1:1 Instructional Coaches are full-time high school mentors that support all educators with implementing 21st-century learning skills and digital tools into instruction to support student academic success. These leaders build capacity within their campus' educators for digital pedagogy and student engagement. The 1:1 Coaches collaborate with campus and district administration to enhance digital learning throughout Garland ISD.
1:1 Coaches at GISD High Schools
Lolita Colon
Sachse High School | @lolita_colon
Hannah Edens
North Garland High School | @edens_hannah
Emily Gathman
South Garland High School | @emgathma
Ardelle Hamilton
Naaman Forest High School | @ArdelleFoshee
Gina King
Garland High School | @librarydaughter
Stephanie Spaeth
Lakeview Centennial High School | @s_spaeth
1:1 Instructional Coaching Pillars
& Program Framework
& Program Framework
Instructional Coaching
Pillar at a Glance
engage2Learn (e2L)
The e2L Focus Competencies for Coaches build coaching capacity for 1:1 coaches while increasing instructional support for teachers with a high focus on EOC content areas.
International Society for Technology Education (ISTE)
The ISTE standards for Coaches are the cornerstone for establishing and implementing personalized instructional coaching goals.
Coaching
Conversation
Calibrations
Classroom
Observation
+ Modeling
Level 1
Coaching sessions facilitated in GroweLab consistently score 0-4 on the e2L Coaching Conversation Rubric
Logs one classroom observation, including feedback, per month
Level 2
Coaching sessions facilitated in GroweLab consistently score 5-9 on the e2L Coaching Conversation Rubric
Logs two classroom observations, including feedback, per month
Level 3
Coaching sessions facilitated in GroweLab consistently score 10-15 on the e2L Coaching Conversation Rubric
Logs three classroom observations, including feedback, per month
Level 4+
Coaching sessions facilitated in GroweLab consistently score 16-20 on the e2L Coaching Conversation Rubric
Completes four classroom observation, including feedback, per month and models and/or co-teaches Best Practices in the classroom with teachers
Pillar Support Standards
Share effective instructional and technical strategies with teachers for the seamless use of digital tools in instruction based on the GISD curriculum and the ISTE standards for digital competencies.
Provide campus- and district-level staff development, coaching, and job-embedded support on technology including effective strategies of 21st-century learning.
Build the capacity of teacher leaders to lead high-quality grade-level collaboration focused on instructional design, student engagement, and digital learning.
Connected Data
Recognition and Support Systems: Analyzes GroweLab coaching data to celebrate growth and respond to areas of need in both personalized ways and based on trends
Data Informed Strategies: Builds capacity in others to analyze data and desired outcomes to inform decision-making that includes identifying areas of needs and setting measurable goals, responding to needs, and determining goal attainment
Coaching Role
Human Centered Approach: Facilitates human-centered coaching conversations by modeling authentic inquiry, focusing on the educator to create options collaboratively
4.3 Collaborator:
4.3.a - Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies.
4.3.b - Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate and aligned to content standards.
4.3.c - Partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption.
4.3.d - Personalize support for educators by planning and modeling the effective use of technology to improve student learning.
Foster Ownership
Supports self and team members’ professional learning by identifying potential areas of growth and learning opportunities
Pursue Continuous Growth
Supports facilitation of high-quality professional development that is relevant to the needs of the campus
Empower Others
Actively identifies future leaders and invests time and effort into supporting their growth and development
Provides effective coaching to team members to support their growth, including providing candid feedback about both strengths and areas for growth
Seek Innovation and Change
Encourages the implementation of new initiatives that serve the campus’ mission and goals
Celebrate Achievement
Consistently celebrates and rewards individuals and teams who stand out with exceptional commitment and achievements through specific praise and special touches
Project Positive Presence
Models high standards of honesty, trust, respect and confidentiality for team members
Pillar in Practice
2023 - 2024
Example #1
In alignment with the e2L Focus Competencies for Coaches, every month each 1:1 Coach selects at least two coachees from their “coaching roster” to celebrate in the e2L GroweLab platform.
📝Celebration Example
Example #2
In alignment with ISTE Coach standards as well as e2L Focus Competencies, coaches are cultivating authentic, ongoing relationships with educators by asking questions about and beyond the work to create meaningful connections and maintain trust.
📝Coaching Conversation Example
Example #3
During coaching conversations, 1:1 Coaches consistently share strategies, model authentic inquiry, and partner with educators to encourage implementation of new instructional strategies.
2022 - 2023
Example #1
At the beginning of the 22-23 school year, coaches were asked to generate a “coaching roster” of teachers they would like to coach and work with throughout the school year.
Example #2
Each month during Digital Learning led professional development, coaches conduct a deep data dive of their coachee data and determine next steps. Coaches used a document from eSuite as a guide.
Example #3
In alignment with the e2L Focus Competencies for Coaches, coaches were asked to document qualitative data by creating endorsements on the e2L platform, eSuite.
📝Endorsement Example
2021 - 2022
Example #1
As the beginning of the 21-22 school year, 1:1 coaches were asked to complete a “Learner Profile” modeled after Elena Aguilar’s Art of Coaching
Example #2
At the beginning of the 21-22 school year, 1:1 coaches reflected on their support at their campuses and set 2-3 SMART goals for the year.
Example #3
In alignment with the Google Coach certification, coaches were asked to log at least 10 hours of coaching per month. They were given a form starting point but given flexibility to edit as they needed to make the data applicable to their campus.
📝1:1 Coaching Log Form Example
📝1:1 Coaching Log Response Examples
Monthly Skill Focus
Pillar at a Glance
This guide is intended to scaffold the integration of digital skills into instruction, understanding of the ISTE Standards (Teacher & Students) and the development of digital citizenship among all GISD teachers and students. It is aligned to national standards and serves as a foundation for digital training and programs for the school year.
As Coaches plan professional development and campus based programing, the Monthly Skill Focus is a key component to support teachers with integrating technology in the classroom.
Professional
Learning
Facilitation
Level 1
Designs and facilitates one relevant, research-based professional learning opportunity to support targeted growth, including opportunities to follow-up with staff between training interactions.
Level 2
Designs and facilitates a relevant, data-informed, research-based professional learning opportunity to staff, per semester, to support targeted growth, including opportunities to follow-up with staff between training interactions.
Applies understanding of adult learning characteristics and motivation theory, including ensuring educator ownership, such as supporting self-assessment and goal-setting in training interactions.
Level 3
Designs and facilitates a relevant, data-informed, research-based professional learning opportunity to staff, per month, to support targeted growth, including opportunities to follow-up with staff between training interactions.
Utilizes coaching, observation, and training interaction data to inform strategic application of adult learning characteristics and motivation theory in coaching and training interactions.
Level 4+
3+ Provides a variety of access to professional learning opportunities, including asynchronous, in-person, and offline.
Designs and facilitates personalized pathways with multiple entry points by scaffolding the professional learning competencies and curating aligned resources and activities to support self-assessment, goal-setting, and individualized learning experiences.
Pillar Support Standards
Attend monthly meetings with the Digital Learning Team.
Collaborate with the Digital Learning Team on the implementation and enhancement of digital learning models in GISD.
Coaching Role
Personalized Pathways: Designs and facilitates personalized pathways with multiple entry points by scaffolding the professional learning competencies and curating aligned resources and activities to support self-assessment, goal-setting, and individualized learning experiences
Collaborative Partnerships
Adult Learning and Motivation: Utilizes coaching data to inform strategic application of adult learning characteristics and motivation theory in coaching and training interactions
4.4.a - Learning Designer:
Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.
4.7 - Digital Citizen:
Advocate Coaches model digital citizenship and support educators and students in recognizing the responsibilities and opportunities inherent in living in a digital world.
Pursue Continuous Growth
Shares and applies new learning to improve staff and personal performance
Seek Innovation and Change
Actively supports and remains accessible to staff during times of change or stress
Live the Vision
Builds a shared vision of success for team, working in collaboration with team members so that the vision is understood and owned by all
Pillar in Practice
2023 - 2024
Example #1
Coaches are asked to collaborate with their campus i3’s to share a monthly newsletter that includes information about the Monthly Skill Focus to create learning opportunities for their staff.
Example #2
Coaches not only attend monthly training with the Digital Learning team but also attend monthly 1:1 Coach Collaborative Meetings to share new learning with each other.
Example #3
Coaches were asked to select a Monthly Skill Focus to prepare a 30-45 min presentation for to share with the other coaches during monthly meetings with the Digital Learning Team. During the presentations, coaches not presenting engaged in a crit protocol to offer feedback before the presenting coach conducts the training on their campus.
2022 - 2023
Example #1
1:1 Coaches were asked to collaboratively create a “This or That” Digital Citizenship activity slide deck for students.
Example #2
Annually 1:1 Coaches meet with administrators to explore the current coaching dynamics, programing, and reflect on the progress made during the year. To prepare for the meeting, Coaches are asked to complete a guiding questions document.
Example #3
To facilitate growth and foster an exchange of ideas with colleagues, GISD scheduled a collaborative training with Rockwall ISD. Our 1:1 Coaches were paired with RISD coaches for all activities.
2021 - 2022
Example #1
1:1 Coaches completed a multimodal choice board that could be shared with teachers to experience differentiation with digital tools (the January Skill Focus)
Example #2
1:1 Coaches experienced ‘Outcomes in Canvas’ as students and set goals on which EOC teacher or team they would work with to utilize these to differentiate instruction in their classroom (January’s Skill Focus of Differentiation with Digital tools).
📝Example Action Goal set by a 1:1 Coach:
“What teacher on my campus could benefit from using Outcomes and/or the Learning Mastery gradebook?
Definitely ____ and their RTI efforts with the new teachers in Algebra I. Also because we have so many failures with English I EOC - and English II EOC - these teachers can use this information to guide their lesson plans
How could the use of Outcomes help with the implementation of EOC Intervention Plans?
Just like analyzing all the data, it's one more way to determine where students are struggling and come up with ways to help them master the skills for the test.”
Example #3
1:1 Coaches were asked to provide at least 1 training that helps educators implement best practices as they examine classroom management and digital citizenship (the August Monthly Focus).
Training
Pillar at a Glance
Professional Development & Training
Coaches work with a variety of stakeholders, tools, and resources to provide engaging professional development for adult learners. As a foundation, Coaches meet with the Campus Administrator to analyze and assess data to develop a professional development plan. Each campus has an Innovation In Instruction Member (i3), among other tech leaders, who work in collaboration with 1:1 Coach to fulfill the shared vision as established by the team.
Professional
Learning
Facilitation
Level 1
Designs and facilitates one relevant, research-based professional learning opportunity to support targeted growth, including opportunities to follow-up with staff between training interactions.
Level 2
Designs and facilitates a relevant, data-informed, research-based professional learning opportunity to staff, per semester, to support targeted growth, including opportunities to follow-up with staff between training interactions.
Applies understanding of adult learning characteristics and motivation theory, including ensuring educator ownership, such as supporting self-assessment and goal-setting in training interactions.
Level 3
Designs and facilitates a relevant, data-informed, research-based professional learning opportunity to staff, per month, to support targeted growth, including opportunities to follow-up with staff between training interactions.
Utilizes coaching, observation, and training interaction data to inform strategic application of adult learning characteristics and motivation theory in coaching and training interactions.
Level 4+
3+ Provides a variety of access to professional learning opportunities, including asynchronous, in-person, and offline.
Designs and facilitates personalized pathways with multiple entry points by scaffolding the professional learning competencies and curating aligned resources and activities to support self-assessment, goal-setting, and individualized learning experiences.
Pillar Support Standards
Build the capacity of teacher leaders to lead high-quality grade-level collaboration focused on instructional design, student engagement, and digital learning.
Attend biweekly meetings with the Digital Learning Team.
Collaborate with the Digital Learning Team on the implementation and enhancement of digital learning models in GISD.
Work collaboratively with campus technicians to support teachers with device troubleshooting.
Assist principal(s) and campus committees with the planning of technology training, implementation of technology plans, and selection of technical equipment and software.
Connected Data
Data Informed Strategies: Builds capacity in others to analyze data and desired outcomes to inform decision-making that includes identifying areas of needs and setting measurable goals, responding to needs, and determining goal attainment
Recognition and Support Systems: Analyzes GroweLab coaching data to celebrate growth and respond to areas of need in both personalized ways and based on trends
Coaching Role
Personalized Pathways: Designs and facilitates personalized pathways with multiple entry points by scaffolding the professional learning competencies and curating aligned resources and activities to support self-assessment, goal-setting, and individualized learning experiences
Collaborative Partnerships
Adult Learning and Motivation: Utilizes coaching data to inform strategic application of adult learning characteristics and motivation theory in coaching and training interactions
Systems Thinking
Coaching in Context: Applies understanding of context, culture, patterns, mental models, visual tools, and systemic structures to personalize options from an empathetic perspective
4.5 - Professional Learning Facilitator
4.5.a - Design professional learning based on needs assessments and frameworks for working with adults to support their cultural, social-emotional and learning needs.
4.5.b - Build the capacity of educators, leaders and instructional teams to put the ISTE Standards into practice by facilitating active learning and providing meaningful feedback.
4.5.c - Evaluate the impact of professional learning and continually make improvements in order to meet the schoolwide vision for using technology for high-impact teaching and learning.
Foster Ownership
Supports the development of measurable campus-wide goals that are aligned to campus needs and the district's vision
Pursue Continuous Growth
Actively seeks and effectively applies feedback from all stakeholders; builds a culture of regularly seeking and providing productive feedback
Models a commitment to continuous learning and improvement through engagement in professional learning based on their needs
Supports facilitation of high-quality professional development that is relevant to the needs of the campus
Seek Innovation and Change
Encourages the implementation of new initiatives that serve the campus’ mission and goals
Focus on Student Success
Demonstrates ability and capacity to collect, monitor, analyze and act on multiple forms of relevant data to track growth towards goals
Pillar in Practice
2023 - 2024
Example #1
1:1 Instructional Coaches conducted a data dive of Canvas Admin Analytics and completed a SOAR analysis then created a training plan for their campus based on individual campus data.
Example #2
During one of the monthly training sessions with Digital Learning, coaches learned more about adult motivation and TERA quotient by completing a choice board activity with multimodal choices.
Example #3
To keep with best practices and extend their PLN coaches attend TCEA every year. During one of our monthly training sessions, we asked the coaches to create their schedule of sessions they wanted to attend during the conference. Coaches were asked to plan with campus needs in mind.
2022 - 2023
Example #1
To better determine what teachers wanted for training during the year, 1:1 Coaches are asked to conduct a survey. Data from the survey is used to guide planning professional development for the year.
Example #2
1:1 Coaches are responsible for two sessions during the GISD annual technology conference, iCon. Coaches can create training on any topic they choose and were given templates to use for presentations.
📝iCon 23 Presenter Slide Template
📝iCon 23 Session Agenda Template
Example #3
In order to leverage their digital leaders on campus (i3 and DLs), 1:1 coaches created customized agendas to facilitate programming.
2021 - 2022
Example #1
Instructional Coaches reviewed the most recent BrightBytes data to set goals for the upcoming year.
📝The question of focus was “When you look at the campus's strengths and areas of improvement, how can the Monthly Skill Focus and BrightBytes collectively help guide planning, coaching, or program development?
Example #2
During the full day monthly meeting with DLT, 1:1 coaches were given time for purposeful collaborative planning.
Example #3
In order to leverage their digital leaders on campus (i3, Champs, DLs), 1:1 coaches created agendas to facilitate programming.
Growth and Reflection
Pillar at a Glance
Growth & Reflection
Coaches use professional learning opportunities to examine and celebrate areas of growth as well as use newly acquired skills (coaching and technical) to transform teaching and learning in Garland ISD.
Level 1
Logs 5 coaching sessions, monthly
Logs 1 celebration, monthly
DLT modeling of 2 Growe sessions
2 calibrations each month
1:1 Professional Learning Days
Monthly coaching session
Engages in professional learning opportunities and pursues the following certifications:
Level 1 & Level 2 Google Educator
Level 2
Logs 7 coaching sessions, monthly
Logs 2 celebration, monthly
DLT modeling of 1 Growe session
2 calibrations each month
1:1 Professional Learning Days
Monthly coaching session
Engages in professional learning opportunities and pursues the following certifications:
Google Trainer
Results Coaching Level 1
Level 3
Logs 10 coaching sessions, monthly
Logs 3 celebration, monthly
One Calibration from DLT per month
Monthly coaching sessions with DLT during 1:1 meeting days
1:1 Professional Learning Days
Consistently engages in a variety of relevant professional learning opportunities and pursues multiple certifications, including but not limited to:
Google Coach
Results Coaching Level 2
Level 1 e2L Data Informed Growth Coach
Level 4+
Logs 10+ coaching sessions, monthly
Logs 3+ celebration, monthly
Monthly Peer Calibrations
One calibration from DLT per semester
1:1 Professional Learning Days
Extends on relevant professional opportunities and pursues multiple certifications, including but not limited to:
Level 2 e2L Data Informed Growth Coach
Additional certification(s) of 1:1's choice
Pillar Support Standards
Assess campus acquisition of skills using a variety of evaluation procedures and support
planning for improvements.
Attend monthly meetings with the Digital Learning Team.
Collaborate with the Digital Learning Team on the implementation and enhancement of digital learning models in GISD.
Connected Data
Recognition and Support Systems: Analyzes GroweLab coaching data to celebrate growth, predict and respond to areas of need in both personalized ways and based on trends
Collaborative Partnerships
Relationships: Cultivates authentic, ongoing relationships with educators by asking questions about and beyond the work to create meaningful connections and maintain trust
Adult Learning and Motivation: Utilizes coaching data to inform strategic application of adult learning characteristics and motivation theory in coaching and training interactions
Systems Thinking
Coaching in Context: Applies understanding of context, culture, patterns, mental models, visual tools, and systemic structures to personalize options from an empathetic perspective
4.6 - Data-Driven Decision-Maker:
Coaches model and support the use of qualitative and quantitative data to inform their own instruction and professional learning.
4.1.a - Change Agent:
Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process.
Foster Ownership
Models holding self-accountable and contributes to a campus culture where staff evaluate their practice and contribution towards campus goals
Pursue Continuous Growth
Models continuous reflection on own actions and behaviors, accurately identifies areas of strength and growth, and works to improve.
Models a commitment to continuous learning and improvement through engagement in professional learning based on their needs
Supports facilitation of high-quality professional development that is relevant to the needs of the campus
Seek Innovation and Change
Encourages the implementation of new initiatives that serve the campus’ mission and goals
Focus on Student Success
Demonstrates ability and capacity to collect, monitor, analyze and act on multiple forms of relevant data to track growth towards goals
Analyzes and identifies patterns across different data sets and uses insight to solve complex problems impacting multiple parts of the campus/department
Pillar in Practice
2023 - 2024
Example #1
Campus administrators are able to view quarterly coaching data throughout the year.
Example #2
Coaches were asked to reflect on their coaching from first semester using a coachee tracking tool to find patterns among coachees and determine next steps for support during second semester.
Example #3
Coaches maintain an ePortfolio as a reflection of their work on campus. Coaches were given a Buerk Rubric to use when adding evidence to their portfolio.
2022 - 2023
Example #1
After their first full day of coaching with e2L coaches, coaches submitted a reflection of the day.
Example #2
To keep with best practices and extend their PLN coaches attend TCEA every year. During one of our monthly training sessions, we asked the coaches to create their schedule of sessions they wanted to attend during the conference. Coaches were asked to plan with campus needs in mind.
Example #3
Coaches maintain an ePortfolio as a reflection of their work on campus. Coaches were given a Buerk Rubric to use when adding evidence to their portfolio.
2021 - 2022
Example #1
As part of the Certified Coach program, coaches used storytelling as a way to advocate the work they are doing with key stakeholders.
Example #2
In alignment with the Google Coach certification, coaches were asked to log at least 10 hours of coaching per month. They were given a form starting point but given flexibility to edit as they needed to make the data applicable to their campus.
📝1:1 Coaching Log Form Example
📝1:1 Coaching Log Response Examples
Example #3
Coaches use the ISTE Coaches standards to reflect on their impact throughout the year and goal set for the upcoming school year.