Tracking the work I've done with teachers has allowed me to identify three important trends: 

1. What coaching support has been requested and offered

2. Which tools and applications are being used by staff and students

3. Which staff members are requesting coaching and who is resisting or avoiding professional development:

• 97% (72/74) of PHS educators received coaching and professional development 

• 92% (34/37) of ACMS teachers received coaching /professional development - up 8% from last year

I also assisted many non-teaching staff members (admin, nurses, counselors, secretaries, etc.) and consulted on technology and EE issues including Google, PDPs, and Standards-Based Grading with colleagues from several neighboring school districts.

But numbers are not enough to evaluate the impact of coaching on teacher practice. This year, the coaching team provided an end-of-cycle survey. Here is  my feedback

Tracking the work I've done with teachers has allowed me to identify three important trends: 

1. What technology and/or EE support has been requested and offered

2. Which tools and applications are being used by staff and students

3. Which staff members are requesting coaching and who is resisting or avoiding professional development:

• 100% (63/63) of PHS teachers received coaching and professional development - up 2% from last year

• 84% (53/63) of PHS staff requested PD 6+ times (at least once per academic term) - up 35% from last year

• 100% (28/28) of ACMS teachers received coaching /professional development - up 8% from last year

• 69% (20/28) of ACMS staff requested PD 6+ times (at least once per academic term) - up 42% from last year

I also assisted 26 non-teaching staff members (admin, nurses, counselors, secretaries, etc.) and consulted on technology and EE issues including Google, PDPs, and Standards-Based Grading with colleagues from several neighboring school districts.

My greatest achievement in tracking the PD that I provided this year is the increase in staff at both PHS and ACMS who are regularly (at least once per term) seeking coaching and professional development. There were only eight Asa staff members who did not work with me six times or more (up 42% from 2016-2017) and only twelve at PHS (up 24% from last year). This indicates that coaching is truly becoming operational and embedded in the PSD culture.

Tracking the work I've done with teachers has allowed me to identify three important trends: 

1. What technology and/or EE support has been requested and offered

2. Which tools and applications are being used by staff and students

3. Which staff members are requesting coaching and who is resisting or avoiding professional development:

• 98% (53/54) of PHS teachers received coaching/professional development - up 2% from last year

• 50% (27/54) of PHS staff requested PD 6+ times (at least once per academic term) - up 12% from last year

• 92% (25/27) of ACMS teachers received coaching /professional development - down 5% from last year

• 30% (8/27) of ACMS staff requested PD 6+ (at least once per academic term) - up 3% from last year

Although these numbers are encouraging, there are still a few teachers that have not accessed coaching on their own. At the end of the year, I met with each teacher with whom I didn't work this year to ask why. 

• At PHS, the one teacher who didn't work with me is part of the special education department. The work that I did with other teachers in that department was shared with him so he received peer-coaching.

• Toward the end of the year at ACMS, there were four teachers with whom I didn't work. When I met with them, two of the four asked for immediate coaching on the new LMS and we began working together to plan for next year. This indicates that perhaps some teachers might need me to stop in and personally invite them to work on things together. The other two stated that they were receiving EE coaching from another learning coach. I also asked these teachers how they felt about the "Tech PD Days" at ACMS; everyone seems to prefer "on-call" support to "event PD."

With administrative support, articulated expectations for PD, and accountability, I believe that all teachers will benefit from EdTech and EE coaching.  Several teachers included a technology component in teachers' Professional Practice Goals (PPG). I wonder if administrators can suggest the PPG contain some coaching component.

I also assisted 40 non-teaching staff members (admin, nurses, counselors, secretaries, etc.), 15% on a regular basis. In addition, I consulted on technology and EE issues including Google, PDPs, and Standards-Based Grading with colleagues from several neighboring school districts and mentored new Google Innovators in Toronto and Sweden/Singapore

I have tracked the work that I've done with staff at PHS and ACMS, as well as with other teachers and administrators in the District. This has allowed me to identify three important trends: 

1. What technology support has been requested and offered

2. Which tools and applications are being used by staff and students

3. Which staff members are requesting coaching and who is resisting or avoiding professional development:

• 96% (54/56) of PHS teachers received coaching and professional development

• 38% (21/56) of PHS staff requested PD six or more times (at least once per academic term)

• 97% (29/30) of ACMS teachers received technology coaching and professional development

• 27% (8/30) of ACMS staff requested PD six or more times (at least once per academic term)

Although these numbers are encouraging, there are still a few teachers that have not accessed coaching on their own. With administrative support, articulated expectations for PD, and accountability, I believe that all teachers will benefit from EdTech and EE coaching. 

Several teachers also included a technology component in teachers' Professional Practice Goals (PPG).

My 2015 - 2016 goal of educating teachers in the SAMR model and assisting them as they evaluate and redesign lessons includes a tool for both reflection and revision.