Category Archives: coaching

A Reflection on Peer Coaching

The overarching definition of ISTE’s Visionary Leadership Coaches Standard is that
“Technology coaches inspire and participate in the development and implementation of a shared vision for the comprehensive integration of technology to promote excellence and support transformational change throughout the instructional environment.” We’ve been working this quarter on the use of Peer Coaching as a methodology for that type of leadership and the coaching project I’ve been working on has brought a number of interesting issues up for me.

Shared Vision

I’ve been working with a group of three teachers who have taken over leadership of our Future Ready Teacher User Group. Approximately 20 teachers (who were part of the past two year’s Tech Cohorts) get together each month to share and learn together about current district tools and new ideas as well as being introduced to new tools. The past two years they’ve worked with me as the instructor and the focus has been on learning about the SAMR model (Puentedura 2006), skill building around available tools and developing a culture of trust and innovative thinking. My goal was to develop Human Capacity in our buildings around technology integration. I need more leaders at the building level who can serve in an unofficial coaching capacity and who can model tech enriched lessons and progressive thinking.

I came across an article called “How Coaches Can Maximize Student Learning” (Saphier, West 2010) that suggested that coaches should work with the strongest teachers first to build a “tacit farm team” for future coaches. In future years they could be matched with new teachers to become mentors or collaborative partners and would in turn help strengthen the skills and capacity of a a new group of teachers. The three teachers I’m working with are the heart of my farm team and it puts me in the role of having to step back and allow them to develop their own vision for the group.

The experience reinforced the idea for me that it is important that we share a vision, either as a district or a group and also have a plan for reaching that vision. As suggested in Foltos’ (2013) book Peer Coaching, we developed a written Peer Coaching plan to define our roles and set our goals for our group. The difficult part has been that we don’t yet have a clear vision for technology use as a district so some of the things we would have liked to do as part of our professional development for this group wouldn’t have been supported. The vision we were able to work toward was that we wanted more sharing, more collaboration and continued relevance to the daily use of technology in classrooms. I think we are beginning to do that.

Integration of Technology to Promote Transformational Change

This has been a more challenging aspect of working with this group. My instructors are models for their fellow teachers but they are not in an acknowledged coaching role with them. A lot of what they are doing is facilitating and coaching by example. The instructors and I have talked a lot about using the SAMR model to help move teachers move from using technology as simply a substitution for traditional pen and paper activities toward redefining teaching and learning with technology as a tool to make that possible. Even after three years with the first group we are still talking about it and very few teachers have tried anything terribly transformational with technology. It does take time but it feels like there are pieces missing that will move us forward with technology integration. In the same article referenced above (Saphier, West 2010) the authors define coaching in schools as a “strategic, systematic approach to improving student learning”. They go further to list these purposes and practices, which are meant for content areas, but I think have some interesting tie ins to our Users Group.

  • Coaches and teachers engage in public teaching in front of one another, with the expectation and practice of giving and receiving rigorous feedback aimed at student learning.
    • My instructors have been demonstrating new skills and leading discussions but what if they also taught a model lesson and/or we used some of release time funds they have access to get subs for people in the group to come in and watch them teach? Could I leverage them as model teachers as well as for the ability to facilitate the users group?
  • Staff members regularly consult and ask each other for help.
    • The instructors wanted to shift more of our meeting time to sharing and collaborating so each meeting has time dedicated to both. We are seeing more open sharing of ideas but I’d really like to see if we can leverage social media to allow people to share even outside the meetings and develop more of a collaborative online community.
  • Staff meet in regular groups to discuss how to improve instruction of specific concepts and skills related to student learning.
    • It’s not always easy to do this with technology because in many cases, it’s meant as a tool to support learning in other content areas, not as a stand alone topic. However, we could spend more time focusing on technology practices that we could measure things like engagement. Liz Kolb’s Triple E Framework might be a good tool to introduce to my instructors to see if we can use it to reframe some of our discussions with the larger group on how technology can be integrated and support their content areas.
  • Questions related to practice permeate adult discourse, and they are authentic questions centering on the most tenacious and ubiquitous issues of teaching and learning.
    • When I read this it dawned on me that we don’t ask enough questions in our User Group meetings. I ask questions of my coaches to help guide them to thinking about good practices for running the meetings and choosing topics but we aren’t translating that to discourse we could be having with the larger group about how technology is impacting their students, how they can measure the effectiveness of their tech integrated lessons or on how they can improve them. It might be time to bring that up with my instructors.

Coaching teachers is challenging but coaching coaches has made me have to stop and think about the approaches I take, the questions I ask and the other things I do to coach others and try to articulate those for my coaches. I have a ways to go but becoming more conscious of the skills I’m using successfully and the ones I need to work on will help me be able to help them as well.



Foltos, L. (2013). Peer coaching: Unlocking the Power of Collaboration. Thousand Oaks: Corwin.

ISTE Standards For Coaches. (2011). Retrieved 11 December 2017, from

Kolb, L. (2017). Triple E FrameworkTriple E Framework. Retrieved 15 December 2017, from

SAMR. (2017). Kathy Schrock’s Guide to Everything. Retrieved 15 December 2017, from

Saphier, J., & West, L. (2010). How Coaches Can Maximize Student Learning. Phi Delta Kappan91(4), 46-50.

Adding Technology Capacity to Buildings Through Coaching

coaching terms wordle

Our district is considering adopting an Instructional Coaching Model in our elementary buildings next year to support our ELA adoption. I love the idea of having more support for teachers in the buildings in any capacity. These new coaches won’t specifically be in buildings to support technology but if we can mesh some training around ways technology can support reading, writing and language we can develop capacity in teachers and coaches to use those tools in other ways or for other purposes.

We can already leverage the technology capacity we’ve nurtured the last few years with our Future Ready Teacher cohort. There have been three groups of teachers who have spent a year of ongoing, hands on technology integration training and who have stepped up to become tech leaders in their buildings. Some of the new coaches may come from this pool of teachers and bring with them the expertise and skills they’ve acquired. In other buildings, we’ve developed the capacity for technology leadership that can help support new coaches if we consciously provide opportunities for them to work together.

The ISTE Standards for Coaches help lay out some of the essential areas of focus for Tech coaches. Coaches can be both just in time support and training resources for teachers but can also serve as a communication channel between teachers and administration and can help promote a bigger picture view of technology usage in the classroom. Many districts have successfully provided access and devices to staff and students but still struggle with getting the usage to move beyond substitution level. Coaches can bring perspective, experience and skills that busy teachers haven’t had time to acquire. They can be leaders in their buildings and help communicate a vision of a new way of thinking about instruction that is supported by technology.

It’s not easy to find amazing teachers who are strong in both their content areas and technology. I suspect we’ll find the strong content providers in our district and we’ll have to train them up to be strong tech leaders as well. The article,  How Districts Can Adopt a Tech Coaching Model (Kipp 2017) suggests that having a clear job description that spells out the expectations around technology and a systematic, ongoing training cycle can best support new coaches.

Most coaching models center around training and support for coaches as well as clear expectations for the coaching role. In Peer Coaching, Foltos (2013) suggests a written coaching plan that can help both teacher and coach stay focused on the learning targets and have clear norms and purposes for the coaching relationship. The Edutopia article, Instructional Coaching: Driving Meaningful Tech Integration (2015) highlights a high school that created a successful model using a BDA (Before, During, After) cycle. It’s easy to remember and clearly defines the working relationship around a lesson. The article does point out that successful coaching models depend on a flexible schedule for coaches so that they can move were they are needed and also have time for the informal conversations that help build solid relationships with teachers.

I like the idea of combining mentors and coaches in this model Mary Beth Hertz shares in Mentoring and Coaching for Effective Tech Integration (Hertz 2011) to leverage expertise in the building and add to the tech coaches ability to meet people’s needs. If every teacher who received a cart of mobile devices also received a mentor who had used a cart in their classroom for a few years, I wonder how much faster we could be moving toward more creative uses of technology in our classrooms?

For myself, I want to see more technology coaches in action. Local conferences and users groups provide some opportunity for learning and sharing with other coaches. However, it would be interesting to set up chances to visit other districts or do a coach exchange for a day and swap places with someone to learn more about their system and they can learn about ours. More opportunities to work on coordinated projects, like EdCamps, with other districts would also benefit our teachers and new coaches by providing access to new ideas and new resources.


Bentley, K. (2017). How School Districts Can Adopt the Technology Coach Retrieved 11 December 2017, from

Foltos, L. (2013). Peer coaching: Unlocking the Power of Collaboration. Thousand Oaks: Corwin.

Hertz, M. (2011). Mentoring and Coaching for Effective Tech IntegrationEdutopia. Retrieved 11 December 2017, from

Instructional Coaching: Driving Meaningful Tech Integration. (2015). Edutopia. Retrieved 11 December 2017, from

ISTE Standards For Coaches. (2011). Retrieved 11 December 2017, from


The Coach – Administrator Connection: Module 5

Connecting and Collaborating with Administrators as an Instructional Technology Coach

This week in my final blog post of the quarter for my class on Educational Technology Leadership my question has led me to investigate how an instructional technology coach can partner with administrators to support and extend the learning that is happening through coaching. I have an interest in asking this question because I think that in my coaching role increased engagement and collaboration with administrators would benefit my coaching practice and the teachers and students at my schools. As I’ve written about before however, based on the literature I’ve read I am also in a unique position being in multiple schools. In addition to being in multiple schools, the fact that I’m in the middle of my first year as a coach also probably helps to explain why I may feel a slight disconnect to administrators in my building. So my questions, what does an engaged administrator do to support a coach in their building? And how can I help to engage administrators to make the most of my coaching role in their schools? Those questions will likely make sense to my peers who have been reading my previous posts this quarter because they are in a similar vein to my other posts. I was excited to investigate what an engaged administrator might look like from a coaching role, and brainstorm what I might be able to do to help further engage the administrators I work with. I also want to add that my past experience as a teacher in a school with an administrator who collaborated and met with her coaches regularly, did in fact give me an idea about some of the things an engaged administrator might do with coaches.

As I was looking for resources to guide my investigation I found a blog post written by Elena Aguilar titled “10 Ways for Administrators to Support Coaches,” which made my search fairly easy.

Some of the takeaways for me from this post are:

  • Align on a coaching model

That is one of the things I have been wondering about during this year. What do principals expect of me as a coach? What is their idea of the coaching model I am following? Aguilar suggests that coaches and administrators discuss these questions and more, then she adds, “Discussing these with a coach can lead to more cohesion and clarity as well as surface any large discrepancies” Aguilar (2014). In my monthly meetings with administrators I would like to get a better sense of what type of coaching model would best benefit their school.

  • Learn Together

Our team has often talked about what learning is happening at elementary leadership meetings but as of now we are not included. I think knowing that learning would help us support each other. The point of Elena Aguilar, (2014) though is, principals can ask questions of coaches to learn about instructional best practices and I think if principals were doing that collegiality between administrators and coaches would grow as well. Maybe another approach is inviting administrators to our professional development. Maybe asking them to come to NCCE is an opportunity to build trust, and mutual support for one another.   

  • Support Your Coaches Learning

This point encourages administrators to invest in a coaches learning and growth through PD. The author suggests that learning to instruct adults is often the most difficult thing for coaches to learn, so investing in that growth will in turn help coaches and teachers. As I provide PD for schools this year I’m going to ask for explicit feedback about how to improve my work. I was able to give my first whole staff PD last Friday, and now I think my next step is to solicit feedback form the principal and assistant principal.

  • Offer Leadership Guidance

Aguilar says, “coaches are leaders who need leadership development” (2014),  and that is definitely how I feel. Certain staff members, but not all, do seem to look to me as a leader. Often, I’m asked about the plans of the district. A lot of that depends on my coaching relationship with that staff member. Guidance from a leader is definitely something I am looking for in my position and in each of my schools. Again, I think this often comes up in whole staff PD settings so asking administrators who sit in for those trainings about how I handle staff questions is a good next step for me.

  • Appreciate your Coaches

This point is about recognizing the contribution that a coach makes to your school. I understand that I’m still working on my contributions, but I admit it would be nice if an administrator knew what I was doing. In my monthly meetings with administrators we do get to talk about what I‘m doing in the school, but usually I’m leading that part of the conversation. I am hopeful though that sometime later in the year, they hear about my work from a teacher and mention it to me in one of our meetings. That’s recognition for me!

It also seems that as I am given the opportunity to speak in front of a staff more often and if I continue to ask for feedback from administrators they will certainly see some of the work I am doing. As an instructional coach in a handful of schools my role might be unique or at least of less focus in the literature I have read but many of the same concepts still apply. One overarching theme this quarter has been building relationships and I recognize that just as I am doing that with teachers, I am still definitely doing that with administrators. I’m hoping that the reading I’ve done for this post will keep me moving in the direction of strengthening relationships with administrators and in turn will allow me to experience greater buy-in and participation in coaching in each of my schools. 


Aguilar, E. (2014, October 9). 10 Ways for Administrators to Support Coaches. Retrieved December 10, 2017, from

Foltos, L. (2013). Peer Coaching : Unlocking the Power of Collaboration. Thousand Oaks, California: Corwin.

Walpert-Gawron, H. (2016, June). How to Be a Change Agent:The Many Roles of an Instructional Coach. Educational Leadership, 73. Retrieved December 11, 2017, from

The ISTE Coaching Identity (Module 5, ISTE-CS)

I feel pretty satisfied right now with the idea that peer coaching is an activity that someone might choose to engage in, and is a subset of the broader term “coaching” (for more information about different coaching approaches, see Borman and Feger, 2006; and Kurz, Reddy, and Glover, 2017). This fits into the ISTE Coach Standards as one way to engage in the coaching-related indicators. However, only a third of the ISTE-CS relate to the activity of coaching; the rest relate to modeling behavior or advocating for technology integration (I use these remaining two categories loosely). So:

If only a third of the indicators relate to actual coaching, what is this “thing” that we call the ISTE Coaching Standards? It’s not just about coaching, so what is it about?

What I see in the ISTE-CS are guidelines for an identity. Being an ISTE Coach, in its entirety, is more like a way of being than it is just choosing to engage in various activities. 

The ISTE Coaching Identity

The primary indicator that supports this idea is CS 6c:

Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology enhanced learning experiences.”

This indicator defines an ISTE Coach’s purpose, which is to promote technology enhanced learning experiences, and directs the ISTE Coach to reflect on his or her practices and dispositions. It is the element of reflection that solidifies for me the idea that the ISTE-CS are working to achieve identity formation. Sfard and Prusak’s (2005) theory of identity states that identities are stories told about persons (yes, they are equating identities with stories), and additionally, the stories we tell ourselves about ourselves are particularly important. But in order to have an opportunity to create and tell stories about ourselves, we must reflect. So to me, CS 6c says, “Develop your identity and compare it against the prime directive ISTE Coaching.” In light of the rest of the indicators, CS 6c says something more elaborate: “Look at all the activities you’ve engaged in. Notice how by engaging in these activities you have created stories about yourself. Compare these stories to the ISTE Coaching Identity and evaluate how you want your stories to change or remain the same – i.e., continue shaping your identity against the ISTE Coaching Identity.”

Peer Coaching as an Activity, Not an Identity

While I’ve chosen to call peer coaching an activity and not an identity, you could certainly argue that one could develop a peer coaching identity. In fact, by Sfard and Prusak’s (2005) definition of identity, if you engage in peer coaching at all, there will likely be stories about you as a peer coach, and therefore you will then have a peer coaching identity. But because of the scope of activities which I think count as peer coaching (see my past blogs Peer vs. Peer Coach vs. Coach, Compatibility between peer coaching and the ISTE-CS, and Can one person both lead by example and work as a peer coach?), I think that the ISTE Coaching Standards describe an identity which can encompass the peer coaching activities, whereas the reverse is not true – a peer coaching identity can’t encompass all of the ISTE Coaching activities. Therefore, for the purposes of my blog, I choose to continue calling peer coaching an activity and the ISTE Coaching Standards guidelines for an identity.

But, Good Teaching First

Beyond the role of coaching, the ISTE-CS also ask you to be a role model of, and an advocate for, technology integration. However, one of the key ideas from Peer Coaching: Unlocking the Power of Collaboration by Les Foltos (2013), which I think should overlay the ISTE-CS, is that good teaching comes first and then technology integration comes into play to support good teaching: “Technology integration is all about the interrelationship of pedagogy, content, and technology. And technology is the least important of the three elements in this equation” (p. 151). This idea isn’t abundantly clear to me in the ISTE-CS, but it is of the utmost importance.

My Mental Model

I can think of more than one way to diagram this, but the most straight forward way (maybe) is to just diagram the main activities that you engage in as an ISTE Coach, with the overlaid lens of “good teaching.”

One large circle labeled "ISTE Coach" with three smaller circles completely inside the larger circle. The three circles are titled "model," "advocate," and "coach." Completely within the circle labeled coach is another circle labeled "peer coach." The whole diagram is covered by a half-transparent blue square with faded edges. The square is labeled "good teaching lens."

Either this diagram is over simplified, or the words I’ve chosen aren’t quite right – I’m using the verbs “model” and “advocate” loosely – but it highlights the main thing I’ve been thinking about all quarter, which is how peer coaching fits in in the scheme of the ISTE-CS. I’ve said that it’s one way to engage in coaching, out of many possible ways. Another way to look at it, which is consistent with my diagram being a diagram of activities, is that it is a collection of a particular set of activities that a coach can do, among a wider set of possible coaching activities (for more information on coaching activities, see Borman and Feger, 2006; and Kurz, Reddy, and Glover, 2017).

I’m curious where I’d be right now if someone had just drawn this diagram for me at the start of the quarter. Would I have been able to quickly adopt the model? I think so. But is this even close to what other people would draw? I have no idea! I would love to know how you would diagram, or otherwise draw, your thinking regarding the ISTE-CS and the related peer coaching.



Borman, J., & Feger, S. (2006). Instructional coaching:
Key themes from the literature. Retrieved from

Foltos, L. (2013). Peer coaching: Unlocking the power of collaboration. Thousand Oaks, CA: Corwin Press.

ISTE: International Society for Technology in Education. (2017). ISTE standards for coaches (2011). Retrieved from

Kurz, A. Reddy, L. A., & Glover, T. A. (2017). A
multidisciplinary framework of instructional coaching. Theory Into Practice, 56(1), 66-77.

Collegial Relationships and Instructional Coaching: Module 2

Introduction to Module 2 and My Question

This week I was thinking about developing professional relationships when in a new role. I wanted to reflect on that process and find out what was normal. At the same time I wanted to consider ISTE 1 d for coaches, how coaches advocate for change, that is the standard behind our module. So in my research for my M.Ed. in Digital Education Leadership Program at SPU, I decided to look for some sources outside of the world of education where coaching has been around and has been popular for some time. I will try to share best practices for building collegial relationships and some things that stood out to me in particular as useful from what I found in the business world and a connection between instructional technology coaching and literacy coaching. 

Building Collegial Relationships


How do we build collegial relationships? I find myself wondering about that, probably in part because I am building collegial relationships across schools, in a new district all at the same time. It’s common practice for coaches to only go into classes after they have been invited, probably to avoid any feeling of evaluative practice being associated with them. So here I am waiting for an invitation. How do instructional technology coaches develop relationships across multiple school buildings? It is something that takes time as I’ve read multiple times in the book Peer Coaching: Unlocking the Power of Collaboration (Foltos, 2013),  and in other resources I’ve used for my past two blog posts. I came across an article at Mindtools about building great relationships at work. I don’t want to summarize the entire article here, but you can go and read it if you would like, but I do think much of it applies to new coaches and anyone who has many interpersonal interactions at work. Instead I want to talk about parts of the article that stood out to me as an instructional technology coach. The article does link Mindfulness to building great relationships at work. That seems to be a hot term lately in education, and for good reason. I wrote about  mindfulness in my mission and vision as a digital education leader earlier in my program. Being mindful seems to draw us out of ourselves, that reflection leads us to think more about others and their needs and concerns, not just focusing on our own. It makes sense that practicing mindfulness in regard to your words and actions would lead to better work relationships. A couple other ideas stood out to me from this article, one was identifying your relationship needs along with focusing on your EI and listening actively and being positive  (Mindtools, n.d.).

It seems important to know what you need from others and what they need from you, especially in the position of a coach (Mindtools, n.d.). Part of a coaches role is helping teachers to figure out what they can do to grow their practice, through reflection. To me that seems like another way to say, understand what others need from you. As an instructional technology coach I also need to know what I need from others, or what I can learn from them. There is so much to learn, it’s important to keep that in mind in order to take advantage of the many opportunities I have to learn from others. In addition, I want to be sure to voice what I have learned or am learning from them, to emphasize the peer to peer relationship we have. Continue reading Collegial Relationships and Instructional Coaching: Module 2

Let me ask you a question…

The Tricky Nature of Questioning in Coaching We’ve already established this quarter that coaching is not about being an expert. It’s not “I Know” as much as it is “I Trust” (Goldberg).  The module for this week’s post dealt with how to build that trust. One key element was to ask questions rather than provide … Continue reading "Let me ask you a question…"

Bridging the Gap: From Teachers to Technology Coaches Module 1

New Learning

This week I am writing my first blog post for a new quarter, one where we will explore what it means to be a servant leader following the model of a peer coach. Through the quarter my classmates and I will use those two frameworks to investigate the integration of technology into instruction. This quarter is different than those before because previously I’ve been reflecting on my own classroom, my instruction, my students or at times my organization. In contrast, this quarter I will reflect on my work as a technology coach as I work in classrooms around my school district in a variety of lessons and subjects. It is a new experience for me just as being a technology coach is new.

My Questions

I shouldn’t be surprised then that I’m looking for clarity. I guess it is fitting that my question leads me in two different directions during this module. On one hand I am curious to find out how technology coaches play a role in implementing strategies for initiating and sustaining technology innovations in schools and classrooms? Secondly, I want to know how can a coach aid in the change process while maintaining (or establishing) a positive relationship?

Advocating for Teachers and Change

Those two things seem at odds for me both from my personal experience two months into the role of being a technology coach and from my experience as a classroom teacher. Through my daily practice and the communication I have with the technology department I’m starting to see how I might be able to initiate change and push for innovation in classrooms. Often in our weekly meetings with the technology department a manager has said something similar to this, we can solve a problem or recommend a product or service but it is up to the coaches to tell us what is really happening in the classroom and how teachers and student are affected by those changes. We are teachers, we work with teachers, so our insight should be supportive to limitations in the classroom environment and sensitive to the needs of teachers. In a way I guess we can as coaches can act as a bridge for the technology department and the teachers. I would like to think that our work allows for more proactive support as opposed to reactive support. Finally one last way to support innovation is by having a clear focus and goals.One way to have and maintain a clear focus is alignment in purpose and goals at all levels of an organization. I’ve read that support from an administrative or district level is extremely important for the success of the coaching program and the individual coaches. This support is reflected in the impact on teachers and students based on these resources. In Exploring Coaching for Powerful Technology Use in Education, Ehsanipour and Gomez Zaccarelli (2017) write,

As the Annenberg Institute for School Reform asserts, “[i]nstructional coaching is fundamentally about teachers, teacher leaders, school administrators, and central office leaders examining practice in reflective ways, with a strong focus on student learning and results as the ultimate barometer of improvement” (King et al., 2004, p. 3).

In order for that to happen, all parties would need to be on the same page, working toward the same goal and in support of the work of individual coaches. At a high level within an organization coaching would be understood and thought of as a method for improving teacher practice and student learning with a focus on results. I do wonder how those results and data would be collected and evaluated, but that would lead me to an entirely different exploration and post.

The ISTE for Coaches Visionary Leadership Standard a through d
Visionary Leadership ISTE Coaching Standard 1

Building Relationships

In my reading over the past two weeks I’ve read some articles and reports that begin to touch on the idea of initiating and sustaining innovation while maintaining relationships. I’ve read that it takes a lot of reflection.Trying to find information about how coaches aid in the change process but continue to establish and maintain positive relationships was challenging. At best I have speculations and loose connections from different sources. I think this is a question that I will continue to revisit as I gain experience as a technology coach and make inroads in a new district. In some respects being new might be seen as a benefit, I don’t know the majority of what was happening before now, and I bring new ideas from my previous experience because of those two things my suggestions might be seen as more acceptable than a coach who is already established in a district and has been for some time. At the same time I have to learn quickly what was done before, what didn’t work and why. There is a lot to catch up on.


One ideas has arisen consistently in my reading is the clarity of a coaches role. According to Elena Aguilar clarity is important. Coaches should know their roles, what it means, there should be a shared definition and the coaching role should “be discussed between coachees/mentees to ensure clarity” (Aguilar, 2017). I wonder when this comes up in a coaching relationship? Does it occur naturally at some time in meeting with a teacher or in passing like it has with me? My conversations about clarity have been informal and infrequent, once a teacher said something like, “I want to do this ______ in my classroom, is that something you can help with?” I said, “Sure!” because as I work to establish relationships putting in the time seems most important. Now I’m looking ahead and wondering when is there a shift, when do we move toward a more focused or intentional integration of technology? I’m curious about interactions like the ones described in Exploring Coaching for Powerful Technology Use in Education like this, “in a coaching relationship, teachers and coaches engage in a sustained professional dialogue aimed to improve teaching by developing instructional skills (Lofthouse, Leat, Towler, Hall, & Cummings, 2010)” (Ehsanipour & Gomez Zaccarelli, 2017). When do those begin to happen? It might coming but I’m not quite sure when. I think at this point building relationships and being generally helpful is a big part of my focus.


Working as a technology coach does have inherent value for teachers and students, but I don’t know if it is always easily seen. I think establishing relationships is key to finding value as a coach and providing a valuable service for teachers and students. Finally, I think those who are successful share this common trait – “These successful individuals and organizations know what their purpose is, and because they lead with their purpose, they are able to impact those around them and get their “clients” on board” (Ehsanipour & Gomez Zaccarelli, 2017). In my time as an elementary instructional technology coach I hope my purpose is clear. When purpose is clear and clearly communicated it allows for true visionary leadership.

As I end my first reflection of the quarter I’m still left with some additional questions from my reading and writing that weren’t necessarily related to my two questions above. I wanted to have some recorded to return to later in the quarter or further in the future.

More Unanswered Questions:

Here are some of the questions I’m continuing to think about going forward:

  • How can a peer coaching role clearly be communicated when working in multiple schools?
  • Coaches might assume the learning for teachers.
    • If that has happened, how can learned helplessness be limited or reversed?
  • How is risk taking rewarded or discouraged in my district or in the schools I work in?

I might be able to reflect on these questions in future posts, but in case I don’t I wanted to make sure I recorded them on my blog.


Aguilar, E. (2017). What’s the Difference Between Coaching and Mentoring? Retrieved October 16, 2017, from


Ehsanipour, T., & Gomez Zaccarelli, F. (2017). Exploring Coaching for Powerful Technology Use in Education (pp. 1-18). Digital Promise. Retrieved from

Foltos, L. (2013). Peer Coaching : Unlocking the Power of Collaboration. Thousand Oaks, California: Corwin. Retrieved from

The Expert and the Coach

There are coaches and there are experts… This quarter in EDTC 6105 we’re looking at coaching – a logical next step which looks at how we, as ed tech leaders, can help our fellow teachers improve. The ISTE standards this time around (1b and 1d) focus on  “contribute[ing] to the planning, development, communication, implementation, and … Continue reading "The Expert and the Coach"

The Role of the Librarian in Facilitating Project Based Learning Experiences

Overview Being an English teacher, I have had the chance to work closely with my school librarian over my five years of teaching.  I somewhat selfishly… As technology brings changes to the learning environment, this also alters the roles educators play in how they guide students and facilitate learning experiences.  This changing role is particularly […]

EDTC 6106 Module 5 Reflection: Professional Development and Program Evaluation Toolbox

ISTE Standard 4: Professional Development and Program Evaluation

Performance Indicator 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.

Triggering Question

What are the essentials of a technology rich professional development learning program?

As I reach my final blog post for my EDTC 6106 class on professional development and program evaluation I find myself reflecting on how eager I was when I first started my master’s program in digital education leadership.  At that time, I was so excited to start learning about what it meant to be an effective coach, to learn “tricks” and “tips” that would make me excel as a school leader.  I definitely did fill my “coaching toolbox” but I am now struck by the realization that what I’m really eager for is to gain experience as a coach, to learn through trials, reflections, successes, and failures.  I feel ready to take on the role as a coach and instructional leader in my district and am confident that I feel this way because of the foundation this program has laid for me.  So, for this final blog post I wanted to synthesize my learning relating to how to create a technology rich professional learning program to complete a more comprehensive bank of “musts” as an instructional leader.  My resolution, outlined below in my “12 “Do’s” and “Don’ts” for Creating a Technology Rich Professional Learning Program” was developed by studying some excellent resources, included in the “references” section, as well as through the discussions with and feedback from my professors and classmates in my master’s cohort. My professional development toolbox is filling up and I’m eager to try it out!

(Link to Infographic, will replace with graphic soon!)

Future Inquiries: Shoutouts to Awesome Resources!

I have come across a few awesome resource this semester that I wanted to reflect on but haven’t found a place to do so.  Since this post is a synthesis of my learning I choose to include some commentary on these resources below in hopes that I will revisit them in the future.

Five Models of Teacher-Centered Professional Development – I LOVE this resource and want to try out each of the models for PD, each are underutilized and could be excellent tips for collaborative learning.

53 Ways to Check for Understanding – this document offers some excellent ideas for formative assessments, a vital, and sadly often missing, component of professional development.

Future Ready Schools: Empowering Educators through Professional Learning toolkit – I’m so glad that my classmate Liz turned me onto this resource!  This will be the first place I look for valuable information on planning, implementing, and evaluating professional development.

Hate PD? Try Voluntary Piloting – this is a post from Cult of Pedagogy, my favorite educational blog, and discusses piloting as an alternative to traditional professional development–I’d love to explore piloting further!

How to Plan Outstanding Tech. PD for Your Teachers – this is another post from Cult of Pedagogy and is almost exactly what I would have liked my blog post to be, had it not already been done.  In this post, blogger Jennifer Gonzalez discusses several tips and strategies for making excellent professional development.

Questionnaire Design Tip Sheet – This resource, provided by Harvard University and suggested by one of my professors, has some great ideas for creating effective survey questions.  As feedback is so vital in creating powerful professional development, I would like to spend more time looking at question design in the future.


Burns, M. (2014, November 26). Five Models of Teacher-Centered Professional Development. Retrieved March 9, 2017, from

Hertz, M. B. (2011, June 16). The Dos and Don’ts of Tech Integration PD. Retrieved March 9, 2017, from

Piper, J. (n.d.). 5 Don’ts for Teacher Professional Development. Retrieved March 8, 2017, from

Vilson, J. (2012, November 07). Three Dos and Don’ts of Transformative Teacher Leadership. Retrieved March 9, 2017, from