I was able to involve four educators in the reflective coaching model through use of video. My goal with the capstone was to create Video Leadership Teams that engage in dialogue and meaningful communication via Microsoft teams and in monthly or quarterly meetings. This did not come to fruition during the 2018-2019 school year. I will continue the work as long as I am in the instructional coaching position, beginning next year with a small group of educators. Ideally, I would like to see the idea of VLT become district wide, with educators meeting via Skype to analyze videos. Could you imagine the power in that? The educators would be the leaders, leading a movement in reflective practices, not having to rely on outside sources! Open-door education could be a reality!

There is no evidence of impacted stakeholders yet. We are still building common assessments and working on instructional practices. This will not be evident for a few years, but I am confident stakeholders will be able to clearly see that instruction and curriculum are more meaningful, educators are more involved, and student success is visible via data and attitude regarding school.

Overarching Competencies

Technology

• I was able to create a Microsoft Teams channel for the educators involved in the coaching and mentoring process. I will be changing this to a Video Leadership Team channel once work with VLTs begins.
• I incorporated a new piece of technology or online application to use each time I presented during a PLC or to the educators on something. We had an opportunity to explore Kahoot!, some interactive thinking charts, Microsoft Teams and Forms, as well as a few others.
• When modeling lessons in classrooms, I promoted the use of technology. I always found use with presentations and interactive tools to engage the students.

Reflective Practice

• I used reflective practice in my plan many ways. First, I demonstrated reflection by using videos of my model lessons as ways to model what reflection looks like.
• I met with the educators I was involved in coaching cycles with to facilitate meaningful conversations regarding what instructional practices and strategies they used and why.
• I facilitated PLC meetings in which educators were asked to reflect in groups about what they were teaching in their classrooms, what they needed help with understanding and what they felt like they were experts on.

Collaborate Purposefully

• The educators I worked with were able to explain the limitations of their skills and practices when engaging with other cultural groups (such as poverty and minority) and take steps to adjust behavior based on their self-reflections.
• Educators, while working with standards and assessments, began noticing a trend that IEFA standards were woven into all of the ELA standards. They began assessing their learning environments and curriculum to include values and cultures beyond their own.

Coaching and Mentoring

• Instructional coaching is a position that breeds coaching and mentoring. I was able to incorporate this through the formal coaching cycles I was involved in as well as the informal coaching cycles (weekly meetings, PLCs, and implementation of a new intervention model).
• I sought opportunities to give and receive feedback on instructional practices after model lessons and when I was observing educators during non-specific times.
• I worked hard to promote a collegial environment of trust and respect.
• I was a driving force behind guiding colleagues to make their own professional decisions by asking appropriate questions and encouraging reflection.