technology resource teachers’ (trt) role
DESCRIPTION
Coaching and Technology Resource TeachersTRANSCRIPT
Technology Resource Teachers’ (TRT) Role in Teacher Professional
Development2007 VASCD Research Grant Recipients
Teresa Coffman, Ph.D.Patricia Wiedel, Ph.D. and,
Lisa Rollins
Collaboration
•Educates approximately 26,500 students. •Seventeen elementary, eight middle, and five high schools •One technology resource teacher in each school.
•Co-educational, public institution located in Fredericksburg, VA
This project was introduced to increase
the use of coaching and job-embedded
professional development within the
Stafford County Technology Resource
Teachers (TRTs) program
Project
ParticipantsIn this project, Technology Resource Teachers
(n=24) participated in a Coaching Academy and provided subsequent one-on-one coaching and
training for 40 teachers throughout Stafford County
WorkshopsConducted by the Virginia Staff
Development Council (VSDC) and based on the National Staff
Development Council’s (NSDC) Coaching Model
This model was used to provide TRT development and
understanding of their roles as coaches within the school and their overall responsibility as technology
leaders
Roles for TRT Coaches •resource provider, •mentor,•data coach,•curriculum specialist, •instructional specialist, •classroom supporter, •learning facilitator, •school leader, •catalyst for change, and •learner (Killion & Harrison, p. 28, 2006).
WorkshopsFour days of intensive workshop training were provided during the school year to
TRTs.
In addition to workshop training, an online community was created and maintained in Moodle for resources, discussions, and assignments. TRTs posted reflections, answered specific questions on practice and implementation, and received support
from other TRTs.
Learning Community
Premise of CoachingCoaching Professional Development prepares
TRTs to utilize the coaching framework to
effectively support teachers; thus, improving student achievement and
enhancing the instructional practices of
teachers
Increase in Practice
In a 2004 study by the University of Kansas
Center for Research on Learning, instructional coaching was found to
significantly increase the implementation rate of
newly learned practices.
Support and Practice
The Univ. of Kansas study indicated that without support and follow-up, teacher
implementation of new instructional methods is about 10%, but with coaching the percentage increases to 85% (Knight, 2004).
CollegialityCoaching as a professional development
activity involves a highly skilled professional (the coach) working with other professionals (the teachers) in a collegial manner to raise instructional practice to the highest level possible
Growth
Coaching promotes teacher growth and problem solving
It is on-going, classroom based, and personalized for
each teacher
Consistent Support
Coaching should provide consistent support to teachers as they work
to improve practice based on collaboration, inquiry, and
consultative feedback from the coach
Job Embedded PD
Coaching represents sound, job-embedded
professional development that has
the potential to improve instructional
practice, and ultimately student achievement
For coaching to be successful, two factors are important and necessary:
1) Coaches need to be highly skilled, &2) They need administrative support
According to Jim Knight (2004) from the Univ. of Kansas, Center for Research on Learning, when
either one or both of these conditions are missing, the effectiveness of the coaching effort
is minimized
Support and Skilled
Sophisticated Skills
Effective coaching requires a sophisticated set of skills
The processes a coach uses when working with teachers is just as important as the knowledge a coach brings to the learning
experiences
•Excellent communication and interpersonal skills•A passion for teaching and learning
• Empowerment of others•Flexibility
•Respectfulness of all individuals with whom they are working and,
•Strong organizational abilities (Characteristics of Effective Coaches)
Needed Attributes
Surveys were administered to teachers before and after training to determine if
TRTs were implementing coaching interventions and skills learned from the
workshops
Teacher Survey
Forty TeachersForty participating teachers were surveyed
•61 % percent of the teachers taught subjects in Kindergarten through Grade 6•13 % taught subjects in Grades 7 and 8, and •26 % taught in Grades 9 through 12
The Teacher Survey focused on the following main topic areas:
•Use of technology in the classroom, •How teachers’ hope to use technology to impact student learning, and •The role of the TRT in supporting their classroom
Teacher Interest
In terms of their self-admitted use of technology in the classroom, almost half of the teachers indicated that their technology skills were minimal, limited, or not very good, while close to a third of the teachers felt very comfortable incorporating technology into their classrooms
After the project, teachers wanted to increase their one-on-one work with the TRT:
“I would like to use technology to engage and inspire my students to learn new skills and
to develop existing skills.”
TRTs The model itself was shown to be beneficial for TRTs to learn the different roles of coaching to create balance in their TRT roles at their school and to be better prepared to work with teachers to integrate technology into teaching and learning “When we analyzed the roles and responsibilities of a coach, it was a great moment because I was really able to look at myself on a floating continuum and see
just how much knowledge I already possessed and where I needed the most
growth.”
Academy - Improvements
Through the coaching and job-embedded professional
development activities, teacher instructional strategies and methods as they relate to
technology integration were enhanced and improved
Community of Practice
In preparing TRTs to take on the role of coach, a community of
practice was developed through the Academy allowing TRTs to
share ideas, problems, and solutions
Teacher Comfort Increased
As a result of this training and coaching effort, teachers in schools throughout Stafford County saw an
improvement in their overall knowledge base, comfort level, and instructional practice as it relates to
technology integration
Teachers More Receptive
The direct impact is enhanced student learning and engagement
in the classroom
= Students more receptive
TRT Reflections
“Before the academy, I was unsure of my duties. I now have a focused view of what I should be doing in the specific situations that I find myself working. The academy has given a foundation upon which to continue to develop my capacities.”
TRT Reflections
“Teaching teachers is challenging. This academy has helped me overcome feeling timid about sharing with teachers. [As a result of this training,] I feel more confident coming right out and saying, “This is what needs to be done in order to get from point A to point B.” Some of this confidence came through learning how to build relationships and how to motivate the adult learner. Reading responses in Moodle gave me some great ideas.”
TRT Reflections
“The Coaching Academy has given me direction as to how I can become a more effective teacher. Before it was they needed assistance with technology, but now I am able to help integrate technology into “Their” teaching. Now I do the technology with them. It has enabled me to make them comfortable using technology at a higher level with confidence. The strategies included in coaching allow me to help other teachers become better teachers through technology.”
TRT Reflections
“My third grade teachers were excited when they saw what their students could actually do with technology in their lessons. I tried to get this grade level more involved in using technology for two years with no success. I decided to use this grade level in my coaching and saw a big turn-around. Their lessons were more exciting and students were more engaged.”
TRT Reflections
“During the first session with principals, I was highly complemented by my administrator when she acknowledged my abilities as a Technology Resource Teacher. Wow! That was definitely physical evidence of my role as a coach and leader in my school. I am fortunate to work at a school that supports me as a coach and leader.”
Teacher Reflection
“I would like to enhance the interest and learning of my students with the use of technology. I feel as though students learn a lot more when they are presented the information in a number of different ways, and respond well to the use of technology. It gives them the opportunity to become more active participants in their learning and education. I would like to create, and use, lessons that will be presenting the information in a meaningful and interesting way, and engaging my students in their learning. I would like to incorporate at least 2 lessons involving technology for each unit.”
Conclusions• This project provides common understanding of coaching as a
means of professional development• It also confirms that if coaches are to be effective in their role,
they must be highly qualified as teachers, knowledgeable in content, and skilled in the sophisticated practices of coaching
• Their roles and responsibilities must be clearly defined and strongly focused on the improvement of instruction and student achievement
• Their role must remain supportive and never be confused with the supervisory or evaluative role of the principal
• Administrative support is a critical element to the success of coaching efforts
• As effective facilitators of adult learning, coaches lead teachers in reflective and inquiry-based professional development that advances collective leadership, continuous improvement of instructional practices, and improved student achievement
Contact Information•Teresa Coffman, Ph.D. is an Associate Professor of Education at the University of Mary Washington. Email: [email protected]
•Patricia Wiedel, Ph.D. is Director of Professional Learning at Stafford County Schools. Email: [email protected]
•Lisa Rollins is Supervisor of Instructional and Assistive Technology at Stafford County Schools. Email: [email protected]