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.
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 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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