Technology Integration Coaching Program

1
Technology Integration Coaching Program

• Day 1

2
Introductions

• Palm Springs Unified School District
• Riverside Unified School District
• San Bernardino County Schools
• RIMS CTAP staff

3
EETT Program Overview

• Why are we here?
• NCLB - Title II, Part D
• Enhancing Education Through Technology (EETT)
  Competitive Grant
• Using technology tools to improve student
  achievement
• Coaching as a research-based professional
  development program

4
Coaching Program Outcomes

• Coaches will support participant teachers as they
  increase their integration of technology
• Coaches will model technology integration
  strategies and lessons for participant teachers
• Coaches will facilitate professional
  collaborative conversations at the site about
  effective practices to support student achievement

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Coaching Program Outcomes

• Coaches will increase in their leadership and
  communication skills as measured by the
  leadership self assessment
• Coaches will take part in a district-wide
  professional learning community focused on
  supporting the needs of participant teachers
• Coaches will collect and analyze data as required
  by the grant program

6

• Coaching is not about teaching the caterpillar
  how to fly, its about creating an opening for it
  to see the possibility.
• Paul Lefebvre

7
Agenda

• Introductions and Overview
• Norms
• Role of the Coach
• Getting to Know Each Other
• Leadership Self-Assessment

• Building Trusting Relationships Paraphrasing
• District Work Time
• Mind Styles
• Evaluation and Closure

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Day 1 Outcomes

• Coaches will develop a common understanding of
  the goals and outcomes of their grant
• Coaches will practice building rapport using
  paraphrasing skills and wait time
• Coaches will develop an understanding of their
  own learning and communication styles and
  preferences

9
Norms

• What are some elements of a BAD professional
  development experience?
• What elements make a training effective,
  enjoyable, and worthwhile?
• What agreements (norms) can this group make to
  ensure a positive training experience for
  everyone?

10
Getting to Know You

• Two Truths and a Lie

11
Roles and Responsibilities
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Role of the Coach

• To support and guide the Participating Teachers
  at the site in the process of integrating
  technology tools into classroom instruction in
  support of the adopted curriculum
• Curriculum-aligned lessons
• Modeling effective technology integration
• Collaboration on effective strategies
• One-on-one support of Participating Teachers
• Data collection

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Role of the Project Manager

• To support and guide the coaches as they
  integrate technology and support participant
  teachers
• To serve as a Coach to the Coaches
• Group and individual meetings with coaches
• Facilitate communication with site and district
  administrators

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Role of the Project Manager

• To manage the implementation process of the grant
  program as a whole
• Access to professional development / resources
  for the coaches and participating teachers
• Dissemination of best practices in technology
  integration
• Data collection and reporting
• Budget monitoring

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The Role of RIMS CTAP

• To implement a sustainable model of peer support
  for the effective implementation of technology at
  each school site
• Best practices of technology integration
• Coaching and mentoring skills
• Modeling and classroom observation techniques
• Data-driven decision-making
• Individualize and customize curriculum to meet
  participant needs

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Why Peer Coaching?

• Traditional methods of professional development
  have limited success in promoting new strategy
  implementation
• Little to no opportunity for reflection.
• Generally limited to skill learning with no
  follow-up
• Limited implementation in the classroom

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Why Peer Coaching?

• Reduces isolation - embedded within a
  professional learning community
• Supports ongoing implementation of new strategies
  in the classroom
• Provides access to ongoing training linked to
  classroom practice
• Provides multiple avenues for collaboration
• Provides opportunity to share successful practices

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Coaching Program Phases

• Foundation
• Build trust
• Identify needs and expertise
• Learning
• Dialogue about process and strategies
• Modeling of effective practices
• Feedback on process and/or products
• Reflection about process and/or products
• Action
• Implement / commit to new models

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The Role of the Coach
Plan
Collaborate
Coach
Consult
Evaluation
Reflect
Model
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Coaching Support Materials

• Website
• http//ctap10.org/coach4
• Flash drive
• Handouts
• PowerPoint presentation
• Supporting documents

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(No Transcript)
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Leadership Self-Assessment

• Purpose
• Customize program based on needs
• Program monitoring and evaluation
• Background
• Leadership Capacity for Lasting School
  Improvement, Linda Lambert
• Cognitive CoachingSM, Arthur L. Costa and Robert
  J. Garmston, Co-Developers.

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Leadership Self-Assessment

• http//www.profilerpro.com
• Create an account
• Join group
• Round 4 EETT Coaching Program
• Password coach4
• Take assessment
• Click submit

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Leadership Self-Assessment

• Non-use not yet learned about or been trained in
  this skill
• Awareness enough knowledge of the skill to
  explain it
• Demonstration use the skill or strategy
  occasionally, with conscious effort
• Integration You utilize the skill or strategy on
  a regular basis
• Transfer sense of expertise and confidence in
  this skill or strategy, applied consistently and
  without conscious effort able to mentor others

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Paraphrasing
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Why Paraphrase?

• Demonstrates commitment to understanding
• Clarifies the communication
• Affirms the value of the speaker and encourages
  them to elaborate
• Reduces the level of defensiveness in the
  conversation
• Keeps the focus on the speaker

27
Paraphrasing

• Wait Time
• Acknowledging and clarifying
• Content
• Emotion
• Summarizing and organizing
• Offer themes, categories, or order
• Shifting conceptual focus

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Paraphrasing

• Attend fully
• Listen to understand
• WAIT!
• Capture the essence of the message
• Reflect the essence of non-verbal components
• Paraphrase before asking a question
• Use you, not I

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Building Trusting Relationships

• Activity
• Using the Coaching Booklet
• Pages 4 10 Listen
• Pages 13 22 Paraphrase!
• Activity practicing various body language styles
• Open, closed, mirroring body language

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Re-Focusing Activity

• Survey Monkey
• What do you want for lunch on Thursday?
• http//www.surveymonkey.com/s.asp? u249412433579
• password coach4
• A data analysis of lunch preferences will be
  reviewed tomorrow!

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Paraphrasing Activity

• Initial speaker tells a story for approximately 1
  minute
• Respondent paraphrases in 45 seconds
• Speaker continues story for 1 minute
• Respondent paraphrases in 30 seconds
• Speaker continues/finishes story for 1 minute
• Respondent paraphrases in 15 seconds

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District Work Time

• Getting to know your program
• Goals and objectives
• Timeline
• Strategies
• Student outcomes
• Additional topics as determined by district
  program manager
• Return at 215 - make sure you take a break

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Gregorc Style Delineator

• Reference point the REAL YOU
• Words are not parallel or sequential
• Rank the ten sets of four words
• 4 most like you
• 1 least like you
• No two words with same rank
• First impression is most valid

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Scoring the Style Delineator

• Add across the five sets
• Add down in dark red columns
• Total of four columns should 100
• Graph results
• Place dots on each axis indicating score
• Connect the dots
• Note dominant styles (those over 27)
• Read style comparison on back

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Mind Styles

• Group by mind style
• Concrete sequential
• Abstract sequential
• Abstract random
• Concrete random
• Chart most notable characteristics your group
  seems to have in common

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Mind Styles

• Review General Characteristics Extend-a-Chart
• Add to chart any relevant items that were
  previously missed
• Share out
• Return to table groups
• Pair/share with person of another mind style
• What mind style characteristics people should
  know about YOU?

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Perceptual Qualities

• Concrete Sequential (CS)
• Abstract Sequential (AS)
• Abstract Random (AR)
• Concrete Random (CR)
• Every human being has all four channels for
  mediating with the world. However, individuals
  vary in amounts, capacities, and refinement of
  each

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The person in charge of us is us, and we may
resent the responsibility

• Judith Viorst

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Review and Reflection

• Chat with your shoulder partner about which of
  todays topics had an impact on your role as
  coach
• Write a reflective passage about Day 1 including
  (but not limited to) what you have learned, your
  thoughts about being a coach, and what you hope
  to learn over the next three days
• Complete the 4-square evaluation covering todays
  session

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Evaluation and Closure

• Please leave 4-square evaluation on center of
  table
• Reminder for tomorrow
• Continental breakfast 800 - 830
• Agenda starts at 830