About This Portfolio:Hello! Welcome to my Teacher Leadership and Coaching Portfolio. My name is Cindy Kaardal. I have worked at International Schools for 14+ years as an elementary school teacher, an ICT specialist teacher, a curriculum coordinator, and a technology and innovation coach (elementary school and then K-12). I am passionate about student agency, creativity, authentic technology integration, and empowering teachers through coaching cycles. At the beginning of my coaching journey, I found the Ed.S. in Teacher Leadership and Coaching program at Ferrum College. It looked like a great progression for me to stay accountable to learning with a purpose and serving as the best coach I could be for the teachers I work with. In this portfolio, you will see examples of work I created throughout the program at Ferrum College. As I am in a coaching position, a lot of what I have created has a coaching lens, even if it falls under a student learning outcome for "Leadership" or "Instruction." I wanted to attach as many visually appealing artifacts as possible, rather than essay formats, but in order to really showcase some of the student learning outcomes there are one or two essay/written coaching cycle formats in the portfolio. I think this portfolio shows growth as a coach and teacher leader as I progressed through this program. Philosophy of Teacher Leadership & Coaching Practice StatementMy May 2024 Philosophy of Teacher Leadership and Coaching Practice Statement can be found in this blog post (opens in new window). Table of Contents - Student Learning OutcomesThe following are the Student Learning Outcomes from Ferrum College's Education Specialist (Ed.S.) in Teacher Leadership and Coaching program. In each artifact, I will identify which outcomes relate to the work completed. I. Leadership Focus 1.1 Students will function in an educational leadership position. 1.2 Students will distinguish between concepts of leadership. 1.3 Students will analyze school achievement data needs to construct school improvement plans. 1.4 Students will use the knowledge of theory to solve problems. 1.5 Students will demonstrate understanding of the various cultural, social, political, legal, and ethical issues that impact education. II. Instructional Focus 2.1 Students will demonstrate understanding of the relationship between educational theory and practice. 2.2 Students will compare and contrast curriculum models. 2.3 Students will apply knowledge of the theory of learning in all aspects of instructional design. 2.4 Students will plan instruction according to subject matter, curriculum, and community goals. 2.5 Students will demonstrate knowledge of research-based models of critical thinking and problem-solving. III. Coaching Focus 3.1 Students will demonstrate understanding of current coaching research and models. 3.2 Students will develop a theoretical background for working as a mentor and an instructional coach. 3.3 Students will utilize assessment data to make informed decisions about coaching and instruction. 3.4 Students will apply skills for mentoring novice teachers and for engaging in coaching relationships. 3.5 Students will identify mentoring and coaching models designed to promote professional growth. Final ReflectionA reflection of my time in this program can be found in this blog post.
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Artifact: School Improvement Plan
Reflection:
The school improvement plan is an example of how I could function in an educational leadership position. It shows how I can create a clear action plan for members of the community to see how we are improving. In this specific example, I acknowledged the current initiatives at the school. I highlighted two of Marzano's indicators of a High Reliability School and a pathway for improvement for each of them. There is a rubric, possible challenges, and solutions for each of these challenges. There is also a plan for including and sharing information to administration, parents, teachers, and students. This was good practice for me to create an action plan for helping to improve school initiatives in an articulated way. As a faculty member, I would appreciate this level of clarity from my leadership team.
Artifact: TPACK Playbook of Strategies
Reflection:
I chose to use my TPACK playbook of strategies reflection as an example of concepts of leadership. I believe that pedagogical knowledge, content knowledge, and technological knowledge are all important concepts of leadership. This document that I created helps teachers understand definitions and examples of each of these areas as well as their overlaps. As a teacher, I wished that I had examples of these when planning lessons and units for my students. I think these three concepts cover three important areas that need to be led in schools. The crossover point of pedagogy, content, and technology-use is a crucial balance. I have also provided ways teachers can improve professionally in each area and crossover point. 1.3 Students will analyze school achievement data needs to construct school improvement plans.5/5/2024
Artifact: School Improvement Plan
Reflection:
My School Improvement Plan identifies key focus areas for the school - such as inquiry-based learning, project-based learning, and setting specific goals for professional development. The plan ensures that teachers enhance their pedagogical skills through reflection and targeted professional development. The school can measure this against two of Marzano's Indicators for High Reliability Schools. This approach fosters a supportive environment, directly contributing to improved student outcomes and showcasing effective data-driven decision-making in school improvement.
Artifact: Research Proposal (Multimodal Learning)
Reflection:
This research proposal showcases the use of educational theory to address real-world classroom challenges such as engagement of students. VARK learning styles and the Meshing Hypothesis are explored, and the gap to fill is the element of choice for students. This proposal explores offering elementary students structured choices in their modes of learning, and how that impacts their engagement and understanding of concepts and knowledge. By integrating multimodal learning principles, the research seeks to provide a meaningful educational experience that caters to diverse learning preferences.
Artifact: Epstein's Framework Applied to Instructional Coaching Uses
Reflection:
I created this document to give examples to coaches working with teachers in the domains of Epstein's Framework: parenting, communicating, volunteering, learning at home, decision making, and collaborating in the community. Creating this chart highlighted the importance of integrating cultural and social awareness into educational practices. It reinforced the need for ethical considerations in fostering inclusive, collaborative environments that support student success. It showcases my ability to engage with issues impacting education with a coaching lens.
Artifact: Epstein's Framework Applied to Instructional Coaching Uses
Reflection:
I chose the Epstein document again because it effectively showcases my ability to bridge theory and practice from a coaching perspective. It demonstrates my understanding of implementing educational theories to address real-world practices by suggesting questions a coach could ask in various domains for both 1:1 coaching cycles and group coaching situations. This approach highlights my skill in translating theoretical concepts into practical, actionable strategies that can be used to support teachers and improve educational outcomes.
Artifact: Curriculum Lens Comparisons
Reflection:
My Curriculum Lens Comparison Model compares and contrasts the d.school design cycle, John Spencer's Launch Cycle, Service Learning Standards and Benchmarks, and Kath Murdoch's Inquiry Cycle. It contrasts the structure and processes of each model, highlighting similarities and differences. It notes that all of the models are an iterative process of reflection, but they differ in their phase/step names. It shows an in-depth understanding of educational frameworks and their application in practice. I think it helps teachers see the overlap between the models and could help show teachers similarities and differences. 2.3 Students will apply knowledge of the theory of learning in all aspects of instructional design.5/5/2024
Artifact: Focus Area Professional Development - Inquiry-Based learning
Reflection:
The Padlet supports differentiated professional development opportunities tailored to teachers' interests and needs. The example is about inquiry-based learning, but the concept is for teachers to track and document their professional learning in a collaborative space. The practical instructional design helps teachers and administrators view growth in professional learning in a particular focus area across the school. The collaborative element allows for others to see what teachers within the school are doing, what professional learning opportunities there might be, and data about what different members of the community are saying/doing related to this focus area. 2.4 Students will plan instruction according to subject matter, curriculum, and community goals.5/5/2024
Artifact: InnoViper Educator Certificate Program
Reflection:
I chose this artifact with the lens of a coach. In this case, the subject matter and curriculum are flexible focus areas for teachers, and the community goals are the ACS teacher profile and strategic plan. The InnoViper Educator Certificate Program was developed based on survey data from teachers at my school, and was designed to align with the ACS Teacher Profile, Strategic Plan, and ISTE Standards for Educators. It includes badges focused on technology skills, media literacy, and teacher leadership, reflecting community interests and needs. The program promotes collaboration and continuous professional development, demonstrating my ability to plan instruction that meets diverse educational and community goals effectively. The program is made with choice in mind, to cover different areas of subject matter and curriculum.
Artifact: Curriculum Lens Comparisons
Reflection:
Creating this comparison model emphasized the importance of diverse approaches to problem-solving in education. It showcases my ability to apply theoretical models to enhance instructional practices, and demonstrated comprehensive knowledge of critical thinking and problem-solving frameworks. I added coaching questions to help coaches unpack these comparisons with teachers. The colours denote what I see as similar phases in each of the models. While I think these comparisons could be interpreted in multiple ways, it makes for good discussions with teachers and demonstrates an understanding of critical thinking and problem-solving.
Artifact: Coaching Model Comparison
Reflection:
My Coaching Model Comparison showcases an understanding of current coaching research and models. It compares the Google Certified Coach Program, Jim Knight’s Impact Cycle, and Design Thinking-based models. Each model emphasizes critical elements like trust, relationship building, and reflection. The Google Certified Coach Program highlights celebrating successes to build trust, while Knight’s Impact Cycle focuses on structured reflection and iterative improvement. This comparison demonstrates my ability to evaluate and apply coaching frameworks to enhance educational practices effectively.
Artifact: Coaching Model Comparison
Reflection:
I chose the Coaching Model Comparison again as it illustrates the application of various coaching principles and methodologies I use and believe in. It provides a solid theoretical foundation for effective mentoring and coaching practices. By understanding these models, I can implement strategies that promote professional growth and enhance instructional effectiveness. Both schools I have coached in use Jim Knight's Impact Cycle as their main grounding for coaching. I like to use the Google Certified Coach program to help structure the cycles I lead teachers through, and my current school also has a focus on design thinking. All three of these cycles are useful in different ways for me, as a mentor and instructional coach.
3.3 Students will utilize assessment data to make informed decisions about coaching and instruction.5/2/2024
Artifact: Critical Friends Group Workshop Using Professional Development Survey Data
Reflection:
The SWOT Analysis of Professional Development Data showcases how assessment data is utilized to make informed decisions about coaching and instruction. It provides insights into the strengths, weaknesses, opportunities, and threats related to current PD practices at our school. By analyzing survey responses and interviews, this potential Critical Friends Group workshop demonstrates a data-driven approach to planning meaningful and impactful professional development. This method ensures that coaching strategies are tailored to teachers' needs, promoting continuous improvement and alignment with school goals. This artifact highlights my ability to use assessment data to inform and enhance educational practices in collaboration with other coaches and instructional leaders at our school.
Artifact: TPACK Development Project
Reflection:
My TPACK Development project shows my skills for mentoring novice teachers and engaging in coaching relationships. This document details a coaching cycle with a new teacher intern, outlining specific goals, strategic activities, and reflections. It emphasizes building strong coaching relationships, using empathy and non-judgemental language, and providing actionable feedback. By co-teaching, videotaping sessions, and using self-assessment tools, the artifact showcases effective mentoring practices. This experience highlights my ability to support novice teachers and engage in meaningful coaching relationships, promoting professional growth and enhancing instructional practices.
3.5 Students will identify mentoring and coaching models designed to promote professional growth.4/30/2024
Artifact: InnoViper Educator Certificate Program
Reflection:
The InnoViper Educator Certificate Program identifies and explains mentoring and coaching models designed to promote professional growth. This program outlines a structured pathway for teachers at ACS Abu Dhabi to earn badges aligned with the ACS Teacher Profile, Strategic Plan, and ISTE Standards for Educators. It incorporates various coaching cycles and reflection practices, emphasizing the importance of peer collaboration and continuous professional development. This artifact highlights my ability to create comprehensive programs that support teacher growth and leverage research-based coaching models to enhance educational practices.
 I began the EdS program as a new Technology Integration Coach in an Elementary division of an International Baccalaureate Primary Years Program school in South Korea. I was keen to learn from experienced coaches and apply different frameworks for coaching and teacher leadership to my context. Halfway through my time in the program, I transitioned into a K-12 Learning Innovation and Technology Coach position at an American school in Abu Dhabi.
Over the two years, I have learned a lot from the projects I have completed while working towards my degree. Creating a School Improvement Plan based on Marzano’s indicators for High-Reliability Schools helped me see what it is like as a leader creating an action plan for a school. I enjoyed referring to the standards in the book throughout my course and thinking about how different schools I have worked at could grow based off of them. Creating a research proposal around Multimodal Learning helped me choose and put into practice a research method of my choice. Multimodal learning is something I was very interested in when I was teaching a classroom of my own. It helps students have voice, choice, and ownership over how they learn and are assessed in a classroom. Collaborating with a grade 2 teacher on implementing these strategies through a coaching cycle was a great experience. The TPACK Development Project also allowed me to practice a coaching cycle with a novice teacher. I learned how to unpack TPACK with him a little more, as well as use pre and post-survey data on his understanding of the different areas of TPACK to inform our work in the coaching cycle. I enjoyed practicing this type of coaching with the teacher and learned how valuable data can be to inform the next steps in a coaching cycle. The impact of some of the projects I created is still being observed. For a lot of projects, I started to create things that I wish I had referenced or referred to when I was a beginning coach or when I was completing the program. One example of this is the TPACK Playbook of Strategies that I made. I was looking everywhere for something that showed specific examples of TPACK in lessons for each of the separate segments of the Venn diagram. I also chose to include ways teachers could upskill themselves in that area if they were looking to improve. I think this is useful for teachers I work with, especially in a coaching situation where they could choose items as part of their next steps. Epstein’s Framework was another resource I added to because of resources I wish were there. When following along with the coursework I remember wondering what it would look like is there was a row for coaching questions for each of the categories - so I decided to make one! Having a coaching lens, and making these questions helped me better relate the theories to my own context. The Curriculum Lens Comparisons was another document I made because I had actually been thinking about it for a while. A lot of people talk about inquiry cycles and design cycles interchangeably. I wanted to highlight the similarities and differences between a few of the cycles. I found that adding the sustainability standards and benchmarks was a good fit. I think this document helps people understand the overlap of these things as well as highlights the differences between them, and hopefully try and use the right terminology in the future. Finally, the coaching model comparisons document is another resource I wish I had as a starting coach. I have a collaborative coaching whiteboard I have created and shared with coaches around the world on my social media, and decided to simplify it down to a few coaching models for this project. I find it really useful to compare models and potentially use them for different purposes when needed. It helps to show the overlap and similarities As for the future, I feel like this program has prepared me for many pathways I may pursue. Whether this is developing professional learning programs, teaching preservice teachers at a university level, moving into instructional design, or even curriculum coordinating, I feel that the projects I developed have really improved my abilities in these areas. The Focus Area Professional Development example on Inquiry-Based Learning is an example of how I can set up systems for teachers to document and collaborate on areas of interest similar to other teachers. The way I set it up on Padlet would let focus area groups learn from each other and reflect to a small, authentic, local audience. The coaches and other instructional leaders can also add resources to these Padlets such as professional development experiences, interesting books to read, etc. I think this is great practice for future professional growth models I may be a part of. The Critical Friends Group Workshop Using Professional Development Survey Data I created was also great practice for a few reasons. The work that went into this before I created the workshop was collecting data from teachers about their professional development needs and preferences. I then collated all of the results to create this workshop for coaches and leaders to think about the next steps in our school around professional development strategies. It is an engaging and interactive SWOT analysis workshop to interact with the data we received and think about our professional growth model. Again, this is great practice for leading initiatives like this in the future. Finally, I created the InnoViper Educator Certificate Program. I am very proud of this work and think it is fantastic practice for many of my opportunities in the future. I created this full-year badging program that honours teachers’ voices and choices in their professional development and incorporates coaching cycles into the program. I hope I am able to implement it in some form in the future and iterate the plans moving forward. I was careful to make it specific to the needs of our school and based on documents we already have, use, and exist within the fabric of our school (ISTE Standards, Teacher Profile, and our Strategic Plan). |
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