Last year, a colleague and he asked me how long I thought it would be before a position like mine (Technology Instructional Coach) became obsolete. It’s a bold question and I took a minute to ponder it. After all, different schools have different coaching models- some have curriculum specific coaches, some have general instructional coaches. Schools also define coaching differently. While the term ‘Coach’ is increasingly attached to my role across International Schools, the job itself often demands the wearing of a consultant’s hat, where I am the expert or mentor dispensing knowledge as the designated ‘expert’ in the field. I’ve always seen my role as being in service of learning. When working in IB schools I worked closely with curriculum and school leaders to define the type of learning we wanted to see in the classroom. We collaborated to develop inservice training and PD opportunities, we promoted non IB related PD that we felt aligned with our values, modeled the type of learning experiences we wanted to see in classrooms and partnered with teachers to develop their skill set- coteaching, mini lessons, covered lessons so they could go and observe in another classroom, we even tag teamed some planning meetings to present an idea. My depth of feeling was such that when I took a school-wide leadership position, I insisted on my successors being ‘housed’ with the curriculum coordinators and, sure enough, they played an active role in developing the type of learning experiences we felt were aligned with our educational philosophy. Over time, I played many different coaching roles- consultant, mentor, remediator, as well as coach as defined by this graphic from the CfBT Education Trust and researchers from Newcastle University: So, back to my colleague's original question. I’ve often said that my job is to do myself out of the job I was hired for; in recent years that has been related to system implementation or even the implementation of 1:1 programs. In so doing, I get to uncover the next problem worth solving. Don’t get me wrong, there’s always maintenance to be done- faculty changes often reset the playing field where PD and teacher Tech skills are concerned. I believe school’s implement coaching models because they see it as being an essential component in furthering professional practice and transforming student learning. As a Tech Coach, what I do is in service of learning and by undertaking the broader tasks associated with being a coach- engaging in dialogue that supports deep reflection and results in improved professional practice; defining goals, identifying and implementing pedagogical strategies, co planning and co teaching, planning and leading Professional Development, and organizing learning walks and lesson studies. As a result, another door opens into teacher mindsets, routines, and practices that will help me to better understand where a teacher is on their own learning journey, and, by changing hats sometimes from coach to consultant, help them directly in more effectively integrating digital skills in an authentic manner and support them as they seek to truly embrace classroom innovation. My understanding of who I am as a coach continues to evolve and I believe it is inextricably linked to the reason schools go all in with Technology, 1:1 programs, robotics and MakerSpaces in the first place. I clearly have more reading and reflecting to do, and will be starting here, with the ‘Coaching for Teaching report from CfBT Education Trust: https://www.ncl.ac.uk/media/wwwnclacuk/cflat/files/coaching-for-teaching.pdf?fbclid=IwAR3dmE5_WzBvaT6bjtW2gmzYPiIyVzaZjyOWI8aWgIHd-uv1snjfe-F4Pqg
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About the AuthorPassionate about learning, creativity, innovation and tech. Brit Abroad keen to work with others to make the world a little kinder. Archives
April 2019
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