Standard 3 - Collaborator
Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes.
Embedded Files
Indicators
3a. Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies.
3b. Partner with educators to identify digital learning content that is culturally relevant, developmentally appropriate, and aligned to content standards.
3c. Partner with educators to evaluate the efficacy of digital learning content and tools to inform procurement decisions and adoption.
3d. Personalize support for educators by planning and modeling the effective use of technology to improve student learning.
Evidence 0f Competency
Educator Technology Implementation Survey
Artifact Description
This artifact is a professional development needs analysis survey for indicators 3a and 3d I created this survey to identify needs that can be addressed with focussed professional development. I introduced this survey to small groups of teachers with the purpose of listening to their thoughts and concerns they would like addressed within our PLCs and professional development.
Implementation
To implement this artifact, I circulated this survey in small groups within our school to gather ideas from multiple perspectives. The survey asked questions like, “What concerns do you have about using technology in your live engagement labs?” “How could professional development on engaging technology practices support you?” The questions were created with support from colleagues to help identify concerns and ideas for creating supportive professional development for our further growth.
Impact
The impact of this survey is the development of a trusted space to share our ideas and concerns as we consider instructional strategies that can support and enhance instructional strategies. I believe this will improve our ability to focus on professional development that helps us support students by planning and modeling effective strategies within these guided sessions that are influenced by our survey feedback.
Reflection
Creating a survey and delivering it to colleagues in small groups has allowed me to build trusting and respectful relationships with my colleagues and has given me an opportunity to get to know their concerns and needs for support in developing instructional strategies that support and engage all learners. This helps me meet indicator 3a, establishing trusting and respectful coaching relationships that encourage educators to explore new instructional strategies. I am experiencing a shift in trust already just from opening up a safe space to have real conversations about what is needed to support individual teachers. The survey and discussions that come from it also help me meet indicator 3d by personalizing support for educators through planning and modeling of effective use of technology. This is happening in our PLCs and is prompted by the survey. The PLC focus is shifting from generalized and informational to detailed, specific, and supportive based on teachers' immediate needs and feedback.
Evidence 0f Competency
Distance Education Experience
Artifact Description
This artifact is a video clip from a collaboration with a Math Expert during a Distance Education Experience we created to inspire all students to keep a Growth Mindset in Math.
Implementation
To implement this artifact, I collaborated with a math expert to create a distance education experience for students to introduce them to a Math Growth Mindset. We planned, prepared, and executed a live zoom session for students to connect with this expert.
Impact
Creating a distance education experience that encourages partnering with other educational experts and colleagues impacts my ability to be a collaborator because it opens my teaching practice to diverse ideas and opportunities. This also builds lasting relationships that can be modeled and encouraged for other teachers. When I shared about my experience during our PLCs, several teachers shared distance education experiences they created as well and many teachers were inspired to go try it out too. This is now part of our ongoing discussions and consideration as we work to engage all learners.
Reflection
Partnering with educators in distance education experiences has an impact on the digital learning content that we use to create culturally relevant and developmentally appropriate learning experiences and helps me meet indicator 3b. It supports the overall goal of creating dynamic learning engagement opportunities and creates a culture of collaboration, reflection, and revision that keeps learning experiences dynamic, relevant, and purposeful. This experience helped me to connect with a math expert to bring a growth mindset lesson in math that allowed learners to see themselves as math capable no matter their skill set. This is a great example of the importance of partnering with other educators to create an authentic experience through meaningful collaborations.
Overall Reflection
I am demonstrating my growth towards indicators 3a and 3d by creating opportunities to build trust and evaluate the needs of colleagues with surveys and small group conversations that I have to help us create a collaborative, trusting relationship. This allows me to personalize support through their feedback to create, plan, and model examples of effective techniques used to improve learner engagement in lessons. I am also demonstrating ability with indicator 3b, by partnering with educators in distance education experiences to ensure digital learning content is culturally relevant, developmentally appropriate, and aligned to content standards. Working with educators to collaborate and identify appropriate learning content supports our goals of engaging all learners. I am still working towards meeting indicator 3c and will continue working on my ability to partner with educators to evaluate the efficacy of digital learning content and tools.
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