In the spring while I was busy finishing up my MEd with UKSTL, I wondered what my fall would look like. How would I possibly stay busy and fulfilled? Looking back, I just have to laugh at myself. Of the many things that have kept me working (seemingly) nonstop is the Eduro Learning course, Coaching: From Theory to Practice. When this course first debuted last fall I wanted to take it right away but decided against it since I was still in the middle of my MEd. Fortunately for me, AISQ8 decided to pay for a cohort of leadership to take the course together. W00T! I love that we’re committing not only to a cohort model of professional learning but also the new commitment to coaching. Our forum posts are private and I’m not used to such a closed environment after COETAIL. I asked my coachee if I could post my reflections on my blog…thankfully she obliged!
Briefly introduce yourself here (in our group forums, where all of our online conversations will take place) so I can get to know you a bit. In the same introductory post, can you please share: one key “Essential Agreement” you think AISK needs for coaching to be successful, and why; and
a goal you have for this course.
My name is Lissa and I’m a PK – 12 Technology Integration Coach. This is my 4th year in this position and in Kuwait. Before moving to Kuwait with my husband, I taught HS French in South Carolina. I’m a COETAIL grad & Coach and finished my MEd in School Tech Leadership in May. I love teaching and collaborating with teachers around the world to enhance student learning.
I’ve been excited to take this course since it debuted last fall. My goals are to further my thinking on what it means to be an instructional coach and to incorporate research based practices into my daily coaching practice.
An essential agreement that I think AISQ8 needs: We challenge & push each other to extend our professional practice in a way that exhibits the IB Learner Profile.
In a reflective post on our course community, share your thoughts on the process of selecting a colleague to work with, including at least one goal for your work with this colleague over the next six weeks.
Even though I knew it was coming that I would have to pick a teacher to work with, I was still unprepared. When I took a minute to think about it, I thought it would be great to work with one of our current AIS COETAILers. I would be able to double-dip…I’m also a COETAIL Coach. When I reflected on going that route, I decided against it. The teachers starting COETAIL might already be a little overwhelmed and I didn’t want this to be just another thing on their plates. So I made a list of all the AIS teachers who expressed interest in COETAIL but weren’t able to commit for whatever reason. It turned out to be a list of several people I would love to work with. How to make the decision?!
Earlier this week Matt and I received an email from two grade 3 teachers. They were interested in having us come into their classrooms to teach their students about presentation programs they could use. After a few back & forth emails, we asked them if we could meet to chat and figure out a plan. Throughout the course of the discussion we decided that we would first start with how to present information (skill) and then transition into the programs (tools) they could use. We also realized that the expert in the room about prezi wasn’t one of the tech integration coaches, but one of the teachers. It was a planning meeting that reminded me of Diane Sweeney’s 5th ‘Practice for Student-Centered Coaching’ – we planned the big picture together instead of us simply telling them what we would do. Further, our discussion was pedagogically driven, not simply tool driven (p. 53).
Last night when I reflected on my list of candidates (which included one of the grade 3 teachers above), I felt as though she had chosen me. Clearly she was interested in technology integration and our planning conversation resonated with her. W00T! I emailed her before I left school to ask if we could chat today, I had a favor to ask her. Today I went with my little sticky note of what I would be asking of her. I was nervous! Turns out she was nervous too – she wasn’t quite sure what I could possibly need from her. When I asked her, she told me she was honored and excited. And wanted to give me a hug. Wow. Although I’ve realized during the last 3+ years as a coach how important relationships really are, our conversation and Kim’s post really hit home. We went on to talk for the next 15 minutes about graduate programs and college football. I believe that our first interactions went a long way towards her seeing me as “approachable, dependable, collaborative, friendly, and above all, willing and able to support their needs.” We both went from nervous to super excited to work together. Bonus: Andria is working with the other grade 3 teacher that took part of our meeting. As friends, I think it will be great that they are both getting coaching from this group. I can’t wait for our journey to begin!
One of my goals for coaching during the next 6 weeks is to focus on teaching and learning, not simply the technology. I want to ensure that we are working towards effective teaching in order to improve student learning. I want to stay away from taking the easy way out and defaulting to tools. Our goals need to be based on effective pedagogy and student learning, not the cool new tech tools.
4 thoughts on “Learning to Coach, Coaching to Learn pt. 1”