Running Head: Instructional Coaching Reflection

Instructional Coaching Reflection

Helping Teachers Integrate Technology

Jocelyn McDonald

5/5/2014

Instructional Coaching Reflection 1

Purpose:

In this paper I will examine my instructional coaching model at KIPP Sharpstown

College Preparatory. I will describe systematic methods peer coaching that were facilitated over

the course of one semester. In addition, I will draw conclusions about the process of the

instructional coaching model with technology integration. I will also review my experience as an

instructional coach that has enhanced my ability to facilitate effective teaching models for

teachers.

Introduction:

Improving instruction in schools is by far one of the most popular demands in our

educational system. Technology integration is an important application for 21st century learning.

According to Donald G. Knezek, chief executive officer of the International Society for

Technology in Education (ISTE), learning in a connected, technology- rich environment enables

young people to undertake meaningful experiences as they engage with peers, celebrities,

relatives, and experts world-wide (Zucker, 2011 ). However, education today faces critical gaps

between the act of teachers using technology and effectively integrating technology. This gap

has created a great need for teacher support in order for technology integration to be effective in

the classroom. With the constant pressure to improve instruction, many schools are straying

away from the ineffective traditional forms of professional development. As an alternative,

coaching models are being used through many school districts.

Instructional coaching is a professional development model where individuals,

collaborate and implement research-based interventions to help students learn more effectively

(Knight, 2007). Instructional coaches assist teachers by providing coaching, training, and

curriculum integration strategies. It can be an important mechanism for sharing teaching

practices as well as a mutual support for improving teaching practices in the classroom.

Literature Review:

The International Society for Technology in Education (ISTE) released a document

called the “White Paper” in which they investigated improving professional development with

emphasis on technology and coaching. ISTE states that the effective use of technology is

essential for learning and teaching in a global, digital age. (Beglau, et. al, 2011) In this

document, ISTE examines the problem that many teachers do not know how to design and

support technology-rich learning environments. The ISTE White Paper first reviewed a recent

study commissioned by the Richard Riley College of Education and Leadership that states

teachers who use technology frequently in their classrooms report greater benefits to student

learning, engagement, and skills from technology than teachers who spend less time using

technology to support learning. The report also stated that, despite this powerful finding, just

34% of 1000 teachers surveyed use technology 10% of class time or less. (Beglau et al., 2011)

The ISTE White Paper also included research that explains the disconnect between the

delivery of professional developments models. ISTE states that finding effective ways to reach

all teachers with meaningful professional learning is essential in order to deliver a savvy and

competitive workforce able to maximize student learning with technology (Beglau, et. al., 2011)

Effective professional learning is intensive, on-going, focused on the classroom, and

occurs during the teacher’s workday (Darling-Hammond, 2009). They proposed solution, by the

ISTE White Paper, is to combine coaching with communities of learning in a highly effective

Instructional Coaching Reflection 3

job-embedded professional development model. This type of professional development model

integrates context, collaboration and technology. The White Paper also reports that the most

effective professional development with the model were technology-rich, delivered through

coaching model, and enhanced the power of community and social learning (Beglau, et.al.,

2011). As a result, teachers experienced technology as an effective tool for learning and

developed skills to powerfully use technology to improve student learning. ISTE recommends

incorporating a three-pronged methodology to achieve 21st century professional learning

experience, which will better prepare teachers to effectively help students learn (Beglau, et al.,

2011).

Microsoft Innovative Teaching and Learning Research (ITL Research) conducted a

global study on teaching and learning ecosystems of integrated technology in schools. ITL

Research released their findings and implication in 2011. Based on the research conducted by

ITL Research, innovative teaching happens more in environments where teachers have access to

strong programs of professional development. The report also states that innovative practices,

like integrated communication and technology (ITC), are more likely to flourish when

continuous supporting conditions are in place within the school (ITL Research, 2011). These

supportive conditions include professional development that involves peer collaboration and

direct sharing of teaching practices. The report also suggests that both intensity and design

supports make a difference in professional development provided to teachers. The survey data in

the ITL Research showed that innovative teaching practices tend to be more frequent by teachers

whose professional developments were longer in term and more hands-on rather than observing

demonstrations and listening to lectures. The report also states that innovative practices, like

Integrated Communication and Technology (ITC), are more likely to flourish when supporting

conditions are in place (ITL Research, 2011).

In many of the interviews that were conducted, ITL Research found that many

teachers felt that they did not have sufficient access to professional development that offered

coherent support for the skills they needed. One of the most commonly cited needs for

professional development was that they needed support that goes beyond the technical aspects of

ICT and offer explicit guidance on its pedagogical purposes and uses. (ITL Research, 2011) The

instructional coaching model is an ideal blueprint for the needs expressed in the ITL Research.

Another study conducted by Jim Knight’s research states that traditional forms of

professional development are not effective, usually getting no more than a 10% implementation

rate. He explains that “One-shot” professional developments are often poorly designed and can

erode teachers’ willingness to embrace any new ideas. (Knight, 2008) He describes a “One-

shot” professional development is an old model where an expert is brought in to speak and

teachers are expected to implement the experts strategies without continuous support. Knight

conducted hundreds of interviews across the United States and found that teachers unanimously

were critical of one-shot programs that did not address practical concerns. He also found that

teachers criticize training that lacks follow-up and recognize their expertise. He concluded that

teachers do not resist change so much as they resist poorly designed change initiatives.

To achieve the kinds of technology uses required for 21st century teaching and learning,

we need to help teachers understand how to use technology to facilitate meaningful learning,

defined as that which enables students to construct deep and connected knowledge, which can be

applied to real situations. (Ertmer & Ottenbreit-Leftwich, 2010). According to the research of

Instructional Coaching Reflection 5

Bruce Joyce and Beverly Showers, when compared to other adult learning strategies, peer

coaching has the greatest chance of changing teacher behaviors. (Mckenzie, J. 1999) Coaching

must engage both the coach and the partner in the planning for technology use.

Methods:

I was able to implement the instructional coaching model with three teachers at KIPP

Sharpstown College Preparatory. KIPP Sharpstown is a charter school that services students

from grade 5-8. For this process I used instructional coaching methodologies by building an

emotional connection, encouraging implementation through collaboration, modeling,

observation, and providing support. The teachers that were selected to participate were offered

the opportunity through the school weekly newsletter.

My first collaborating teacher was Caitlin Pfaffenbach. Caitlin is the Learning Specialist

for special education at KIPP Sharpstown. She has been teaching for 7 years and has been a

special education teacher at KIPP for 3 years. Before being coached, Caitlyn self-assessed her

technological expertise on a scale of 1-5 as a 3. After being coached over the internship she now

rates herself as a 4.

My second collaborating teacher was a 7th

grade ELA teacher, Jeannie Kim. Jeannie was

a first year teacher and felt overwhelmed with information since the beginning of her first

semester. She was concern about adding another piece to her new teaching strategies because

she was already bombarded with an instructional coach from her teacher preparation program

and the administration coaching sessions at KIPP. Before being coached, Jeannie self-assessed

her technological expertise on a scale of 1-5 as a 1. After being coached over the internship she

now rates herself as a 3.

My third collaborating teacher was a 6th

grade ELA teacher, Julie George. Julie had been

working as an administrator before coming to KIPP. She worked only in the private sector for

the past 14 years and is new to teaching in the public school setting. Like Jeannie, she was

stressed between 3 instructional coaches since she was new teacher to Texas. Before being

coached, Julie self-assessed her technological expertise on a scale of 1-5 as a 3. After being

coached over the internship she now rates herself as a 4.

Figure 1 gives an overview of the technology tools that were introduced to the

collaborating teachers. It outlines time spent in the coaching process and quotes their experience

in the coaching process.

Figure 1: Collaborating Teacher Overview

Teachers Tools Time Spent Starting

Tech Rating

Ending

Tech

Rating

Quotes of Collaborating Teacher

Caitlin

1. Edmodo

2. Symabloo

3. Google Docs

18 hours 3 4

“I was INSTANTLY able to better connect

with my students. Being 21st century learners, they were excited to see their

assignments and quizzes on the computer. I

was "speaking their language".

Jeannie 1. Edmodo

2. EduCreations

3. Learn Pads

15.5 hours 1 3

“Jocelyn has not only been helpful and

inviting, but also acutely informative in

prescribing what would be beneficial for me.”

Julie

1. Edmodo

2. Learns

3. Prezi

20 hours 3 4

“We planned to use technology that the

school had already purchased. Since neither one of us had ever used this type of

technology before, she really took the time to

make sure that she understood it and then made sure that I did as well. Each step of the

way she was there encouraging me and

showing me easier ways to make the systems work with my students. It never felt hard. I

was very surprised because I was quite

frankly frightened about the idea of trying something new with my students and

upsetting the classroom management system

I had worked so hard to put in place.”

Instructional Coaching Reflection 7

Figure 2 gives an overview of successes and failures during the coaching process that the

coach, collaborating teachers, and students experienced with the technology tools they were

coached on. The chart also highlights recommendations that could be done differently if the

coaching session was done again.

Figure 2a: Success and Failures of Collaborating Teacher use if Technology Tool

Success, Failure, Recommendations

Succ

ess

es

1. Students were highly engaged in the platform of the class and the instruction provided by the teachers.

2. The tool became second nature to their ability to enhance their learning.

3. Teacher became more confident in learning using technology as a tool to enhance learning.

4. Teachers were able to differentiate their instruction, lessons, and teaching formats.

5. Classroom Management problem declined.

6. Students became an active part in their learning experience.

7. Teachers are now more open-minded to trying to ideas and are not as apprehensive to use tools that require

time to learn.

8. Teachers were able to save time in the planning process

9. Teachers were able to organize their personal resources using web tools

10. Teacher became excited about using technology more often and has since been using it on a weekly and /or

daily basis

Failu

res

1.There were still many features of the tools that we were not able to be explored;

2. There was minimal time to reflect on sites that were newly introduce to the bookmarking site;

3. Was not able to coach through all of the documents provided by Google Docs; We only review over the

Document and Spreadsheet feature

4. Timing of the initiation of the coaching process during the STAAR testing season made it hard for teachers

to take full advantage of the coaching opportunity.

5.Time was minimal for meeting because of scheduled conflicts during the school day

6. Meeting were not consistently scattered through random times and often inconvenience the coach and or the

collaborating teacher

7. Sometimes the collaborating teacher can be inconsiderate of time when they need assistance outside of

planned meetings.

8. Many times conversation got off topic

Re

com

men

dat

ion

s

1. Have the collaborating teacher commit to a routine schedule early on

2. Have collaborating teacher take part in their own learning by completing a brief weekly reflection. The data

used can help assist the coach

3. Have teachers prior to introducing new tools make a list of tools that they currently use on a daily basis then

slowly introduce more tool so that they can have more time to explore the tool

4. Create mini video demonstration to help save meeting time.

5. Incorporate technology standards within a lesson

6. Structure time within the meeting session in advance and follow the agenda

7. Define the coaching schedule

Findings/Results:

The instructional coaching model requires an internal commitment made by the coach

and the collaborating teacher. This commitment helps guide innovative teaching strategies to

surface into the classroom by embracing the learning ability of student’s digital needs. In order

for this coaching model to be a success schools should combine coaching with communities of

learning. Through this experience I found that building an emotional connection with the

collaborating teacher is the foundation for change to take place in school setting. I found that

once teachers felt comfortable, they were more open to try new strategies and concepts. The

importance of working alongside the teachers helped strengthen communication to achieve more.

Teacher beliefs are built from personal experience as well as social and cultural influences. They

need to feel comfortable when trying new ideas and teaching strategies.

After modeling the use of technology tools, teachers were more confident in using the

tool themselves. They did not feel alone in this process and were grateful for having on campus

support to problem-solve with. The teachers at KIPP Sharpstown were previously accustomed to

having one-on-one session with administration. However, with the instructional coaching model

they felt less intimidated and not judged for their performance.

Once technology was integrated with the students, the classes were easier to manage. The

students were more engage in the learning process. The teachers found there was an entirely

different dynamic in their classroom when using technology. They noticed that once the

technology tool was implement it became second nature to the students.

I also found that others teachers who were not being directly coached began to take

interest in using some of the tools that the collaborating teachers were exposed to. It was very

Instructional Coaching Reflection 9

interesting to have other teachers approach me for assistance. I found that successfully working

with a small group can have a viral effect on a school. It is amazing how one teacher’s success

can become another’s success in a short period of time.

There are a few critical elements to consider when designing and implementing a peer

coaching model. One of the most critical elements to consider is the amount of time available

and how the amount of time is used. I would recommend a coaching model start earlier on in the

school year to take full range of the available time and extend the experience. Unfortunately, the

spring semester is usually the season when schools and teacher begin feeling the pressure of state

mandated tests. It was hard to have teachers fully tune into new teaching strategies during this

time of year. I had to be very flexible with my schedule so that I could be available for the

collaborating teacher needs. On many occasions, I stayed and extra 3 or 4 hours after school to

plan meeting and complete research. I also found myself missing lunch and conference periods

in order to work with the collaborating teachers.

Another critical element to consider when designing and implementing a peer coaching

model is to partner with the principal. The school culture has a great impact on the success of

the coaching process. The school leader has the power to set the tone of the school. I found that

the coach and the school leader should share the same goals and vision. If the instructional

coach and principal can work together, then implementing change within the school using this

coaching model, will set the school up for success to meet the needs of our digital students.

Conclusion:

Coaching is about building relationships with teachers as much as it is about instruction.

Instructional coaches must adopt a partnership philosophy to build a collaborative work model

with the collaborating teacher. (Knight, 2007) The coach and teacher can discover and explore

innovative teaching strategies with technology to create an effective classroom environment for

21st century learners.

One of the best things about instructional coaching, in this experience, is the internal

satisfaction felt when helping initiate a change that has such a powerful effect on the

achievement of students. I was emotionally overjoyed to be a part of something bigger than

myself. To see how the collaborating teachers were positively affected help internalize my

commitment to support 21st century teaching.

I would recommend for teachers and administrators to gradually implement the coaching

process. Before a coaching initiative can be successful, administration and the instructional

coach must be on the same page and understand how it promotes the overall vision of the school.

Administration has a big impact on how well any kind of reform or professional development

program is implemented. (DuFour, 1998) Therefore, the instructional coach and administrative

team must work in harmony for the coaching process to be successful. I also recommend that

teachers allow themselves to be open and willing to participate in the change process.

The coaching process has taught me be a more effective communicator. I learned to

protect myself by staying detached which prevented me from becoming emotionally drained

during this process. I found that when taking a partnership approach, it was easier to

Instructional Coaching Reflection 11

communicate effectively. This experience has allowed me to empower teachers to master new

practices by working collaboratively on a common goal.

An ideal candidate, for serving as a coach, would be someone who has and infectious

personality. An instructional coach needs to foster an internal commitment within the

collaborating. An infectious personality can profoundly affect others and simple actions can have

far-reaching implications. (Knight, 2007)

A characteristic that is important for a coach to demonstrate would be the understanding

of partnership communication. An instructional coach hinges on the ability to clearly

communicate, build relationships, and support the collaborating teacher. (Knight, 2007) A coach

who struggles to get along with others would more than likely struggle to be successful. An

instructional coach needs to understand the communication process and listen authentically.

Another characteristic that is important for a coach to demonstrate would be the ability to

build relationships through emotional connections. On the other hand, an ideal candidate for

serving as a collaborating teacher would be someone who is patient, willing to accept change,

and be flexible.

The greatest challenges I faced through the coaching process was organizing time to have

an effective meeting, constant availability while working as a classroom teacher, and overcoming

apprehensive teachers during the STAAR testing season. Although the timing of the internship

was out of my control, I was able to be extremely flexible with my schedule and meeting times

However, if I was not a working as a full time classroom teacher, organizing time would have

been much easier. KIPP is a school that prides itself on providing their students with an

extended day to maximize learning opportunities. Since students were not release until the

evening, I found myself at school not being able to properly get my personal work done during

the day. I had to continuously substitute my conference periods and lunch time to making myself

available for the collaborating teachers. I overcame this challenge by continuously by building

an emotional connection and encouraging implementation. It was also difficult to support the

teacher and encourage them to refine their practice as well. To do this I utilize the research done

by Jim Knight on partnership communication while providing support. I addressed teacher

apprehensions by keeping my conversations supportive, cautious, and respectful. I also

consistently encourage them throughout the process.

Instructional coaches are leaders of change. They assist schools with fundamental

improvements by understanding the school culture with an ambitious and humble approach.

Instructional Coaching Reflection 13

References:

Beglau, M., Hare, J., Foltos, L., Gann, K., James, J., Jobe, H., Knight, J. Smith, B. (2011, June) Technology,

Coaching ,and Community: Powered Partners for Improved Professional Development, Retrieved from

http://www.instructionalcoach.org/images/downloads/ISTE_Whitepaper_June_Final_Edits.pdf

Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., Orphanos, S. (2009) Professional learning in

the learning profession: A status report on teacher development in the United States and abroad. NSDC

DuFour, R. (1998), Why look elsewhere? Improving schools from within. The School Administrator

Ertmer, P.A., and Ottenbreit-Leftwich, A.T. (2010).Teacher technology change: How Knowledge,

Confidence, Beliefs, and Culture Intersect, Retrieved from : http://www.dlc-

ubc.ca/wordpress_dlc_mu/educ500/files/2011/06/ertmer.pdf

McKenzie, J., (1999) How Teachers Learn Technology Best. Retrieved from,

http://www.fno.org/Oct01/coaching.html

Microsoft ITL Research (2011) Innovative teaching and Learning Findings and Implications, Retrived

from,http://www.itlresearch.com/images/stories/reports/ITL%20Research%202011%20Findings%20and

%20Implications%20-%20Final.pdf

Knight, J.(2007) Instructional Coaching: A Partnership Approach to Improving Instruction. Thousand

Oaks, CA: Corwin Press.

Zucker and Light, 2009; Bebell and O’Dwyer, (2011) Innovative Teaching and Learning Research,

Retrieved from, http://reseau.crdi.ca/uploads/user-S/12381700641Zucker_and_Light_2009.pdf