetDeck to keep up with a Twitter chat.
    Here is what my TweetDeck looks like (all you need to get started, by the way, is a Twitter account):

    Notice that one of the columns–which you can add by clicking on the + symbol on the far left side of the screen–is search results for #edtechcoach, the hashtag for following the Twitter chat.

    Tip #2: Add the hashtag #edtechcoach to every tweet you post. 
    By adding the Twitter Chat hashtag to each entry, your tweet will become a part of the conversation.

    Tip #3: Include the labels appropriate to the question you are responding to.
    Since it’s easy to “fall behind” in a Twitter chat because of the responses, you can always post your responses to a Twitter chat question by including “A1” or “A2” depending on what question you are responding to.

    Tip #4: Star or “Favorite” Contributions that you want to respond to or keep for the future.
    There are so many great ideas and tips shared during Twitterchats! You’ll want to be able to come back to them later. As you can see in the screenshot above of my Tweetdeck, one of my columns includes my Favorites. When I click on the “star” icon on a tweet that I like or need to respond to, it’s added to my growing list of favorites. After I’ve responded to it, I can “remove” the favorite by clicking the star a second time. This has worked exceedingly well for me and keeps me focused. 

    Extra Tip: For advanced users, you can actually have your favorite tweets get automatically sent via to a destination of your choice (for example, mine go to Evernote).

    Tip #5: Add followers.
    While you may not need to add all the new folks you meet in a Twitter chat to your followers, if you know what kind of person you want to have in your Professional Learning Network, then you can more easily add them. For example, here are the criteria I use to add people from Twitterchats to my PLN (that is, I follow them on Twitter):

    • Tweet is original and education-focused (or, in this case, coaching focused)
    • The person’s twitter account is developed (e.g. no “egghead” icons, significant followers, well thought-out description)
    • Person doesn’t tweet about unrelated subjects (e.g. sports) ad nauseum.
    • The tweets are fit to appear in an academic setting (e.g. no cursing, obscenities, etc.).

    Finally, as shown above, don’t be afraid to BLOCK/MUTE people who “crash a Twitter chat.” It’s quite easy to do, takes only an instant. I find that I block/mute people regularly (3-5 per day) who may just be in it to seize the PR moment in the worst possible way.

    What would you add?


    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    Coaches Connect! @doctordkwilson @Dr_Katie_Alaniz

    Did you know about the digital coaching movement that is transforming how we facilitate professional learning for campuses, classrooms and teachers? If not, you’ll definitely want to tune into one successful model known as collegial coaching for technology integration, based on the research of Dr. Dawn Wilson (@doctordkwilson) and Dr. Katie Alaniz (@Dr_Katie_Alaniz) out of Houston, Texas.

    This online webinar–facilitated via Adobe Connect–will enable you to connect with two premier edtech coaches as well as other coaches who may decide to join the conversation.

    Please mark your calendars for Sunday, May 3 at 4:30pm (CST)!

    Questions? Feel free to leave them in the comments of this blog post!

    Keep up to date on #EdTechCoach topics with the Flipboard eZine:

    Read it on your mobile device or via the Web

    Relevant Links:

    1. Naturalizing Digital Immigrants: The Power of Collegial Coaching
    2. Vignette: Applying the #edtechcoach Model
    3. Statistical Support for the Collegial Coaching model
    4. Instructional Coaching
    5. ISTE Whitepaper on Digital Coaching
    6. Technology Coach to Support Technology Integration
    7. Podcast: Collegial Coaching for Technology Integration
    8. Visioning: District EdTech Coaches
    9. EdTech Coach Implementation Models

    View Slideshow for Webinar

    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    MyNotes: Results Coaching

    As I shared previously, I’m doing my best to get a better, deeper understanding of coaching as a way to blend technology into classroom learning, both for teachers and students. One of the approaches has focused on collegial coaching for technology integration, a term that I had not seen until I read Naturalizing Digital Immigrants: Collegial Coaching for Technology Integration book by Dr. Dawn Wilson and Dr. Kate Alaniz. You can catch up on my burgeoning understanding by following the “coaching” tag on this blog.

    A part of my efforts also included asking, What would these coaching efforts look like in light of the collegial coaching model suggested by Dawn and Kate? To that end, I wrote this blog entry on Applying the EdTechCoach Model. I’m grateful for Kate’s and Dawn’s positive comments. Dawn even adjusted one of her assignments to her students at Houston Baptist University to obtain more vignettes.

    However, in one district, others suggested that the Results Coaching model be used. This book (which I bought) was authored by Kathryn Kee, Karen Anderson, Vicky Dearing, Edna Harris, Frances Shuster. Further down in this blog entry, you can find my notes or take-aways from the book. Since I’ve only ready half the book, you won’t find all the great stuff that is in the book. There are also great diagrams in this book, too.

    There are some differences, which a colleague was kind enough to elaborate on. Here are his recommendations, which suggest to me that I probably need to revise the work a bit:

    Big Ideas Recommended for Coaching Language:
    • When coaching, spend most time reflecting avoid “fix’n”
    • When coaching, focus on the coachee, so remain in second person “you” instead of first person “I.”
    • Presume positive intent.  Questions should clearly presume the coachee has positive intent not imply the coachee isn’t doing something.  
    • When coaching, use “value value potential” statements in place of general praise.
    • Look for questions that lend themselves to open ended answers instead of yes/no or a list. 
    Looking at the Vignette:
    • Instead of saying “I like” try a value value potential statement.  “I like” places the focus on the “coach” and their judgement.  Value value potential statements offer specific feedback and explicitly acknowledge the value the person is adding.
    • Instead of saying “Have you thought about…” try to reflect back the thinking.  Jenn will likely be able to provide some super uber coaching stems to use instead.  The idea is that “have you thought about” is leading in a direction much more so than coaching language would suggest.  An alternative might look like “In what ways have you found technology enhances workshop?”  The first concept would be to presume positive intent.  The original question implies you haven’t done it.  The second quest presume that you have done it and invite you to share the ways… 
    • Saying “May I share those with you” has the respect and honor of asking.  My understanding is that the coaching role would focus on asking the coachee to reflect.  In a slide today, Debbie described that as coaches we weren’t there to do any “fix’n.”  My understanding is that it is a bit of a dance.  A coach’s primary role would to reflect thinking.  The coach does need expertise and there are appropriate times to add thoughts, but that would be very limited and when invited.
    • Goals provide an opportunity to quantify and measure progress — something we are trying to implement in our district :).
    • Consider flipping the goals from learning how to just doing…  It is easier to measure and adds more “action” to your verb.  e.g. Students interact with each others writing online in ways that are safe instead of Students learn to interact…
    • My understanding of our coaching is to avoid praise like “You have done a wonderful job.”  Instead try value value potential statements.  The gist is that you are specific about what is done and how that adds value.
    • At the top of page 5, some goals are recommended.  My understanding of coaching would look like a request from the coach to ask what that would look like then ask to state it as a goal.  If the coachee struggles, I saw Dave Ellis offer to alternate ideas with the coachee.  I’m not 100% clear if that is consistent with the Karen Anderson model we are using.

    Sample suggestions for flipping the reflection questions:
    1. What parts of this experience did you find most helpful? (This statement shifts the focus to the positive)
    2. What could be improved to make the next session more helpful? 
    3. What do you see as the next steps to reach your goal?
    4. In what ways did students learn from this activity? (Presumes positive intent and invite a description instead of a list)
    5. In what ways did technology integration enhance learning?
    Other general thoughts:
    • Consider some language up front like: “What parts of our [insert subject here] (e.g. literacy block, math model, etc) most lend themselves to integrating technology in order to accelerate student learning?”

    So with that feedback in mind, I’m wondering how I would adjust my blog entry on Applying the EdTechCoach Model. What are your thoughts?

    MyNotes on Results Coaching:
    1. Lessons Learned:
    1. coaching process needs to demonstrate respect
    2. connected teachers need to reflect on their goals and growth
    3. Quality thinking and processing takes time
    4. Brain research shows how human beings hearken back to what is most comfortable
    5. Once people experience the power of coaching, they unleash their potential for great change and success.
  • “There are two ways of spreading light: to be the candle or the mirror that reflects it.” -Edith Wharton
  • Insanity is defined as “Keep doing what you’ve always done and expecting different results.”
  • RESULTS Model:
    1. “R” = Resolve to Change Results
    2. “E” = Establish Goal Clarity
    3. “S” = Seek integrity
    4. “U” = Unveil multiple pathways
    5. “L” = Leverage options
    6. “T” = Take action
    7. “S” = Seize success
  • “When educators speak with clarity, possibility, and accountability, and when they interact with others in respectful and mutually satisfying ways, they empower themselves and their organizations to produce extraordinary results.” -Dennis SParks

  • Chapter 1  – Coach Leader Mindset
    1. The mindset of coach leader shifts reframes from responding “how we have always done it” with new possibilities never thought before.
    2. Coach leader mindset:
    1. Listening to understand with others’ point of view
    2. Listening to hold up standards-based expectations
    3. Language Shifts:
    1. To connect
    2. To respect
    3. To bring self-insight
    4. To encourage other’s assessment
    5. To ask questions that provide clarity and stimulate great thinking
  • Believe in the “potential best” of every member of our staff. Either we must hire those who share our vision and goals, or when we begin, communicate at the start our beliefs or expectations so all staff members have an opportunity to choose if the workplace is aligned with the beliefs of the leader or system.
  • If there is someone who does not adhere to the expectations or standards of our system, our coach mindset is not to demean or belittle but to offer workplaces more aligned with the individual’s beliefs and goals.
  • “Knowing this is a staff who always puts what is best for our kids first–what targets do we want for this year that align with our beliefs?” [great question]
  • Coaching offers a safe place to think, to reflect, to speak truthfully, to ask questions–about self and others. [great stuff…coaching is about safety]
  • The greatest challenge in education is positive openness to change.
  • When we think new thoughts, work through a problem, unravel a delicate issue, or process a new skill, we are creating a new wiring or map in the brain.
  • Neuroscientists report the following:
    1. To truly be committed to a new course of action, people need to have thought through issues or situations for themselves.
    2. The act of having those moments of insight and epiphany give off a kind of energy needed for people to become motivated and willing to take action.
    3. From the energy burst that has been expended on the new motivation, a degree of inertia can be expected.
    4. Implementation dip, says Michael Fullan, is the small setback that often occurs when you begin implementing something new or a change in practice–the small setback in momentum during a change process.
    5. Coaching is the process that sustains the change during the implementation dip:
  • Research proposes that one’s self-efficacy comes directly from one’s cognitive appraisal of difficulty, one’s abilities, and whether effort or struggle will yield success.
  • Coaches adopt this set of skills:
    1. Create an environment and scaffolding for thinking in new ways
    2. Create environments where deep thinking is sought and valued
    3. Facilitates processes of dialogue for deep thinking and expanding one’s insights and experience from different points of view
    4. Presumes the best in thinking and doing in others
    5. Amplifies strengths and successes of others
    6. Communicates clarity of visions and goals and supports the success of all who take up the call
    7. Holds up the standards and expectations of the profession to guide solutions and decisions
    8. REspects other values, models, and assumptions as effects of experience and knowledge
    9. Believes in the best self that is within each of us
    10. Use language of appreciation, respect, possibility, and clear expectations ous and outcomes.
  • Essential mindset of coach leader:
    1. support others taking action towards goals
    2. be a partner to plan, reflect, problem-solve, and make decisions
    3. be nonjudgmental while giving reflective feedback
    4. use highly effective skills of listening and speaking
    5. focus on the assumptions, perceptions, thinking and decision-making process
    6. mediate resources, clarify intentions, and identify multiple options for self-directed learning and optimum results
  • Coach leaders non-negotiable beliefs:
    1. believe in another’s ability to grow and excel
    2. recognize that “Advice is Toxic!” and
    3. use intentional language that aligns with his trust and belief in others
    4. set aside or suspend unproductive behaviors
    5. see each person as whole and capable
    6. be a model of committed listening and speaking

    1. When our intention is clear, we know exactly what our target is:
    1. In one month, I will see evidence in my learning walks of differentiation being used in every classroom.
    2. Over the next 5 months, I will implement at least 3 strategies targeting trust building with resistant teachers.
  • To refine intention or goal,make it more specific and measurable, accomplish the following:
    1. Begin with the end in mind.
    2. Hypertext – be clear about the words you use and what they mean
    3. “Which means?” – Deepend and clarify your own language and meaning toward your goal.
    4. “Physical Timeline”
    5. Write It
    6. Elicit input from others – “What do you think I mean by this goal?” or “What do you think I will accomplish if I meet this goal?”
  • Two questions help address “Attention”
    1. How do I want to be?
    2. What do I want to pay attention to as I accomplish my intention and/or goal?
  • we need to move from intention to examination of how we want to be or what we wish to pay attention to. “Ready–aim–fire!”
  • “The best way to get a good idea is to have many ideas.” -Chinese fortune cookie
  • Action involves processes that are aligned with our intention–what we want to do.
  • Drop dead nonnegotiable for leaders is to clearly articulate the standards or expectations of the work of schools.
  • The language of the coach leader is to simply convey or hold up the standards and expectations for the teacher…the standards are there because they are known to work for kids. Language needs to be clear, unwavering, and clearly demonstrates belief in the teacher to use best practice.
  • If the culture depends on the principal to solve problems and make final decisions, what happens when he is absent? Does problem solving and progress come to a standstill until the leader can return?
  • To counter this, David Rock suggests we create new wiring around the notion of helping people think better rather than telling them what do do.
  • Replace “advice-giving” with “listening, paraphrasing, presuming positive intent, offering reflective feedback, using questions to mediate thinking of the other person so that they discover the answers that were always present but not recognized.”
  • Agreements about coaching conversation:
    1. In the amount of time (10 minutes, 20 minutes, etc.), we have, what would be most helpful for us to accomplish?
    2. Given the amount of time that we have, what would you like to accomplish by the end of our conversation?
    3. What would be measures of success for this conversation?
    4. You have 3 big ideas you are considering. Which of the three would you like to work on first?
    5. Of the 3 big ideas you have mentioned, which holds the greatest promise for the results you want from this conversation?
    6. In the beginning, you wanted to develop a plan for differentiating your instruction. Now, you are focused on the details of differentiating for this particular lesson. Will the bigger plan for differentiation or the details of this lesson be more helpful to you?
  • Simply reframing what someone offers as a complaint to a statement about their commitment opens the door for thinking and action from a different perspective.
  • Sample language:
    1. When your goal is achieved, what will people be saying about your success?
    2. When this goal is fully implemented, describe what will be happening for students.
    3. At the end of this conversation, what will be a measure of success that we have accomplished what you want?
    4. Between now and the next time we talk, what actions will you take?
    5. How will you collect data to support progress toward the achievement of your goal?
    6. What is your next step?
    7. What small step will you take tomorrow?
    8. On a scale of 1 to 5, with 1 being low, and 5 being high, how would you rate your progress toward your goal of making trust deposits with your teachers?
    9. Of all the ideas we have generated today, what is the most significant for you and why?
    10. What was of the greatest benefit in our conversation?
    11. What question asked today provoked your thinking the most?
  • Language is powerful, produces fundamentally new forms of behavior, molding our sense of who we are, helping our understanding of how we think, work, play and influences the nature of our relationships.
  • Language is the essential connector, and how we choose to use it will significantly impact the relationships and identities of those we lead.
  • “Our use of language can disempower or empower, enable or disable, intensify resistant or increase commitment, and inspire passion and creativity or promote resignation and passivity” (Dennis Sparks)
  • Trust is defined as “one’s willingness to be vulnerable to another based on the confidence that the other is benevolent, honest, open, reliable, and competent.” (Megan Tschannen-Moran)
  • According to Dave Ellis’ Falling Awake, there are 5 effective responses to a request:
    1. Grant the request
    2. Deny the request
    3. Make a counter-offer
    4. Ask for clarification
    5. Postpone your response by asking for more time to consider the request before making the commitment
  • Committed listening transforms relationships and deepens learning. Its skillful use requires practice and discipline.” (Dennis Sparks)
  • CFR Committed Listening Tool
  • Unproductive patterns of listening:
    1. judgment and criticism
    2. autobiographical listening – chiming in with our own personal experiences and hijacking the conversation
    3. inquisitive listening – becoming curious about something the speaker says that is not relevant to the issue at hand. Scrutinizing is also a part of this where one focuses on the minutiae and lose sight of larger issue
    4. solution listening – when we view ourselves as great problem solvers and give suggestions
  • Barriers to Committed Listening
    1. Internal distractions – includes physical barriers, emotional reactions,
    2. External distractions
  • Principles of paraphrasing
    1. Fully attend
    2. Listen with the intent to understand
    3. Capture the essence of the message in a paraphrase that is shorter than the original statement.
    4. Reflect the essence of voice tone and gestures
    5. Paraphrase before asking a question

    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    Applying the #edtechcoach Model

    The following Collegial Coaching Model is adapted from Dr. Dawn Wilson’s and Dr. Katie Alaniz’ work on collegial coaching. One of the ideas bouncing around in my head over the last week, as I read their book, Naturalizing Digital Immigrants: Collegial Coaching for Technology Integration, was how this would look.

    Note: I’ve asked the authors to review this and offer their constructive criticism of this blog entry. Who knows, maybe I’m way off! Won’t that be fun to be corrected?

    What if we matched up actual coaching conversations with their model? I was curious as to what this might look like, and, as such, decided to craft vignettes to capture this. As a writer, this enables me to explore reality and visualize it.


    In this scenario, a conversation begins and continues over time between Sheryl Gonzalez (5th Grade Teacher) and John Kjarne (EdTech Coach). They explore how to approach blending technology into writing workshop.

    EdTechCoach Model
    1. In this initial meeting, a diagnostic interview is to be had aligns teachers needs to campus goals.
    During the interviews, the coaches guided the teachers in exploring their fears, hesitations, insecurities, and overarching goals.

    One requirement for coaches was supporting each of their 3 coached teachers through the process of implementing at least 3 new tools.
    “Sheryl,” began John, “I really like how you’ve implemented the writing workshop approach in your 5th grade classroom.”
    “Thank you, John!” said Sheryl. “I’ve worked really hard to build a safe learning environment that is print-rich and conducive to students writing.”
    “Have you thought about using technology to replace some of the aspects of writing workshop?”

    “Well,” Sheryl began, “I have thought about it but I’m not sure how to start. I’m kinda scared about using technology…we have a class set of Chromebooks, iPads, but how does that work in the context of writing workshop? But now that you’re here to help me, maybe I’ll be able to get things started!” She smiled.
    “Thank you,” John replied. “I am grateful to have the chance to collaborate with someone who knows writing workshop so well. I see three possible ways we can enhance writing workshop. May I share those with you?”
    “Yes, please do. But I warn you, I’m not sure how well I will do!”
    “That’s OK, Sheryl.” John said. “I have a feeling we’ll be able to get quite a bit accomplished. Before we start talking about tech, how comfortable are you with iPads and Chromebooks?”
    “Obviously, I know how to turn them on, but I’m not sure how I should go about using them with students.”
    2. Create partnerships.

    Ask how technology has been used in the past.
    Ask, “How could we tweak your lesson to include technology to maximize the audience and interaction and/or help students share what they’ve learned with others?”

    “Let’s agree that neither one of us is an expert in this, we’ve just spent a little more time doing something that the other hasn’t. Could we, perhaps, just say we’re both going to be learning together? I’ll learn more about writing workshop, while you learn more about technology, and we can plan the road ahead together?”
    “That sounds do-able! So I’ll coach you on writing workshop, while you’ll coach me on technology?”
    “Yes,” John answered with a grin, “that’s exactly it!”

    “So, would you like to hear how I’ve used technology in writing workshops in the past?”
    “Yes, please do share! I’ll listen and then try to offer some suggestions to try next. Would that be OK?”
    “Sure! Ok, remembering that I’m a tech-newbie, I found the easiest place to start with technology in my classroom was to get kids to type up their final draft and print it. We would then take the printed copies and bind them to make a print book. We placed that book in the library, and each student took a bound copy of the student anthology of writing home with them at the end of the year.”

    “So what I hear you saying is that your students would write by hand throughout the year, and then pick their best works and those would get published in a print book, right?”
    “Yes,” Sheryl replied. “I forgot to mention that I had students self-select their work for the anthology but I also had the anthology editors work with the writers to get their writing to ‘publish-ready.’”

    “I wonder,” John says, “How could we tweak your lesson to use technology in a way that maximizes the audience and interaction they have with that audience? I’d like to share a story about lessons learned. Would that be OK?”
    “Yes, please do share.”

    “While attending a conference, the presenter, also a teacher, told me that for most student writing, publication is the closing of a door, the shutting of a book. The reason that is so is that we often have children speak to each other upon publication, get initial reactions from the audience, if we allow even that, but then that’s it. Publication is the end of the process. What this presenter pointed out, though, is that in an online world, publication is actually the beginning.”

    John smiled. “What he was saying is that when student writing was published, readers–a global audience–stepped up and left comments for students, asking questions about why they wrote a piece a certain way. This led to deeper thinking on the part of students, giving them ideas about how to write continuations of their work and/or where to start. This resulted in higher student engagement, more just-in-time lessons for writing, and kicked-off more dialogue and conversation because there was now a real audience, not just the teacher, students and parents reading.”

    “I see how that could work. I guess the question,” Sheryl followed-up, “is how do we start publishing student writing online? And, how do we get the word out to other people about writing?”

    “That’s a great question, Sheryl,” John said. “As you know, the campus has been using Twitter to build a positive online presence about the kinds of stories we tell about what’s happening. Some teachers have been photographing then tweeting the photo of student work, celebrating their work. I’d like to suggest that you embrace 3 technologies that will help your students.”
    “What technologies?” asked Sheryl with some trepidation.
    “The first is Twitter. Your peers already expect you to use it. The second is Google Sites, an easy to edit web site, where students can share their writing. And, the third is your iPad and Chromebook. The iPad can be used to Tweet and capture students talking about their writing in photos or video. The Chromebook can be used by students to type their pieces and make them available in the Google Sites web site.”

    “You know,” Sheryl said, “I just had an idea while you were speaking.”
    “Please share!” John encouraged.
    “One of the acts students do in writing workshop, as you may know, is to engage in peer conferencing. I would really like to have a peer conferencing audio recording, maybe even video, of students as they conference about a piece. Is that something we could do?”
    “Yes, absolutely, Sheryl! That will generate excitement among your students about peer conferencing and student conferences could serve as models in the future.”
    “Ok, I’m excited! How do we get started?”
    Differentiated Learning Goals: When beginning the coaching process with a teacher inexperienced in technology integration, coaches should first focus on goals related to personal productivity.
    As an initial integration piece, coaches should seek to focus upon a project that can be accomplished somewhat easily and within a relatively short amount of time.

    This will assist coached teachers in quickly realizing the benefits of technology integration, and it will most likely provide them with a boost of confidence and increased motivation to take on more challenging projects.
    “Would it be OK if we made a list of what your goals are for this project?” John asked.
    “Yes, let’s see…
    Goal #1 – Students learn how to compose their writing using the Chromebooks they have, then transfer that to the digital anthology on the web site.
    Goal #2 – Students learn how to peer conference about a piece and share that online as a video/audio.
    Goal #3 – Students learn to interact with each others writing online in ways that are safe.
    Goal #4 – Students learn to respond to others–including strangers from outside class–who may leave comments about their writing.” Sheryl paused.
    “Will that work to start out with?” she asked John.

    “Absolutely!” John said. “You’ve done a wonderful job summarizing what your students will be doing.”

    “To review, Sheryl,” John said, “this project will enable students to compose and publish their writing online, engage with real authentic audience members, as well as model how they can provide feedback to one another. That feedback can be text, audio, and/or video. Students will use the technology you have in your classroom (e.g. iPads and Chromebooks) to start.

    And, to start this project off, you’re going to ask students to take one piece of writing from draft to publication, peer conferencing, and sharing online. Furthermore, you’ll be using Twitter to document this process in pictures and video, sharing the links to student writing that ends up online with others. People will be able to find it all using the hashtag #ArdentESWriters. How does that sound?”

    “Yes, I’m very excited about the possibilities! I don’t know what a hashtag is, but I’m game!”

    “That’s a good point. While you don’t need to be an expert, let’s agree to plan and learn these activities together. What goals do you have for yourself so that you can support your students in accomplishing these goals?”

    “Why don’t you help me with that, John?” Sheryl answered.
    “Ok, here are some goals you might consider:
    Goal #1 – Setup a Twitter account, if you don’t already have one.
    Goal #2 – Setup a GoogleSites Web Site for your Class and come up with some dividers.
    Goal #3 – Setup your teacher iPad to send out tweets and learn how to take pictures/video for sharing, then add a hashtag.
    Goal #4 – Practice composing a piece of writing in GoogleDrive so that you can share that with others.
    Goal #5 – Learn how to post on GoogleSites page.”
    Assessing Progress:
    1. Am I teaching what I intended to teach?
    2. Is my coach achieving the goals and completing the projects upon which we agreed to focus?
    3. Is there a better way to teach this concept, thereby promoting higher achievement by students or more effective integration of technology?
    “You know, Sheryl,” John said, “when we started this project, you were feeling a little fearful of sharing student work online.”
    “Yes, I was,” Sheryl responded. “But now that I’ve had a chance to do this and my students are sharing, I’ve seen some real excitement because they can SEE what they are sharing, what others are sharing and talk about it to each other. Their having deeper conversations about what this means. You’ve really helped me accomplish this! Now, others are asking me to coach them!”
    “I’m so glad to hear you say that,” John said. “I wonder if you and your students would be interested in letting other students at another campus write and respond to your students’ work. In fact, not only write, but also, create videos where they provide feedback and/or critique your students’ writing. I’m thinking of ‘group share’ that happens at the end of a class. We can kick off the conversation with a Skype or Google Hangout.”
    “That sounds like fun, and I know this would deepen my students’ understanding. But I have to admit, I’ve never Skyped before or done a Hangout, whatever that is. Is it hard?”

    Dr. Wilson and Dr. Alaniz suggest that the reflection process include these questions:

    1. Questions for the Teacher:
    1. What parts of this experience went well?
    2. What did not happen as intended?
    3. What should be tried next?
    4. What changes need to be made to the situation?
  • Questions about Student Learning:
    1. What did the students learn from this activity?
    2. Did they learn any more or less than they have in the past without technology integration?
    3. Was the best tool applied in this particular circumstance and setting?
    4. What should be adapted for next time?
    5. What was the best part about this integration piece?
    6. What was the most challenging element of this integration piece?
    7. How might this same tool/application be applied to another unit/lesson?
    8. Did the students demonstrate higher levels of thinking?
    9. Did the students achieve the levels of knowledge and comprehension required?
    10. Were there any changes in student motivation?

    As you can see from the questions for the teacher and the dialogue with her coach, adding Skype/GoogleHangouts to the mix could be a future goal. What’s powerful about this is that the learning is additive. Now, reading over the vignette, it’s clear that it’s easy to get lost in the weeds. The “weeds” would be how to get every student setup with their own GoogleDrive account so they could have a virtual writing space. Of course, students could just as easily continue to write by hand, then the teacher could snap pictures of their work and post that online. One advantage, though, of having students post their own writing is the learning and engagement that happens.

    What are your thoughts?

    Note: This is a work of creative non-fiction. That is to say, neither the coach or the teacher are real people, but what they are engaged in…well, that certainly has been done!

    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    MyNotes: Statistical Support for Collegial Coaching #edtechcoach @doctordkwilson

    In their book, Naturalizing Digital Immigrants: The Power of Collegial Coaching, Dr. Wilson and Dr. Alaniz share some fascinating statistics in Chapter 1 of their book:

    1. 5% of learners will transfer a new skill as a result of theory.
    2. 10% of learners will transfer a new skill as a result of theory and demonstration
    3. 20%  of learners will transfer a new skill as a result of theory, demonstration, practice with training
    4. 25%  of learners will transfer a new skill as a result of theory, demonstration, practice, training and feedback
    But, 90% will transfer a new skill into their practice with theory, demonstration, practice with the training, feedback and coaching.

    That’s pretty sobering stats. A question that comes to mind is, Given the statistical support for collegial coaching, what roadmap can schools follow to setup campus communities of technology coaches?

    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    Coaching and Reflection #edtechcoach @doctordkwilson

    When I was bullied in middle school, I remember thinking, “These guys aren’t going to change who I am!”
    When I attended summer camp, I remember kids crying at the insight into their lives they’d achieved, and thinking, “That’s not going to be me! I know who I am!”
    When I went to the fundamentalist church, I remember thinking, “There’s no way these folks are going to change who I am!”
    When I attended my doctoral classes, I remember thinking, “There’s no way I’m going to let this change who I am!”

    Sure enough, I was able survive many of the changes life threw at me. There are many, aren’t there? They can break you down and build you up in ways you never imagined…but you have to allow the changes to happen, to believe they can be a good thing. 

    In the blog entry above, Seth Godin points to an important point–the best experiences and biggest ideas change how we organize our world, transforming us.

    While reading Naturalizing Digital Immigrants: The Power of Collegial Coaching, I stumbled upon how coaching actively “engages educators in reflecting upon their current and immediate teaching practices, and it encourages participants to become manufacturers of their own pertinent knowledge.”

    Isn’t that amazing? Each of us has to experience something, reflect on how it changes us, to make it relevant. In their book, Dr. Dawn Wilson and Dr. Katie Alaniz shares two types of reflection:

    1. Reflection-in-action – This represents the “capacity to reflect prior to a circumstance in which clear-cut solutions and scientific models are irrelevant.”
    2. Reflection-on-action – This involves a process of reflecting upon the incident after the fact.
    Without this reflection, which is an “active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to which it ends,” we miss the transformative power possible.

    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    MyNotes: Instructional Coaching #edtechcoach

    Source: Instructional Coaching: A K-12 Professional Development Model to Support Implementation of Culturally Responsive Teaching dissertation by Suzanne Wattenbarger Burke, PhD (2010)

    Keep up to date on #EdTechCoach topics with the Flipboard eZine:

    Read it on your mobile device or via the Web


    1. Instructional coaching is a job-embedded professional development model for teachers which is gaining increasing attention in K-12 educational settings (Bloom, Castagna, Moir, & Warren, 2005; Kise, 2006; Knight, 2007; Lindsey, Martinez, Lindsey, 2007; Showers, 1984; West & Staub, 2003)
    2.  a culturally proficient coaching model focused on teachers being responsive to diverse populations of students, and they assert that “coaching and cultural proficiency are integrated sets of tools for guiding individuals and groups to meet cross-cultural issues as opportunities and assets rather than as challenges and deficits” (p. 4).
    3.  One professional development model that may be considered a process is instructional coaching which is an intensive, ongoing, job-embedded professional development model that advocates propose to support the implementation of proven teaching methods (Bloom, Castagna, Moir, & Warren, 2005; Knight, 2007; Showers, 1984; West & Staub, 2003).
    4.  Key components of Knight’s instructional coaching model include: (1) focus on professional practice, (2) job-embedded professional learning experiences, (3) intensive and ongoing support, (4) dialogical interaction, (5) nonevaluative support, (6) confidentiality, and (7) respectful communication (2007).
    5. Knight (2007) further posits that in the description of the teacher-coach relationship, having strong communication skills (especially listening skills on the part of the coach), making emotional connections, and taking a partnership approach are key to the development of effective teacher-coach relationships.
    6.   in a quantitative study investigating the relationship between student achievement and teacher efficacy, Ross (1992) suggests that coaching is a powerful strategy for school improvement
    7. It has been further suggested by Glickman (1986) that the type of feedback teachers receive should be based on their cognitive levels which he identifies as low abstract, moderate-abstract, and high-abstract. Through these categories, Glickman suggests that 
    1. teachers with a low-abstract cognitive style should receive directive conferences that identify problems and solutions – which come directly from the coach or supervisor. 
    2. Teachers with moderate-abstract cognitive styles should receive collaborative conferences in which there is an exchange of perceptions about problems and solutions are negotiated. Finally, 
    3. teachers with high-abstract cognitive styles should receive a nondirective approach wherein the coach assists the teacher in clarifying problems and choosing a course of action
  • Instructional coaches often have complex, multifaceted roles, and they often fill multiple roles simultaneously. Killion & Harrison (2006) suggest the following 10 roles of instructional coaches: (1) resource provider, (2) data coach, (3) instructional specialist, (4) curriculum specialist, (5) classroom supporter, (6) learning facilitator, (7) mentor, (8) school leader, (9) catalyst for change, and (10) learner.
  •  Coaching is conceptualized in varied ways and researchers have described several distinctive coaching approaches with unique goals and methods, e.g. peer coaching (Showers, 1984), classroom management coaching (Sprick, Knight, Reinke, 18 & McKale, 2006), content-focused coaching (West & Staub, 2003), and blended coaching (Bloom, Castagna, Moir, & Warren, 2005), challenge coaching (Garmston, 1987), cognitive coaching (Costa & Garmston, 2002), collegial coaching (Poglinco et al, 2003), and technical coaching (Poglinco et al, 2003).
  • “Instructional coaches partner with teachers to help them incorporate research-based instructional practices into their teaching so that students will learn more effectively” (Knight, 2009, p. 18)
  • Instructional coaching is an ongoing, job-embedded professional development model that advocates propose to support the implementation of proven teaching methods (Bloom, Castagna, Moir, & Warren, 2005; Knight, 2007; Showers, 1984; West & Staub, 2003). Contrary to centralized training and workshops that may be described as “one-shot” or “drive-by” professional development (Sleeter, 1997) through the instructional coaching model, coaches develop partnerships with individual teachers and teacher teams to examine teaching and learning in their classrooms with their students on their home campuses and coaches provide guidance to reach common goals (Knight & Cornett, 2008).
  •  In a year-long study of the impact of instructional coaching on student achievement, Reddell found that standardized test scores on the three campuses (two elementary and one middle school) in the study increased significantly.
  •  Describing the teacher-coach relationship, Knight further posits that 
    1. strong communication skills (especially listening skills on the part of the coach), 
    2. making emotional connections, and 
    3. taking a partnership approach are key to the development of effective teacher-coach relationships. 
  • Additional components of the instructional coaching model include: 
    1. focus on professional practice, 
    2. job-embedded professional learning experiences, 
    3. intensive and on-going support, 
    4. dialogical interaction, 
    5. nonevaluative support, confidentiality, and respectful communication (Knight, 2007)
  • Instructional coaches utilizing the core components of coaching – enroll, identify, explain, model, observe, explore, support and reflect – have the ability to provide professional learning opportunities for teachers in a job-embedded, campusbased model of professional development.
  •  her belief that: When I walk into a classroom my first thought is, before I open the door, is that this is the most well-intentioned teacher in the world and this teacher is coming into that classroom with years and years and years of her own beliefs and assumptions about how education should be.
  • Knight (2007) posits that instructional coaches must adopt a partnership approach built on the core principles of equality, choice, voice, dialogue, reflection, praxis, and reciprocity. It is further suggested that three key components of instructional coaching are (1) enroll – strategies for getting teachers on board, (2) identify – methods for finding the most appropriate teaching practices to share during instructional coaching, and (3) explain – tactics for insuring that teachers fully understand the materials shared with them (Knight, 2007).
  • Coaching model implementation:
    1. First, the roles and responsibilities of the instructional coaches were defined conceptually but lacked specificity and further, the focus of the instructional coaches varied by department across the district. 
    2. Second, when the work of the Curriculum Integration Specialists was amended to an Instructional Coaching model there was little systemic communication throughout the district regarding this change. 
    3. Third, mobility (turn-over) of instructional coaches as well as district leaders adversely affected the implementation of an instructional coaching professional development model. 
    4. Fourth, the district lacked a long-term strategic plan for professional learning opportunities to support the work of the instructional coaches 
  • District leaders must clearly define what the 140 roles and responsibilities are in practical settings – the day-to-day work – of the coaches
  • It is less imperative to identify the right framework as it is to thoughtfully, collaboratively, and systemically adopt a framework to provide structures for the instructional coaches to support deeper understandings of culturally responsive teaching
  • While there is strong evidence (Payne & Allen, 2006; Neufeld & Roper, 2003) that instructional coaching contributes to improved teaching and student learning, it should be noted that instructional coaching must also be accompanied by rigorous curriculum, on-going formative assessment and feedback for students, strategic planning, and strong leadership of local, state and national policy-makers if educators are to eliminate existing academic gaps in opportunities to learn between White students and students of color.

  • Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure