How can school administration support professional learning?

ISTE Coaching Standard 2 provides eight benchmarks for technology coaches to assist teachers in using technology effectively for assessing student learning, differentiating instruction, and providing rigorous, relevant and engaging learning experiences for all students. My focus is on benchmark f: Coach teachers in and model incorporation of research-based best practices in instructional design when planning technology-enhanced learning experiences. ISTE Coaching Standard 6 provides three benchmarks for technology coaches to demonstrate professional knowledge, skills and dispositions in content, pedagogical and technological areas as well as adult learning and leadership and to continuously deepen their knowledge and expertise. My focus is on benchmarks b: Engage in continuous learning to deepen professional knowledge, skills, and dispositions in organizational change and leadership, project management, and adult learning to improve professional practice; and c: Regularly evaluate and reflect on their professional practice and dispositions to improve and strengthen their ability to effectively model and facilitate technology-enhanced learning experiences

My Question

How can school administration support peer coaching?

My Resolution

Peer coaching is sustainable only if it is supported by school administration. Although it is possible for two ambitious colleagues to engage in a peer coaching relationship of their own volition, the results are diminished if this model is not adopted at the whole-school level.

Peer Coaching Infographic

 

Recommended Reading

  1. Principals Boost Coaching’s Impact
  2. The Coach–Administrator Partnership
  3. The Principal’s Role as Technology Leader
  4. Instructional Coaching: Seeding District-Wide Innovation

One Comment

  1. I love that your infographic and will definitely be sharing this with a few people in my school district! I really like the section on professional development, and that you make the point that coaches need to both be lifelong learners and demonstrate their abilities. It’s easier to trust in a coach who demonstrates that they know what they’re talking about by actually doing it. It’s equally important that they let others in on their learning process. By modeling how they learn and being vulnerable, a coach can more easily coax the same from learners.

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