COACHING FOR DIGITAL LITERACY

KERI-LEE BEASLEY, CLINT HAMADA, ANDREW MCCARTHY & JEFF PLAMAN

Chapter 1

Coaching is intended to help a person

move from where they currently are to one

step beyond where they thought they

might go. In this book, we will present

ideas and techniques for building rapport,

support functions of a coach, frameworks

for technology integration, and involving

the parent community.

INTRODUCTION

COACHING FOR DIGITAL LITERACY

INTRODUCTION / 2

The authors would like to thank several people for the learning and creative work that’s allowed

us to produce this book. Bill and Ochan Powell introduced us to many of the frameworks and

background info mentioned in this book. Their work with us has informed our coaching practice

and impacted our work with others. David Caleb and Nicki Hambleton have captured many of

the images you see here and have produced original artwork to help explain our ideas.

ACKNOWLEDGEMENTS

Chapter 2

An integral part of coaching is building rapport

with your colleagues. Some might say it is the

most influential aspect of a coach’s role.

James Flaherty (1999) argues, “Relationship remains

the beginning point of coaching and it’s foundation. I

keep bringing it up because this is the stage that more

than any other is neglected, ignored, or considered to be

unnecessary.  Given that it’s the foundation, it can

cause the most problems when it is taken for granted.

The basic ingredients for the relationship are mutual

trust, respect, and freedom of expression” (p. 39).

Many of the ideas highlighted here are frequently

underused in our work with teachers because they

seem so basic. However, these techniques are a

toolkit of effective practice which help make a

coach more successful.

BUILDING RAPPORT

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Reflecting or mirroring the body language of your coaching colleague, goes a long way towards making them feel comfortable in your presence. This can be as simple as copying their gestures, body position or tone of voice.

Experts (such as Ramachandran, V. S.) refer to the existence of ‘Mirror Neurons’, which are found in the frontal lobe, as a scientific reason for this phenomenon.

“...if somebody touches me, my hand, neuron in the somatosensory cortex in the sensory region of the brain fires. But the same neuron, in some cases, will fire when I simply watch another person being touched. So, it's empathizing the other person being touched.”(from: The Neurons that Shaped Civilisation, 4:45

If you are entering a dialogue with someone and your starting point is communicating a position of empathy, you will be far more likely to succeed in your coaching endeavours.

Consciously apply mirroring when you anticipate tension, or when you are having difficulty understanding someone. You might be pleasantly surprised at what emerges as a result.

Practise mirroring:

✤ Posture

✤ Gesture

✤ Pitch

✤ Rate of Speech

Section 1

MIRRORING BODY LANGUAGE

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Response behaviours are valuable techniques for the cognitive coach. Coaches choose from the following strategies, depending on the situation and the colleague they are working with at the time.

PAUSING

Wait time, or pausing, is the process of giving time after asking a question, or after a colleague answers a question. Pausing can help colleagues feel respected, provides opportunities for people to process their thoughts and ideas, and typically results in a more considered, elaborate response, which is more useful to the coach.

We know this works with students in our classes, however this technique is easily forgotten when working with adults.

PROBING

Following along from pausing, probing is another

way of finding out more about a colleagues challenges. A useful starting point could be sentence stems such as:

- Tell me more about...

- Could you elaborate on...

- Could you add some more details about...

PARAPHRASING

Another underused but highly valuable strategy is paraphrasing - the process of reflecting/restating the speaker’s content, and emotion towards the content.

Costa & Garmston (2002) recommend beginning an effective paraphrase by using a reflective stem, such as:

- You’re suggesting...

- You’re proposing...

- You’re wondering about...

- Your hunch is that...

Section 2RESPONSE BEHAVIOURS

BUILDING RAPPORT / 6

They caution against using the pronoun ‘I’ (e.g. “What I think I hear you saying is...”), as it implies you are now inserting your own ideas, rather than truly valuing the speaker’s thoughts.

Costa & Garmston (2002) have identified 3 categories of paraphrasing, which are useful to consider when working with colleagues:

✤ Acknowledge and Clarify;

✤ Summarize and Organize; and

✤ Shift Conceptual Focus.

Acknowledge and Clarify:

This category explores content and emotion.

"You're concerned about... You would like to see..."

Summarize and Organize:

This category looks at themes and groupings relating to broad topics.

“You have 2 goals here...” or “We're struggling with 3 themes..."

Shift conceptual focus:

This category names values, goals, beliefs, assumptions, with a view to moving colleagues to a higher/lower logical level.

"So a major goal here is..."

“So authentic assessments might include...

BUILDING RAPPORT / 7

Positive Presuppositions

It is often beneficial to frame questions we ask of our colleagues as positive presuppositions. That is, to use language that reinforces existing positive strategies. This helps build rapport between coach and colleague, and puts colleague at ease. If they feel that you respect them as teachers, you are more likely to be successful in your coaching relationship.

Examples of questions that have positive presuppositions include:

What strategies for differentiation have worked successfully for you in the past?

What are your preferred techniques for gathering prior knowledge?

When you have been able to refocus student’s attention in the past, what made those efforts successful?

Redirecting

Sometimes it’s necessary as a coach to redirect a colleague from an angle they are wishing to pursue, to something that will have more of an impact on student learning. Using combinations of mirroring, pausing, paraphrasing & probing will of course help in this process, however occasionally you may need to suggest a path of action that your colleague hasn’t considered.

Trying to frame your redirection using positive rather than negative language is beneficial, e.g.

One approach I’ve found successful in the past for … is …

When relating to colleagues, one of the challenges can be “getting to the bottom” of what they want from their interaction with you and what their needs are. A useful way to frame this process is to recognize whether the need is a technical challenge or an adaptive challenge.

A technical change deals with an informational issue and is often solved fairly quickly, e.g. they may be struggling with the editing features of Google Sites, and need some support and guidance to develop their skills in this area.

Conversely, an adaptive change may involve an attitudinal shift - a transformation - and therefore may be slower to overcome, e.g. a colleague may be resisting student blogs as he/she believes it is dangerous to have students writing publicly online.

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Section 3NEEDS AWARENESS

“Indeed, the single most common source of leadership failure we’ve been able to identify … is that people, especially those in positions of authority, treat adaptive challenges like technical problems.”

-Heifetz & Linskey

Chapter 3

As technology coaches, we work with a diverse group of colleagues whose needs and

willingness to grow - and thus their capacity for professional growth - are widely varied.

The support function employed depends on the circumstances, but coaches tend to float

between three main forms of support: Consulting, Collaborating, and Coaching.

3 SUPPORT FUNCTIONS

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artwork by Nicki Hambleton

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THE C3 OF COACHING

The basic principles of coaching is to build social capital and rapport with your colleagues, so through a process of trust they feel comfortable having learning discussions and do not feel vulnerable when a coach is invited into their classroom. The development of social capital between colleagues is one of the foundations of any further support. If the ultimate goal is to improve student learning through transformative uses of technology, colleagues need to be supported but also challenged.  (link to chapter about rapport and strategies)

This chapter will look at three support functions. They are adapted from the work of the Center for Cognitive Coaching work and the book “Cognitive Coaching, A Foundation for Renaissance Schools (Costa A and Garmston R, 2002)

The aim of the different support functions is to create an environment for meaningful professional growth and ultimately teachers who are self-directed in their learning and lead others. The three forms of support explain the interactions between the coach

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The main role of a consultant is someone who shares technical resources, procedures and information with colleagues. The teacher tends to be relatively passive participant in the coaching cycle. This form of professional development could be in the format of a workshop delivered by an expert who develops a menu of resources and best practise. It is left to the teacher to decide which approach would suit their classroom context. The process is focused on informing people, with the hope that they will translate the ideas into their classroom practice, and ask for more personalised support or seek out opportunities for collaboration in the future.

Key actions in consulting with colleagues.

✤Providing resource materials and online resources for colleagues to research and tap into.

✤Communicating resources to colleagues via email, blogs or weekly meetings.

✤Demonstrating processes and procedures informally and through model lessons with other teachers watching.

✤Offering a menu of options for colleagues to consider that is based on the coaches perception of best practice.

✤Offering  commentary on student work samples.

✤Sharing principles of practice by elaborating the ‘What’, ‘Why’, and ‘How’ of proposed ways of

thinking about issues and proposed solutions.

✤Framing problems within wider contexts and providing expert ways to approach issues and concerns.

Adapted from: Mentoring Matters: A Practical Guide to Learning-Focused Relationships (Lipton & Wellman, 2003)

Section 5CONSULTING

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Collaborating for technology coaches is the process of co-developing opportunities for transformative learning in the classroom. It is a collegial relationship, sometimes between a coach and colleague with similar subject backgrounds and specialisms. The process focuses on looking at the learning that is occurring in the class, and developing a team approach to offering ideas and together developing a end product or common understanding.

In some schools the collaboration process occurs during grade or subject collaboration time with the aid of a technology integrator who participates in the curriculum planning process. Michael Fullam writes extensively in the book “The Six Secrets of Change “

about the importance of creating mechanisms for purposeful interaction. Whilst true collaboration

time is rare in schools, it is essential that teams have time to develop and share ideas and that technology coach is able to facilitate has input to this discussion.  In other schools Technology Coaches need to engineer opportunities for collaboration. The following points outline some possible actions that lead to collaboration.

✤ Brainstorming ideas and encouraging a phase of experimentation and then sharing and consolidation.

✤ Co-planning and co-teaching lessons in a unit of work with reflection and refinement.

✤ Sharing and exchanging resource materials between teachers, including shared unit planners.

✤ Planning experiments to try simultaneously in each of your classrooms, and comparing notes on results.

✤ Jointly analyzing student work samples against tools such as Bloom’s Taxonomy and Critical Thinking concepts.

✤ Alternating paraphrasing and summarizing oneself with encouraging the colleague to paraphrase and summarize and to develop ideas and understandings.

✤ Alternating offering ideas with encouraging colleague to contribute ideas.

Adapted from: Mentoring Matters: A Practical Guide to Learning-Focused Relationships (Lipton & Wellman, 2003)

Section 6COLLABORATING

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Developed upon a foundation of trust, coaching is helping to transform the colleague. A successful coach has high degrees of respect, competence, integrity and reliability. Without any of these qualities the coach will struggle to develop an effective relationship with the colleague.

The coach in a school is often a person that sees many different parts of the school and the widest array of staff members. They are therefore a key person that can draw on the rich diversity of the teaching staff as resources and to help staff to learn from each other.

Effective coaching relationships develop once you have spent time imbedded in classes through collaboration opportunities with a colleague.

Techniques that help you conference with a teacher are essential for a coach to develop. These are key techniques covered in Chapter One but include pausing and wait-time, paraphrasing and probing.

The key actions of a coach are the following:

✤Maintaining a non judgmental stance with full attention to the emotional and mental

processes of the colleague.

✤Inquiring, paraphrasing and probing for specificity to:

✦surface the colleagues perspectives, perceptions, issues and concerns.

✦support the colleagues planning, problem-solving and reflecting on

practice.

✦support the colleagues analysis of student work samples.

✦Increase the colleagues’ self-knowledge and awareness as a teacher and as a professional educator.

Adapted from: Mentoring Matters: A Practical Guide to Learning-Focused Relationships (Lipton & Wellman, 2003)

Section 7COACHING

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APPROACHES TO EVALUATION IN THE COACHING CYCLE

This aspect provide essential feedback to the colleague, and is often the last step in a cycle of coaching (Fig 2-3, Pg 43) The possible forms of feedback include judgements, personal observations, speculative inferences, using data and lastly meditative questions which support deeper thinking on the behalf of the teacher.  

An important role of the technology coach is praise the effort that colleagues expend, through trying something new. It is important to highlight the unintended consequence of making judgements about the colleague. Any form of praise in a formal setting such as a meeting, will be taken a different way compared to praise given informally at the end of the lesson.  A more effective approach is to use a combination of data, which could be observations

from student learning and a selection of meditative questions which prompt the teacher to come to their own conclusions. Overtime this leads to teacher growth. (see Chapter 5: Developing and Maintaining Trust - a series of questions is shown on Pg 87 of CC Book.)

The dual role of the coach, as both a trusted colleague and also evaluator is tricky, because it will alter the level of rapport and social capital that you have developed. Coaches can point colleagues towards evaluative tools which are mentioned in more depth in Chapter 4, or sensibly leave evaluation to the wider school systems such as appraisal.

“Praise effort, not talent” - Carol Dweck; Mindset, The New Psychology of Success.

The following case studies are aimed to

assist tech coaches in anticipating some of

the challenges they may encounter in their

role - to provide some real-life examples to

consider. We recommend discussing these

with other coaches and/or admin teams

where possible, to gain alternative

perspectives and see such matters as

whole-school issues to be explored.

Chapter 4

A case study is a great technique to develop your coaching skills and apply different approaches

that you may be less confident with. The follow sample case studies were crowd-sourced by

tech coaches and the document continues to live and develop.  Please feel free to use them and

contribute yourself if you have an idea of a useful scenarios others might like to mull over.

CASE STUDIES

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A world languages teacher contacted you to come in to “do iMovie” with the students. You sent an email back requesting a face-to-face meeting so that the goals of the project could be discussed before the contact with the students.

At the meeting, the teacher mentioned that the students were already engaged in an assignment to create a movie of their homes and family with them narrating in their second language. You were requested to come in to the presentations of the projects and “critique” the movies that were produced.

What would you do?

Section 9THE CASE OF THE MYSTERIOUS MOVIE PROJECT

Clapperboard

Fabio Grande from The Noun Project

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You are asked to participate in a “coffee morning” for parents and you prepare a presentation sharing the results of a survey of digital media use by students in your school.

During the presentation, you give parents an opportunity to share what has been talked about during their small group discussions.

Several parents lament the fact that their children are reading less and not writing now that the children have laptops. Some even mention that they’re afraid students won’t be able to successfully write by hand on their external exams.

How might you address these concerns?

Section 10PARENT’S PREROGATIVE

Book

Thomas Weber from The Noun Project

Pencil

Gina Rafaella Furnari from The Noun Project

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A teacher at your school comes into your office frantically, wanting to share with you a story from his Year 10 history class which just finished 5 minutes ago. He is quite agitated and tells you that when he walked around the room near the end of the lesson, he discovered that out of 15 students in the class, 7 of them were playing games while they were meant to be working on a paired assignment. They were given the assignment 3 days ago after he had approved all their topics (it is a combined essay + oral presentation on the U.N. and Collective Security). To help them with research for the assignment, he also gave (via email) all students a Word Document with a categorized list of URLs -- some are library resources, some web resources. However, he’s very upset that despite these scaffolds, he cannot tell who is doing their work in class and who is not.

Section 11CLASSROOM MANAGEMENT AND TRUST

Video Game Controller

Julia Soderberg from The Noun Project

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You are asked to meet with a teacher who is part of a three-member team. Two members of the team are quite familiar with student blogs and have already started making plans to introduce them in class.

The third member, who’s now contacting you, has asked you to come in and “set-up the blogs” with their students, they are not very confident using tech.

You have concerns about how prepared the students and the teacher are to begin blogging. What would your approach be?

Section 12EVERYBODY'S DOING IT

Laptop

Chad MacDonald from The Noun Project

Chapter 5

Frameworks enable the coach to provide both

a roadmap and assessment goals for learning

technology integration for teachers. They also

allow the coach to identify the different “hats”

that one can wear as they work with their

teachers in a variety of settings and situations.

Several tried and true frameworks about

learning in general, like Bloom’s Taxonomy

(Krathwohl, David R. 2002) and Facione’s

Critical Thinking Skills and Subskills (Facione,

Peter A. 1990) are relevant to the context of

learning with technology as they allow us to

use tools already familiar to teachers with

which to ground the new practices.

Others, like Puentedura’s SAMR and First

200K Years, TPACK (Koehler, Matthew, and

Punya Mishra. 1990) and LOTI (Moersch,

Christopher 1995) provide us with models

specific to identifying technology is impacting

teaching and learning. Some models, like

Florida’s Technology Integration Matrix,

provide rich multimedia examples to help

teachers as they move to other levels and

domains of tech-infused learning.

TECH COACHING FRAMEWORKS

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The “TPACK” model describes three domains of expertise that teachers can develop and deploy in their practice. “C” stands for content knowledge which is to say that teachers need to “know their stuff.” If you’re teaching about the digestive system, you need to know the names of the parts, arrangement, function, etc. so that you can help students learn this as well.

“P” refers to pedogogical practices or the techniques the teacher can use to help students learn best. Knowing which approach to use to get the desired result is necessary for good teaching and learning.

Finally, “T,” for technological knowledge, recognizes

that knowing how to use technology effective is not just something that’s “nice to have, as appropriate,”

rather it is as important to learning today as both what and how you teach.

The model is usually shown as a “Venn” diagram with each

circle, T, P, and C, overlapping one another with a “sweet spot” in the middle where all three are being emphasized.

This model can be useful for coaches when helping a

teacher identify goals to work on. Show them the model and

explain it, then have them point to where they think they might be

on the diagram (TC, PC, TP, etc.) and identify things that they can do to enhance

or add-in domains that they’re missing.Image credit: http://tpack.org/

Section 13TPACK

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Focused on shifting the model of professional development toward site-based, peer coaching, the ten roles proposed by Killion and Harrison (2006) provide a nice framework for coaches to help identify what a colleague needs and approach them with the appropriate “hat” on.

The model recognizes that different times and situations call for differentiated approaches by the coach and by defining these roles, coaches themselves have targets to meet as they develop their professional repertoire.

Section 14KILLION

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Bloom’s taxonomy is probably one of the most well-known frameworks examining what students are actually doing when learning. The verbs try to capture and categorize the type of learning students are doing. The version best suited for tech-infused learning environments is the Anderson & Krathwol revision which places “creating” at the top of the hierarchy. The graphical representation by Andrew Churches represented here makes it very clear how the different ‘verbs’ of learning become actionable higher order (HOTS) and lower order (LOTS) thinking skills with digital tools.

Section 15BLOOM’S TAXONOMY (REVISED)

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Critical thinking is one of the “21st Century skills” that schools often promote. The Critical Thinking Skills and Subskills, as organized by Puentedura, allow us to see if and to what degree technology integration is changing learning. Puentedura suggests recording how often students are engaged in the various skills and subskills in learning activities, both digital and non-digital. If technology is introduced, it may change the quantity and variety of the skills and subskills students access in a particular lesson.

Section 16FACIONE’S CRITICAL THINKING SKILLS AND SUBSKILLS

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Ruben Puentedura’s SAMR model provides a simple, yet effective ladder-like heirarchy of the impact of technology in lesson design. Two domains, enhancement the lower, and transformation the higher are sub-divided into two categories each.

At the lowest level, substitution, it’s simply doing the same old thing with new digital tools without any functional improvement. If improvements are seen due to the use of digital tools, then we reach the augmentation level. An example of augmentation is when you collect survey data by an online form like Google Forms. Not only did data collection become easier, but you can handle more data, collect it at a distance and over periods of time, and apply digital sorting and data analysis techniques.

The learning becomes transformational when significant task redesign is possible because of the technology. Again, collecting data by electronic survey allows you to access a worldwide audience for possible survey subjects so looking at a question from a global rather than a local perspective only is a significant redesign.

Section 17SAMR

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Beyond this, when you begin to design tasks that didn’t exist without knowledge and understanding digital learning tools and techniques you are in the category of redefinition. Learning is redefined when you can now do things because of digital tools that before were not possible. A great example of this is the revolutionary tools like laser cutters, CAD/CAM, and 3D printers that have revolutionized the kinds of questions students can ask and answer for themselves in the realm of Design and Technology.

Coaches find the SAMR model useful when helping teachers assess their level of tech infusion and really understand what it takes to move up the ladder and significantly rethinking the learning in their classes.

What happens when you reach the top? New tools allow us to redefine learning in different ways. Once you’ve redefined learning with one technology, new ones are waiting to be used to take it even further.

Dr. Ruben R. Puentedura discusses the SAMR model

MOVIE 5.1 Transformation, Technology, and Education

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L.O.T.I are an educational consulting company that p r o v i d e a h i e r a r c h i c a l framework focusing on the conditions and type of learning o p p o r t u n i t i e s i n v o l v i n g technology.

There are six levels: non-use, a w a r e n e s s , e x p l o r a t i o n , i n f u s i o n , i n t e g r a t i o n (mechanica l ) , in tegra t ion ( ro u t i n e ) , e x p a n s i o n , & refinement. Levels 4a - 6 are student-centered, while 2 & 3 are teacher-centered. The LOTI framework could be a useful way to coaches to help colleagues figure out where they are in their practice and set goals to move to higher levels.

Section 18LOTI

NON-USE

AWARENESS

EXPLORATION

INFUSION

INTEGRATION

EXPANSION

REFINEMENT

INTERACTIVE 5.1 Levels of Technology Integration -

Text source:LOTI Connection

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The Technology Integration Matrix is one of the oldest and best-known resources for technology integration. First developed in 2005-2006 to evaluate technology use in the classroom, it has evolved to include videos of sample lessons across different age groups and disciplines.

Five characteristics of meaningful learning environments (Jonassen, et. al. 2003) are considered against five levels of technology integration(IMET). Coaches can use the matrix in conversations with teachers to identify where they are, set-goals for themselves, and then assess their progress against the goal they set.

Similarly, the Arizona TIM  uses the same 5x5 criteria and includes full lesson plans with video for K-4 and 5-8 and/or 9-12 levels for each part of the matrix grid.

Section 19FLORIDA TECHNOLOGY INTEGRATION MATRIX

This is a very recent (February 2012) model by Dr. Ruben Puentedura. In examining the Horizon Reports published since 2004, he wondered whether some patterns existed in the things that were being proposed as new technologies that would need to be considered in the short, medium and long terms. This model links every single entry in the Horizon Reports to five fundamental things that make us human: Social, Mobile, Visualization,Storytelling, and Gaming.

According to Puentedura, he put forward this model as a way for teachers to select from an existing array of proven technologies that fit into each of these categories. There’s no need to reinvent the wheel. As coaches, we can use this model for teachers who are looking to integrate technology into learning and offer them to select a technology that gets at one of these five areas.

Section 20FIRST 200,000 YEARS OF HUMAN HISTORY

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MOVIE 5.2 The NMC Perspective Series: Ideas that Matter: Rueben Puentedura

Chapter 6

Technology coaches will naturally spend a lot of time in classrooms, working directly with students and

with teachers. What may be easily overlooked is the opportunity to work with parents. Parents are one of

the main pillars of the school community and the research clearly shows that parental involvement in a

child’s education has a positive impact (UK Dept of Education, 2008). Yokohama International School has a

comprehensive, year-long series of Parent Technology & Literacy Coffee Mornings that help educate the

parent community. The International School of Bangkok has created a Parent Technology Certificate as a

way of helping their parent community understand what it is like to be student in the 21st Century.

ENGAGING THE PARENT COMMUNITY

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Tech coaches can aim to involve parents in the following ways:

✤ Help parents acquire the tech skills needed to navigate the school’s tech-rich environment. This includes introducing the basics of the school website and/or LMS, Google Apps, and school blogs.

✤ Help parents understand the new educational landscape by introducing some of the Web 2.0 tools that are being used at school by students and teachers.

✤ Educate parents about the school’s vision for technology integration.

✤ Provide digital citizenship education for parents to help them understand the moral/ethical dilemmas that students face today.

✤ Give parents the ability to share with each other what is successful in their own families.

✤ Give students the opportunity to share work and strategies with parents.

Students are often underutilized when it comes to parent technology workshops. These workshops offer a fantastic opportunity for students to show leadership and ownership of their own learning journeys by showcasing work that they are doing in school. The student voice also gives authenticity to the discussion and is a very real reminder that students and learning are always at the heart of this conversation.

Section 21INVOLVING PARENTS & STUDENTS

MOVIE 6.1 UWCSEA “Growing up Digital” night

ENGAGING THE PARENT COMMUNITY / 32

Some ideas for involving students:

✤ Utilize the students’ expertise. Ask them to work in small groups and help the parents check their Facebook privacy settings or to demonstrate how specific tools or apps are being used across the curriculum.

✤ Ask students to take part in a student panel discussion. This is great for digital citizenship discussions such as staying on task, self-monitoring computer use, family media agreements, and organizational habits.

✤ Encourage parents and students as partners by asking both to attend the workshop. This can really help to start a family dialogue on important topics that parents may otherwise feel uncomfortable starting.

Ultimately, it is important to remember that this is a new paradigm for learning for all members of the school community. Because we want parents to be invested and empowered in the education of their children, we need to support and encourage parental involvement, questions and enquiry.

GALLERY 6.1 Parents and students engage in dialogue

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