6.2 Reflection
Candidates 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. (PSC 6.2/ISTE 6c)
Artifact: Coaching Journal
Reflection:
In the spring of 2014, ITEC 7460 asked us to provide coaching in instructional technology to a colleague. I have provided my coaching journal as evidence for this standard 6.2, as it shows my ability to model and facilitate technology-enhanced learning experiences. I coached a teacher on my wing at Hand in Hand Primary School for five sessions and documented our encounters in a coaching journal. This journal asked me not only to reflect on my colleagues dispositions but my own as well. This allowed me to reflect on what my strengths and weaknesses were and how I might change them for my next encounter. This was easily done using word press to communicate with one another, many times after hours.
My colleague was always so thrilled to learn something new and she actually gave me confidence in coaching. I chose her because she is a returning teacher after spending time at home with four children. She is eager to learn all the new technologies schools are using since she was last in a classroom. One important part of coaching is breaking a task down into its parts. Sometimes I left out a small detail that made a huge difference in my colleague being successful. Reflecting on my preparedness let me see just how organized and prepared a coach must be. This coaching experience asked me to reflect on the changes that occurred, not only with my colleague, but also with me as a coach. Each reflection let me see the changes I needed to make and how we were learning from one another, and this is the heart of true collaboration.
Word of mouth spreads fast. As I was showing my colleague new technologies we would often be interrupted by another colleague who would then become very interested in our session. This helped me to spread the knowledge twice and hopefully that teacher spread it on to another. I feel this coaching experience has benefited not only this colleague but many of the faculty.
In the spring of 2014, ITEC 7460 asked us to provide coaching in instructional technology to a colleague. I have provided my coaching journal as evidence for this standard 6.2, as it shows my ability to model and facilitate technology-enhanced learning experiences. I coached a teacher on my wing at Hand in Hand Primary School for five sessions and documented our encounters in a coaching journal. This journal asked me not only to reflect on my colleagues dispositions but my own as well. This allowed me to reflect on what my strengths and weaknesses were and how I might change them for my next encounter. This was easily done using word press to communicate with one another, many times after hours.
My colleague was always so thrilled to learn something new and she actually gave me confidence in coaching. I chose her because she is a returning teacher after spending time at home with four children. She is eager to learn all the new technologies schools are using since she was last in a classroom. One important part of coaching is breaking a task down into its parts. Sometimes I left out a small detail that made a huge difference in my colleague being successful. Reflecting on my preparedness let me see just how organized and prepared a coach must be. This coaching experience asked me to reflect on the changes that occurred, not only with my colleague, but also with me as a coach. Each reflection let me see the changes I needed to make and how we were learning from one another, and this is the heart of true collaboration.
Word of mouth spreads fast. As I was showing my colleague new technologies we would often be interrupted by another colleague who would then become very interested in our session. This helped me to spread the knowledge twice and hopefully that teacher spread it on to another. I feel this coaching experience has benefited not only this colleague but many of the faculty.