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K-8 Technology Teacher in Philadelphia, PA

What a great story, thanks

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What a great story, thanks for sharing! I think the key part of your approach is how closely you worked with the teacher in getting to know the students, the classroom environment and TeacherB's teaching AND learning style. I think coaching is key to being a successful teacher. I wonder if your school also has a Reading and Math coach and how their roles do/might overlap or integrate into a tech integration coach?

I agree with you about the

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I agree with you about the efficacy of coaching - and also in calling tech integrators coaches if that's the role most required to be filled.

Here's my reflection on peer coaching as an approach to tech integration - very much along the line of what you said above

cheers!

Professor, San Jose State University

Two persons

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You might consider the teacher librarian as the second person who often has vast knowledge about the world of informaiton plus the technology expertise to boost learning when co-teaching alongside the classroom teacher. If the teacher librarians and a teacher technologist team in a learning commons that combines the old library and computer lab, they make an great addition to the school.

Principal, East Leyden High School

Important distinction here, well put.

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For the past few years, our district has used a model of Literacy Coach and Liaison model in much the same way you have described the coach/mentor model here. We are planning on next year implementing this same coach/liaison model for tech as well. The key is the formal training of the liaison in our model has really given confidence to those individuals as leaders in their departments. At this point we have multiple Literacy Liaisons in each department and we will start building the same capacity with tech next year. Great post Mary Beth!

Technology teacher, Central Illinois

Agreed

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Thank you for sharing ideas about a different approach to professional development. As you mentioned, the one-and-done method has proved ineffective. Are you aware of any research articles related to this, or the effectiveness of coaching and/or mentoring for teacher professional development?

K-8 Technology Teacher in Philadelphia, PA

I definitely stress sharing

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I definitely stress sharing with my staff. I like the idea of a Google Form and spreadsheet!

K-8 Technology Teacher in Philadelphia, PA

I totally get the

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I totally get the plate-spinning metaphor! Your staff are lucky to have you!

To help foster faculty

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To help foster faculty mentoring as you describe, I recently set up a Google form for faculty in our school to fill in tech tools they've used and liked, with a description of what they used them for. I'm calling the spreadsheet "Tech Tool Knowledge Pool.". Hope to see faculty using each other as resources more.

Hi Mary Beth We are a

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Hi Mary Beth

We are a Regional Vocational Education College in Western Aus. Very small compared to most public voc ed providers. We have several campuses and aproximately 60 lecturers (a lot are part-time). Most students are external because of the size of our catchment area (around 150,000 sq km) - we have mixed delivery modes including online blends - I teach literacy/numeracy entirely online.

I certainly can't reach everyone directly as a mentor - even using Elluminate, but I work on being as available as possible (around my teaching) - for people to bounce ideas off, to help with problems & to raise awareness of new e-"stuff" & its potential for use & teach colleagues how to use. There are a couple of others who do some informal mentoring.

I must admit I often feel like the guy in the circus who keeps all those plates spinning. Uptake of tech is quite slow here - for lots of reasons including resistance, because lecturers travel a lot to workplaces and so have less time to learn new "tricks", and also because there is only one of me.

Sorry this got a bit long!

Jo Hart (@johart)

K-8 Technology Teacher in Philadelphia, PA

That's a huge job, Jo! The

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That's a huge job, Jo! The main reasons for separating the two is that often a mentor is more available than a coach. I'm not sure it's possible for a coach to be available to all staff members at all times. This also depends on the size of the school. In a tiny school setting, then perhaps one person can do both, but also, a mentor, in my mind, should still be teaching or in some kind of role that is still "in it."

That said, a coach can also serve as a mentor, but I don't think it works the other way. If what you're doing works, then if it ain't broke, don't fix it!

I'm curious, how big is your school?

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