Collaboration - through collaboration, the coach makes it
possible for teachers to engage in reflective dialogue about
teaching, and to work together as partners to co-create.
Modeling - coaches can go into classrooms to model how to
employ the particular best practice that teachers are learning
Observing and providing feedback - coaches watch teachers and
discuss their observations, allowing the teachers to make their
own sense of the data.
Support - making it as easy as possible for teachers to implement
a new practice.
Tech Integration Coaching Prototype
Our goal for introducing a tech integration coaching initiative was to
explore a more distributed leadership approach to facilitating technology
integration across the school. It was recognized that our school’s level of
technology integration had evolved to a point where a number of
teachers were early adopters or even innovators in their teaching areas.
As Hall and Hord (2011) point out in their discussion about
communicating innovations, by tapping into the expertise and thinking of
the innovators and adopters, a better and more positive communication
flow of information and innovation can be leveraged. We wished to
explore the potential value of peer coaching within division and subject
areas to see if a more individualized approach to PD resulted in greater
empowerment of teachers to integrate technology.
Our focus was on finding teachers with the right qualities to be tech
integration coaches. These qualities include the ability to build trust and
communicate well. We wanted our coaches to be team players who knew
what teachers were doing in their classrooms and who could support
teachers to use technology to enhance learning. We wanted coaches who
were highly organized yet flexible, and who could plan with teachers,
while providing a safe, non-threatening and non-judgmental, risk-taking
environment. We also found it important that our coaches have enough
depth and breadth of knowledge to organize and structure a technology-