published by Sally Markiewicz

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Why teachers need a technology  coach
Created by S.Markiewicz
A recent survey of professional development trends reported that the average teacher within the United States received 25.4 hours of PD annually . The survey also stated the average school district invests $225,200 annually in PD.
Hours of PD
Spent on PD
Resnick (2010)
University of Kansas Center for Research and Learning Study (2004)
Without support and follow-up, inmplementation of new instructional methods was 15%
With the addition of coaching, implementation increased to 85%
"..Effective professional learning is intensive, ongoing, focused on the classroom, and occurs during the teacher's workday."                                        ISTE Study (2011)
A Technology Coach will -  participate in the development  and implementation of a technology plan -  create policies and procedures -  manage the change process.
A Technology Coach will -   keep abreast of the best available resources -   conduct regular needs assessments -    keep professional learning continuous, meaningful, and fresh.
A Coach will have skills to -  assist teachers with embedding technology in ways that will increase higher order thinking -   model best practices -  provide customized teacher feedback, -  embrace equity and diversity -  promote digital citizenship
Focused on the Classroom
During the work day
Intensive and ongoing
ISTE Standards:Coaching
In addition,  as part of the technology team, a Technology Coach will search for appropriate funding and keep spending in check.
A University of Kansas study determined, "coaching significantly increases the rate of newly learned practices." In another study, Wong and Wong (2008) found that, in a coaching relationship, "...teachers feel more motivated and responsible to act on new skills."
Teachers + technology + coaching support = success
Beglau, M., Craig Hare, J., Foltos, L., Gann, K., James, J., Jobe, H., & Smith, B. (2011). Technology, coaching and community: Power partners for improved professional development and secondary education. Retrieved April 25, 2015, from Darling-Hammond, L., Wei, R., Andree, A., Richardson, N., & Orphanos, S. (2009). Professional learning in the learning profession: A status report on teacher development in the United States and abroad. Retrieved May 5, 2015, from ISTE Standards: Coaches. (2011). Retrieved April 23, 2015, from Knight, J. (2004). Instructional coaching. StrateNotes 13(3):1. The University of Kansas Center for Research on Learning. Logan, L. (2014). Significant growth in 1:1 initiatives in schools, national survey says. Retrieved May 6, 2015, from Resnick, R. (2010). National survey of professional development trends: 2010. Education Market Research, Rockaway Park, NY. Wong, H., & Wong, R. (2008). Coaches Are More Effective than Mentors. Retrieved May 7, 2015, from