Why teachers need a technology coach
Created by S.Markiewicz
A recent survey of professional development trends reported that the average teacher within the United States received 25.4 hours of PD annually . The survey also stated the average school district invests $225,200 annually in PD.
Hours of PD
Spent on PD
University of Kansas Center for Research and Learning Study (2004)
Without support and follow-up, inmplementation of new instructional methods was 15%
With the addition of coaching, implementation increased to 85%
"..Effective professional learning is intensive, ongoing, focused on the classroom, and occurs during the teacher's workday." ISTE Study (2011)
A Technology Coach will - participate in the development and implementation of a technology plan - create policies and procedures - manage the change process.
A Technology Coach will - keep abreast of the best available resources - conduct regular needs assessments - keep professional learning continuous, meaningful, and fresh.
A Coach will have skills to - assist teachers with embedding technology in ways that will increase higher order thinking - model best practices - provide customized teacher feedback, - embrace equity and diversity - promote digital citizenship
Focused on the Classroom
During the work day
Intensive and ongoing
In addition, as part of the technology team, a Technology Coach will search for appropriate funding and keep spending in check.
A University of Kansas study determined, "coaching significantly increases the rate of newly learned practices." In another study, Wong and Wong (2008) found that, in a coaching relationship, "...teachers feel more motivated and responsible to act on new skills."
Teachers + technology + coaching support = success
Beglau, M., Craig Hare, J., Foltos, L., Gann, K., James, J., Jobe, H., & Smith, B. (2011). Technology, coaching and community: Power partners for improved professional development and secondary education. Retrieved April 25, 2015, 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. Retrieved May 5, 2015, from http://learningforward.org/docs/pdf/nsdcstudy2009.pdf ISTE Standards: Coaches. (2011). Retrieved April 23, 2015, from http://www.iste.org/docs/pdfs/20-14_ISTE_Standards-C_PDF.pdf Knight, J. (2004). Instructional coaching. StrateNotes 13(3):1. The University of Kansas Center for Research on Learning. Logan, L. (2014). Significant growth in 1:1 initiatives in schools, national survey says. Retrieved May 6, 2015, from https://www.amplify.com/viewpoints/significant-growth-in-1-to-1-initiatives-in-schools-national-survey-says Resnick, R. (2010). National survey of professional development trends: 2010. Education Market Research, Rockaway Park, NY. Wong, H., & Wong, R. (2008). Coaches Are More Effective than Mentors. Retrieved May 7, 2015, from http://www.teachers.net/wong/FEB08/