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 … Continue reading “The ISTE Coaching Identity (Module 5, ISTE-CS)”
I started this module by wondering about the art of asking good questions. Asking questions is a foundational element of peer coaching, and while I’m familiar with the idea of asking questions instead of telling, I was hoping to find a model for asking questions. The word model can be used to mean so many … Continue reading “What is a peer coach facilitating? (Module 4, ISTE-CS: “coach teachers in…”)”
As part of my recent exploration of peer coaching, I have recently examined what it means to peer coach reluctant learners and what the 21st-century feedback loop looks like when peer coaching. Now we are turning our attention to something more specific and how we can use what we learned thus far to improve lessons. … Continue reading Supporting Online Learning Environments to Optimize Collaboration
In response to this sentence, which I wrote in my last blog post: “If I imagine a person embodying all the things stated in the ISTE-CS, I imagine a person who is leading by example and actively advocating for the meaningful integration of technology and education; neither of these characteristics are in line with the … Continue reading “Can one person both lead by example and work as a peer coach?”
Continuing in my Digital Education Leadership program, I’ve been asked to consider the role of three ISTE Coaching Standards and how they can be utilized to support others. These standards led me to question what traits define a 21st-century classroom. How could I share these traits with others? If I walk into a classroom to …
Continue reading “EDTC 6105: What Defines a 21st-Century Classroom?”
After thinking hard about what peer coaching is and isn’t, I decided that it was time to go back to the ISTE Coaching Standards (CS). I had a few things on my mind, but overall, I was wondering: How can I incorporate the ISTE-CS into my new understanding of peer coaching? Is the kind of … Continue reading “Compatibility between peer coaching and the ISTE-CS (Module 3)”
This week in my studies with the Digital Education Leadership program at Seattle Pacific University, I am continuing to explore ISTE Coaching Standards 1 and 2 by investigating what effective student learning looks like. Just as norms are an essential part of a peer coaching relationship, so too is a shared vision for what effective 21st-century education looks like. This shared vision creates a starting place … Continue reading The 21st-Century Skill & Art Form – The Feedback Loop
I have a million and one questions this quarter as we continue to think about peer coaching and the ISTE Coaching Standards. Most of them seem to center on two main questions: What is it that we do? What does this master’s program qualify someone to do? What is peer coaching? As a start to an … Continue reading “Peer vs. Peer Coach vs. Coach (Module 2, ISTE-CS)”
This week in the Digital Educational Leadership program at Seattle Pacific University, I am exploring the roles of communication and collaboration in peer coaching as they align with ISTE Coaching Standards 1 & 2. Foltos asserted that “A skillful coach uses communication skills to encourage a collaborating teacher to think more deeply about a topic … Continue reading Coaching Reluctant Educators and Learning Generational Expectations
This quarter we are tackling the role of coaching. We have touched on specific ISTE Coaching Standards in past quarters, but this quarter we are really digging into what coaching is. And over the last two weeks, some of my peers and I have been thinking really hard about the distinction between a coach and an … Continue reading “Coach vs. Expert/Consultant/Mentor/Trainer/Tutor (6105 Module 1, ISTE-CS)”
