Coach furthers their thinking about the vision for and role of coaching to empower teachers to leverage technology in their classrooms.
# Key Method The coach develops a vision and mission statement, hones their management skills, and supports teachers to understand their role as a coach to serve the teachers and students within their school. # Method Components ### Coaching Mission/Vision Statement As a coach, it is important that you have a coaching vision and mission statement. Your coaching vision and mission statement will help you as you serve the teachers and students within your school. ### Coaching Schedule Honing your time management skills allows you to improve your ability to make better decisions as you chunk your time and prioritize tasks as a VILs coach. ### Coaching Menu As a VILs coach you will be faced with explaining your role to your teachers constantly. You may often be confused for an information technologist or technology repair services. Help your teachers understand your role as a VILs coach by creating a menu of services.
### Characteristics/Standards * ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> + Visionary leadership + Content knowledge and professional growth * Future-Ready Instructional Coaches Framework [https://1gu04j2l2i9n1b0wor2zmgua-wpengine.netdna-ssl.com/wp-content/uploads/2017/07/Instructional\_coaches\_flyer.pdf](https://1gu04j2l2i9n1b0wor2zmgua-wpengine.netdna-ssl.com/wp-content/uploads/2017/07/Instructional_coaches_flyer.pdf) + Partnership & Collaboration + Systems Thinking + Culture & Relationships * Exploring Coaching for Powerful Technology Use in Education by Tina Ehsanipour & Florencia Gomez Zaccarelli Center to Support Excellence in Teaching - Stanford University <https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf>
* Coaching Vision and Mission Statement Template <http://brightmorningteam.com/wp-content/uploads/2017/09/Coaching-Vision-Mission.pdf> * How Great Leaders Inspire Action <https://youtu.be/qp0HIF3SfI4> * Defining Your Role as an Instructional Technology Coach - the 4 Rs <https://www.fi.ncsu.edu/news/defining-your-role-as-an-instructional-technology-coach-the-4-rs/> * The Coach-Administrator Partnership <http://www.ascd.org/publications/books/109002/chapters/The-Coach%E2%80%93Administrator-Partnership.aspx> * How to Create a Coaching Schedule <https://www.mshouser.com/organization/how-to-create-a-coaching-schedule-and-handle-your-busy-ness>
Written responses and artifacts to demonstrate competence
To earn this micro-credential, submit the following three artifacts from the guidepost: * Your coaching vision/mission statement * Your coaching schedule * Your menu of coaching options
Coach provides the appropriate information.
Submission does not meet passing requirements.
Coaching Vision/Mission Statement completely satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower teachers to leverage technology in their classrooms.
Coaching Vision/Mission Statement almost satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower teachers to leverage technology in their classrooms.
Coaching Vision/Mission Statement partially satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower teachers to leverage technology in their classrooms.
Coaching Vision/Mission Statement minimally satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for and role of coaching to empower teachers to leverage technology in their classrooms.
Coaching Schedule completely satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
Coaching Schedule almost satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
Coaching Schedule partially satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
Coaching Schedule minimally satisfies the requirements necessary to demonstrate their ability to manage their time effectively.
Coaching menu completely satisfies the requirements necessary to demonstrate their ability to help teachers understand their role as a coach within their school.
Coaching menu almost satisfies the requirements necessary to demonstrate their ability to help teachers understand their role as a coach within their school.
Coaching menu partially satisfies the requirements necessary to demonstrate their ability to help teachers understand their role as a coach within their school.
Coaching menu minimally satisfies the requirements necessary to demonstrate their ability to help teachers understand their role as a coach within their school.
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adapting” for each artifact in Part 2.
Coaching to Create a Digital Age Learning Environment
Coach creates and supports teachers’ professional learning to maximize the learning of all students.
# Key Method The coach transforms learning experiences to result in higher levels of achievement for students through the use of digital learning frameworks. # Method Components Tools (frameworks) such as **TIM** (Technology Integration Matrix) and **SAMR** (Substitution, Augmentation, Modification, and Redefinition) can be used to inform the type of support provided in a digital age learning environment. The **TIM** is designed to assist schools and districts in evaluating the level of technology integration in classrooms and to provide teachers with models of how technology can be integrated throughout instruction in meaningful ways to create a digital age learning environment. **SAMR** is a model designed to help educators infuse technology into teaching and learning. The model supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. The goal is to transform learning experiences to result in higher levels of achievement for students.
### Characteristics/Standards * ISTE: Digital Age Learning Environment * Future Ready Framework: Professional Learning * Exploring Coaching for Powerful Technology Use in Education by Tina Ehsanipour & Florencia Gomez Zaccarelli Center to Support Excellence in Teaching - Stanford University <https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf>
* Exploring Coaching for Powerful Technology Use in Education (pg. 10) <http://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf> * The SAMR Model with App Examples [https://www.youtube.com/watch?v=Og\_S\_E7UmPQ](https://www.youtube.com/watch?v=Og_S_E7UmPQ) * Rethink SAMR <http://www.teacherpaul.org/2889> * The Technology Integration Matrix <https://fcit.usf.edu/matrix/matrix/> * Brief Introduction to TIM <https://www.youtube.com/watch?v=1sGznHrOuFY> * Technology Integration Matrix (TIM) Explained <https://www.youtube.com/watch?v=Dyd4Q-g3bwc&feature=youtu.be> * Exploring the “Technology Integration Matrix” <https://www.linkedin.com/pulse/exploring-technology-integration-matrix-dr-daniel-downs/>
To earn this micro-credential, submit the following two artifacts from the guidepost: * **Sharing TIM Resources** + Review the TIM website with teachers: <https://fcit.usf.edu/matrix/matrix/> + Share with them how to create their profile and access resources. + How did the teachers respond? Upload audio, video, or text. + Upload a screenshot of a teacher's completed profile or a picture of the teacher completing his/her profile. * **Integrated Lesson Plan Collaboration** + Pick a grade level or subject area to collaborate. + Log in to VILs Connection to partner with a fellow school to co-develop an integrated lesson and/or activity for students to complete over the holiday break. + The lesson/activity must require students to collaborate with peers. + Submit the lesson/activity.
The artifacts did reflect the coach’s support of teacher learning and providing resources for professional development.
The artifacts did reflect the coach’s support of teacher learning resources for professional development.
The artifacts did not reflect the coach’s support of teacher learning and providing resources for professional development.
The technology-based integration is not only better suited for the lesson than other methods, but enhancement of student learning relies on the integration. Technology use enhanced student learning experiences. Technology integration is imperative for the students to collaborate and create with their peers.
The technology-based integration is better suited for the lesson than other methods. Technology use enhanced student learning. Technology integration could have been left out and students would have learned okay without its presence. The students are using technology to collaborate and create with peers.
The technology-based integration is not better suited for the lesson than other methods. Technology use did not enhance student learning. Technology integration could have been left out and students would have learned well without its presence. Students are not using technology to collaborate with peers in the VILs Network.
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” for each artifact in Part 2.
Coach models and promotes strategies for achieving equitable access to technology-related best practices and digital tools for all teachers and students.
# Key Method The coach explores ways to support teachers with lesson design, developing strategies, and modeling best practices to develop responsible digital citizens and cultivate a safe and responsible digital culture. # Method Components ### Productive Digital Citizenship One of the goals of integrating technology fully into the classroom is to prepare students to be productive digital citizens by: 1. Having equitable access to technology, 2. Participating in safe and ethical computing, and 3. Participating in global communication ### Equitable Access to Technology One factor that can prevent all students from being productive digital citizens is a lack of equitable access to technology. Because students should use the tool that best supports their learning needs, equitable access does not mean that all students use the same tool. However, using technology passively for remediation, reinforcement, or independent work (in a sense, using technology as you would a paper workbook) is seen more often in lower-resourced schools and with students with special needs. In contrast, privileged students have more opportunities to use technology for authentic learning experiences that emphasize collaboration, creativity, and innovation. Digital learning coaches cannot simply provide all students access to a device, but must move all students toward using technology for higher-level learning. Students who have equitable access to technology: * Use technology for higher-order thinking, including communicating, collecting and analyzing information, collaborating with others, problem-solving, and presenting learning. * Develop technology skills with embedded civic values. **Suggested Strategies for Advancing Equitable Access** Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. * Examine technologies, including social networks and technology outside of school, that other schools and/or students have and compare them with your own. (Written comparison with analysis of where your school needs to make improvements) * Explore what technologies are available, through the district or from outside sources, that your school is not taking advantage of. (Curated list of technologies with descriptions of how your school could use each) * Study the patterns of technology use in your school alongside the ISTE Standards for Students—do all students have access to use technology in the ways advanced by the Standards? (Written analysis of technology use by all students based on the ISTE Standards for Students) * Advocate for the purchase of beneficial products. (A communication log that demonstrates advocating for equity) * Build awareness among teachers of the different forms that access takes and the benefits of innovative uses of technology. (Agendas of meetings where you built teacher awareness of equity, including tools they could use, or written communication, such as emails or newsletters, where you built teacher awareness of equity, including tools they could use) * Share tools and resources with teachers that would increase equitable access, including tools and resources that are culturally and linguistically relevant and universally accessible. (Agendas of meetings where you built teacher awareness of equity, including tools they could use, or written communication, such as emails or newsletters, where you built teacher awareness of equity, including tools they could use) * Provide access for students to knowledgeable peers and mentors who can provide social support in using high-quality tools and resources for high-level use, e.g., through a technology club or community mentors. (Student-written description of participation in a technology club or in work with a community mentor around technology) ### Safe and Ethical Computing Another factor that can prevent all students from being productive digital citizens is not understanding what safe and ethical computing looks like. Digital learning coaches must ensure that all school stakeholders understand what safe and ethical computing looks like. Students who practice safe and ethical computing: * Know how to discern fact from fiction. * Share information responsibly. * Interact with people in an appropriate manner online. * Maintain an appropriate digital identity online. * Know how to find, use, and cite reputable and accurate sources to inform their work. * Keep equipment in good working order. * Use adults as a resource to help them stay safe online. * Balance screen time with other activities. **Suggested Strategies for Facilitating Safety and Ethics** Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. * Read and stay up to date on the laws related to technology in education. (Analysis of the current laws related to technology in education and how they affect your school) * Create and keep a current list of expected behaviors with technology and logical consequences that will be enforced if a student breaks a rule—often called an Acceptable Use Policy, Responsible Use Policy, or Online Safety Contract—and a process for stakeholders to understand and agree in writing to the policy or contract annually. (Written policy or contract and process for understanding and agreeing to the policy or contract) * Raise awareness of safety and ethical concerns by talking about these issues with teachers, students, and parents through formats such as an online forum, technology information nights, or digital newsletters. (Video footage or written communication of raising awareness of safety and ethical concerns with stakeholders) * Support teachers in directly teaching lessons on how to engage in good digital behavior and cybersafety. (Video footage of modeling or co-teaching a lesson on good digital behavior or cybersafety) ### Global Communication The final component of digital citizenship is using tools and resources to provide students with opportunities to communicate and engage with people from other cultures and with different perspectives and backgrounds from their own. Digital learning coaches must create opportunities for global communication. Students who engage in global communication: * Collaborate and have meaningful discussions with a variety of people. * Engage in creative pursuits online. * Gain exposure to diverse points of view and experiences. * Make progress in having a global awareness of the world and in understanding other cultures. * Share their own perspectives and unique voices. * Access and connect with resources outside of the school (including in their homes and community) that are aligned with their educational interests. **Suggested Strategies for Facilitating Global Communication** Each strategy is followed by a suggested artifact that you could produce as a result of engaging in the strategy. * Locate and analyze tools and resources that can be used for communication and sharing, such as Skype Education, Google Docs, or Edmodo. (Curated list of tools and resources you’ll help teachers use for communication) * Model how to implement and use communication tools safely and ethically. (Video footage of modeling or co-teaching a lesson on how to use communication tools) * Connect with other classrooms, teachers, and students from other schools as collaborators. (Student work that shows collaboration and communication with community or classrooms outside of school)
### Characteristics/Standards * ISTE: Digital Citizenship * Future Ready Framework: Professional Learning * Exploring Coaching for Powerful Technology Use in Education by Tina Ehsanipour & Florencia Gomez Zaccarelli Center to Support Excellence in Teaching - Stanford University <https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf>
* Lessons on Digital Citizenship from Charlie Brown <https://www.youtube.com/watch?v=JvDGGceA-0A> * The Common Sense Education E-rate Toolkit <https://www.commonsense.org/education/erate> * Common Sense K-12 Digital Citizenship Curriculum Scope <https://www.commonsense.org/education/> ### Equitable Access to Technology * From Forty-to-One to One-to-One: Eliminating the Digital Divide and Making Equity Actionable <https://files.eric.ed.gov/fulltext/EJ1161900.pdf> * Now We Confront the Real Equity Challenge: Providing Access to 21st Century Learning [https://www.huffingtonpost.com/linda-darlinghammond/now-we-confront-the-real\_b\_8783332.html](https://www.huffingtonpost.com/linda-darlinghammond/now-we-confront-the-real_b_8783332.html) * How Teachers Can Provide Equal Learning in a World of Unequal Access <https://www.edsurge.com/news/2016-04-13-how-teachers-can-provide-equal-learning-in-a-world-of-unequal-access> * 5 Ways to Make Technology More Accessible to More Students <https://www.teachthought.com/technology/5-ways-make-technology-accessible-students/> * Why Schools Need More Technology <https://www.azcentral.com/story/opinion/op-ed/2015/12/14/arizona-tech-students/77148992> * Wanted: Deeper Learning Practices for All <https://all4ed.org/wanted-deeper-learning-practices-for-all/> * One Laptop Per Child Initiative <http://one.laptop.org/> * Digital Equity Toolkit <https://cosn.org/digital-equity-toolkit> * Navigating the Digital Shift 2018 <http://www.setda.org/priorities/digital-content/navigating-the-digital-shift2018/> ### Safe and Ethical Computing * NewseumED: “Free Learning Tools on Media Literacy and Our First Amendment Freedoms” <https://newseumed.org/> * Common Sense Media digital citizenship resources: “Empower Your Students to Make Safe, Smart, and Ethical Decisions Online <https://www.commonsense.org/education/digital-citizenship> * How School IT Directors Can Help Close the Technology Literacy Gap <https://edscoop.com/how-school-it-directors-can-help-close-the-technology-literacy-gap> * K-12 Students Must Learn About Digital Citizenship <http://www.edtechroundup.org/editorials--press/guest-post-k-12-students-must-learn-about-digital-citizenship> * Share and access open digital materials <https://creativecommons.org/licenses> * Form for students to use to request permission to use materials that do not have an open license [http://www.landmark-project.com/permission\_student.php](http://www.landmark-project.com/permission_student.php) * Digital Citizenship website <http://www.digitalcitizenship.net/> * Digital Responsibility website <http://www.digitalresponsibility.org/> * COPPA Best Practices: Advice for Schools on Staying on the Right Side of the Law <https://www.edsurge.com/news/2018-05-09-coppa-best-practices-advice-for-schools-on-staying-on-the-right-side-of-the-law> ### Global Communication * Educators Help Students Leverage the Power of Digital Civics <https://www.teachingchannel.org/blog/2018/04/20/power-of-digital-civics/> * Teaching with Technology: Tech That Explores Diversity <https://www.scholastic.com/teachers/articles/teaching-content/teaching-technology-tech-explores-diversity/> * Transforming Your School with Digital Communication <http://www.ascd.org/publications/educational-leadership/apr15/vol72/num07/Transforming-Your-School-with-Digital-Communication.aspx> * How Technology Can Connect Children from Around the World <https://www.britishcouncil.org/voices-magazine/how-technology-can-connect-children-around-world> * Five Ways to Use Technology and Digital Media for Global Learning <https://asiasociety.org/education/five-ways-use-technology-and-digital-media-global-learning> * Culturally Responsive Teaching <https://www.brown.edu/academics/education-alliance/teaching-diverse-learners/strategies-0/culturally-responsive-teaching-0#ladson-billings> * Teacher's Guide to International Collaboration on the Internet <https://www2.ed.gov/teachers/how/tech/international/index.html> * Global Education Conference <http://www.globaleducationconference.org/> * 10 Social Media Sites for Education <https://www.teachthought.com/technology/10-different-social-media-sites-for-education/> * Students Step up to Lead Tech Implementation at Their Elementary School <https://www.edsurge.com/news/2018-05-25-students-step-up-to-lead-tech-implementation-at-their-elementary-school> ### Technology Coaching Micro-credentials Standards Alignment * Technology Coaching Micro-credentials Standards Alignment <https://drive.google.com/open?id=1-B3EoZQzls2Gsw4Vucz-4EQa8uHud3zG> This resource shows the alignment between the 12 Technology Coaching micro-credentials and the ISTE Standards for Coaches and the Learning Forward Coach Role(s)
To earn this micro-credential, choose one artifact to submit for each of the following areas (you will submit three artifacts in total): * Equitable access * Safety and ethics * Global communication Note: Refer to the Method Components for suggested artifacts and to understand more about each criterion listed below in the rubric.
The artifact submitted has evidence of all of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
The artifact submitted has evidence of some of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
The artifact submitted has evidence of none of the following: - A consistently strong commitment to equitable access to technology to positively impact student learning - A consistent and meaningful focus on increasing equity
The artifact submitted has evidence of all of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
The artifact submitted has evidence of some of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
The artifact submitted has evidence of none of the following: - A strong commitment to safety and ethics to positively impact student learning - A consistent and meaningful focus on safety and ethics
The artifact submitted has evidence of all of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
The artifact submitted has evidence of some of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
The artifact submitted has evidence of none of the following: - A strong commitment to global communication to positively impact student learning - A consistent and meaningful focus on increasing global communication
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a “Yes” for each artifact in Part 2.
Coach unlocks potential and motivates people to maximize their performance.
# Key Method The coach reexamines their methods of communication for those they coach and hones their abilities to give feedback. # Method Components As a VILs coach, you have to be aware of your own communication style while supporting teachers with different communication styles. Our communication styles determine how we offer support to our teachers and how teachers receive our support. ATD has identified four types of communication styles: * Expressives, * Systematics, * Sympathetics, and * Directs.
### Characteristics/Standards * Future Ready Framework: Professional Learning * Exploring Coaching for Powerful Technology Use in Education by Tina Ehsanipour & Florencia Gomez Zaccarelli Center to Support Excellence in Teaching - Stanford University <https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf>
* How to Speak So That People Want to Listen <https://www.youtube.com/watch?v=eIho2S0ZahI> * 17 Communication Habits of Highly Likable People <https://www.businessinsider.com/17-communication-habits-of-highly-likable-people-2016-2> * Design a Communication T-Shirt <https://docs.google.com/presentation/d/1zkR-lgEEpjVziKCMJ1E9w0aeTwy-4o7ffCW2s8tOIAk/edit> * Coaching Conversation Rubric <https://digitalpromise.instructure.com/courses/45/files/583/download?wrap=1>
To earn this micro-credential, submit the following two artifacts from the guidepost: * Communication Styles Use the link in the Resources section on designing a T-shirt for your communication style to represent your communication style. * Coaching Skills and Analysis After you conduct your classroom visits, you should have feedback sessions with selected teachers based on the visitation notes. + Video record your coaching conversation with the teacher. + Watch your coach recording and use this Coaching Conversation Rubric to analyze your coaching skills: <https://digitalpromise.instructure.com/courses/45/files/583/download?wrap=1> + Select the skills observed. + Upload your video and write a brief summary paragraph on the coaching skills you observed during your coaching conversation. Share the glows and grows.
The Communication Style T-shirt design demonstrates the coach’s awareness of the importance of understanding of personal communication styles or the ability to express their communication style.
The Communication Style T-Shirt design does not demonstrate the coach’s awareness of the importance of understanding of personal communication styles or the ability to express their communication style.
The Communication Style T-Shirt design does not demonstrate the coach’s awareness of the importance of understanding the personal communication style or the ability to express their communication style.
- Teacher begins the reflecting conversation by reflecting on how she or he thought the lesson went. - Teacher identifies and responds to questions that prompt her or him to examine the data and how they compare with what the teacher intended and to identify what she or he would do the same or differently next time and why. - Teacher shares evidence that demonstrates student learning and any student misconceptions that may exist. - Teacher identifies what she or he will do next with these students based on the classroom data and the teacher’s own reflections.
- Coach begins the reflecting conversation with a question that elicits the teacher’s perspective of how the lesson went. - Coach prompts the teacher to examine the data and how they compare with what the teacher intended and to identify what she or he would do the same or differently next time and why. - Coach asks teacher to identify what students have learned and what evidence the teacher has of student learning. - Coach asks questions that prompt the teacher to begin planning for the next lesson.
- Coach begins the reflecting conversation with a question that elicits the teacher’s perspective of how the lesson went and then adds her or his opinion of how the lesson went. - Coach frames and poses questions that prompt the teacher to examine the data and how they compare with what the teacher intended. - Coach poses questions that ask the teacher to identify what the students learned.
- Coach begins the reflecting conversation with her or his interpretation of what occurred during the coaching observation. - Coach frames and poses questions that are based on the coach’s beliefs and values about what happened or should have happened during the lesson. - Coach seldom asks questions that focus on student learning.
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Sustaining” or “Adaptive” for each artifact in Part 2.
Effective Collaboration for Lesson Improvement
Coach supports educators to try new ideas through a culture of collaboration and ultimately contributes to improved collective teacher efficacy.
# Key Method The coach examines the necessary skills needed to engage in powerful, collaborative, and self-initiated coaching for the purpose of improved teaching and learning. # Method Components Coaching creates conditions of excellence by increasing collaboration, individualizing support, and improving teacher effectiveness more quickly than traditional professional development (PD) techniques. Coaching gives teachers the opportunity to discuss with a coach how, when, and why something doesn’t work. Processing through success and failure is more experiential and effective than trying to retain, recall, practice, and implement what someone presented in an in-service PD the week before (Smith and Smith 2018). When educators support one another in trying new ideas, a culture of collaboration forms and ultimately contributes to improved collective teacher efficacy.
### Characteristics/Standards * ISTE: Teaching and learning assessments * Future Ready Framework: Partnership & Collaboration * Exploring Coaching for Powerful Technology Use in Education by Tina Ehsanipour & Florencia Gomez Zaccarelli Center to Support Excellence in Teaching - Stanford University <https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf>
* Descriptive vs. Prescriptive Coaching [https://www.youtube.com/watch?v=U\_rR4rkM1PQ](https://www.youtube.com/watch?v=U_rR4rkM1PQ) * Creating a Culture of Collaboration <http://inservice.ascd.org/creating-a-culture-of-collaboration-and-coaching-to-improve-the-effectiveness-of-every-teacher/> * How to Deal with Difficult and Toxic People <https://www.youtube.com/watch?v=Rx6Abkn--Zc> * Infographic on Working with Difficult People <https://blog.hubspot.com/marketing/working-with-difficult-people> * Trust Walk [https://docs.google.com/presentation/d/1OWCm\_HdodFxv9zqpBXKvRCHwj2qDhKT4cpjuFzqV7Bc/edit](https://docs.google.com/presentation/d/1OWCm_HdodFxv9zqpBXKvRCHwj2qDhKT4cpjuFzqV7Bc/edit)
To earn this micro-credential, submit the following two artifacts from the guidepost: * **Infographic** Create an infographic with eight (8) smart strategies for working with the four types of difficult teachers. * **Trust Walk** + In order for you to be influential, you must build trust. Plan a quick pulse check meeting with your A-Team and implement the Trust Walk (See Resources Section) + Upload four (4) photos or a video of the A-Team teachers engaged in the Trust Walk. + Submit your meeting agenda and describe additional coaching strategies used during the meeting to meet the collaborative needs of your A-Team. Include a brief reflection of the team’s reflection of the activity.
The infographic includes substantive strategies that demonstrate the coach's ability to support difficult teachers.
The infographic includes logical strategies that demonstrate the coach’s ability to support difficult teachers.
The infographic includes limited strategies that demonstrate the coach’s ability support difficult teachers.
The infographic includes minimal strategies that demonstrate the coach’s ability to support difficult teachers.
The Trust Walk artifacts provide evidence that includes the following: - Complete evidence of how the application of the adult learning strategies impacted the individuals in the group - Complete evidence of an analysis of how an environment of trust and a sense of ownership was built among colleagues
The Trust Walk artifacts provide evidence that includes the following: - Appropriate evidence of how the application of the adult learning strategies impacted the individuals in the group - Logical evidence of an analysis of how an environment of trust and a sense of ownership was built among colleagues
The Trust Walk artifacts provide evidence that includes the following: - Incomplete evidence of how the application of the adult learning strategies impacted the individuals in the group - Limited evidence of an analysis of how an environment of trust and a sense of ownership was built among colleagues
The Trust Walk artifacts provide evidence that includes the following: - Little or no evidence of how the application of the adult learning strategies impacted the individuals in the group - Minimal evidence of an analysis of how an environment of trust and a sense of ownership was built among colleagues
Coach assists educators with discovering and cultivating the unique gifts, talents, and interests that every human possesses.
# Key Method The coach understands how connections and feedback loops work in complicated systems and helps teachers explore systems thinking and complex problem-solving skills. # Method Components Coaches will be provided with the necessary skills to understand how connections and feedback loops work in complicated systems while helping teachers explore systems thinking and complex problem-solving skills.
### Characteristics/Standards * ISTE: Visionary Leadership * Future Ready Framework: Systems Thinking * Exploring Coaching for Powerful Technology Use in Education by Tina Ehsanipour & Florencia Gomez Zaccarelli Center to Support Excellence in Teaching - Stanford University <https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf>
* Systems Thinking: A Little Film About a Big Idea <https://www.youtube.com/watch?v=-sfiReUu3o0> * Tools of a Systems Thinker <https://medium.com/disruptive-design/tools-for-systems-thinkers-the-6-fundamental-concepts-of-systems-thinking-379cdac3dc6a> * Feedback Loops <https://docs.google.com/presentation/d/1Il8yirVjDPWwjqbx2G2mkLjKZvMaOjToxiy1IZSOlbI/edit> * Feedback Loops Template Copy <https://docs.google.com/presentation/d/1FIyz84I4f5I5aw7kHc-0VxLg0MmAOVf1rCp0KtmTa-M/copy>
To earn this micro-credential, submit the following **two artifacts** from the guidepost: * **Illustrated Examples of Problems** + Take a couple of minutes to think about at least two problems you faced recently or are currently facing, either personal or work-related. Examples may be trying in vain to cut down on eating sweets, constantly feeling stressed about spending too much time on work and not enough time with family and friends, or trying to shift the thinking of a late tech adopter. + Draw a picture, diagram, cartoon, or whatever you want to represent these two problems and upload the images. * **Feedback Loop** + View steps in a feedback loop. + View the example feedback loop. + Choose one of your problems from the previous activity, Make a copy of the template (See Resources section) and complete the key questions in the feedback loop based on the problem you selected. + Upload link.
The artifact illustrates two problems the coach is facing.
The artifact does not illustrate two problems the coach is facing.
The artifact demonstrates the coach’s ability to convey complex information visually to help people understand the factors most relevant to the situation being considered.
The artifact does not demonstrate the coach’s ability to convey complex information visually to help people understand the factors most relevant to the situation being considered.
To earn the micro-credential, you must receive a passing evaluation for Part 1 and a score of “Adaptive” for each artifact in Part 2.
Coach thinks about how they can improve based on what they have learned through reflection.
# Key Method The coach reviews skills to help effectively reflect on their work as a transformative leader and to contribute to a culture of peer support. # Method Components Reflection is a big part of learning. When we reflect, we can look back at something, such as behavior, assess how we did, and then think about how we can do better based on what we’ve learned through reflection.
### Characteristics/Standards * ISTE: Teaching and Learning, Professional Growth * Future Ready Framework: Partnership & Collaboration * Exploring Coaching for Powerful Technology Use in Education by Tina Ehsanipour & Florencia Gomez Zaccarelli Center to Support Excellence in Teaching - Stanford University <https://digitalpromise.org/wp-content/uploads/2017/07/Dynamic-Learning-Project-Paper-Final.pdf>
* Creating a Culture of Reflective Leadership <https://www.youtube.com/watch?v=jiU9x2YYKi8> * Reflecting on Yourself as a Leader <https://www.edutopia.org/blog/reflecting-yourself-leader-elena-aguilar> * How to Get Feedback on Your Coaching [http://blogs.edweek.org/teachers/coaching\_teachers/2014/11/how\_to\_get\_feedback\_on\_your\_co.html](http://blogs.edweek.org/teachers/coaching_teachers/2014/11/how_to_get_feedback_on_your_co.html)
To earn this micro-credential, submit the following three artifacts from the guidepost: * **Letter to Past Self** Write a letter to your newly hired self as you entered the role of a VILs coach. * **Letter to Future Self** Write a letter to your future professional self. * **Receiving Feedback** Develop and submit a coaching feedback tool for teachers.
The artifact demonstrates the coach’s ability to assess how they can improve based on what they have learned through reflection.
The artifact does not demonstrate the coach’s ability to assess how they can improve based on what they have learned through reflection.
The artifact demonstrates the coach’s ability to design a tool with necessary elements to receive constructive feedback from teachers regarding their coaching support.
The artifact does not demonstrate the coach’s ability to design a tool with necessary elements to receive constructive feedback from teachers regarding their coaching support.
Coach creates solutions to help efficiently and effectively support teachers.
# Key Method The coach implements strategies to aid in building teacher capacity to build a sustainability/scalability plan for leveraging VILs for the following school year. # Method Components In school systems there is ongoing unpredictability and disruption. The challenge for you is not to simply find new ways to stay relevant and innovate. Instead, the burning challenge is to create solutions to help you efficiently and effectively support teachers. The more you create a culture that's adaptable and agile, the more you put yourself in a position to succeed as a VILs coach.
* Building Relationships One Brick at a Time <https://www.youtube.com/watch?v=Dfm2s5rZa6k> * Instructional Coaches: Interior Designers in Education <https://dianesweeney.com/instructional-coaches-interior-decorators-in-education-kristy-gaudio/> * How to Be a Leader of Teacher Leaders: Building an Infrastructure for Improvement <https://www.edweek.org/tm/articles/2016/11/28/how-to-be-a-leader-of-teacher.html> * Sustainability Plan Template Copy [https://docs.google.com/document/d/1-kiZVcHXKa8oUJk9MSWvljqAqdWPLVjQ\_BRWkaUY7N8/copy](https://docs.google.com/document/d/1-kiZVcHXKa8oUJk9MSWvljqAqdWPLVjQ_BRWkaUY7N8/copy)
To earn this micro-credential, submit the following artifact from the guidepost: **Sustainability Plan** Submit the link to your sustainability plan.
Support Teachers’ Ability to Master Device Integration in Instruction
District/school strategic plan is defined and aligns with the goal of improving student outcomes and student achievement. Plan is measurable and trackable. **Note: Be aware of initiative overload.
District/school strategic plan is defined and 51-75% aligns with the goal of improving student outcomes and student achievement. Plan is 51-75% measurable and trackable. **Note: Be aware of initiative overload.
District/school strategic plan is defined and 25-50% aligns with the goal of improving student outcomes and student achievement. Plan is 25-50% measurable and trackable. **Note: Be aware of initiative overload.
District/school plan is not defined or is minimally aligned with the goal of improving student outcomes and student achievement. Plan is not measurable and trackable.
Diffuse Best Practices Throughout School
School’s plan is 100% measurable and trackable. Plan is defined and includes 100% of components (A-Team, lead teachers, model/ demonstration classrooms) to continue to drive technology integration, school culture change, and collaboration.
School’s plan is 51-75% measurable and trackable. Plan is defined and includes 51-75% of components (A-Team, lead teachers, model/ demonstration classrooms) to continue to drive technology integration, school culture change, and collaboration.
School’s plan is 25-50% measurable and trackable. Plan is defined and includes 25-50% of components (A-Team, lead teachers, model/ demonstration classrooms) to continue to drive technology integration, school culture change, and collaboration.
School’s plan is not measurable and trackable. Plan does not include how the school will utilize their A-Team, lead teachers, or model/ demonstration classrooms to continue to drive technology integration, school culture change, and collaboration.
Coaching & Supporting Diverse Adult Learners
Coach dissects the theory of andragogy and demonstrates practical, applicable steps to guide their journey of building educators’ instructional capacity.
# Key Method The coach leverages protocols to reflect and refine current professional development to meet the needs of adult learners. # Method Components ### Professional Development Reflection Reflection is an important part of being an effective coach. Coaches should analyze previously delivered professional development workshops or learning experiences, and use a reflection guide to revise their own professional development. ### Constructivist Protocol for Adult Work In order for teachers and administrators to raise their own standards, they must be intrinsically motivated to produce consistently high-quality work. The coach serves as a facilitator as they guide the adult learner through the protocol.
### Characteristics/Standards * ISTE Standards for Coaches <https://www.iste.org/standards/for-coaches> + Visionary leadership + Content knowledge and professional growth * Future-Ready Instructional Coaches Framework <https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/> + Partnership and Collaboration + Systems Thinking + Culture and Relationships
* How Adults Learn <https://www.youtube.com/watch?v=3LdEwYDDJBg> * Adult Learners: Characteristics, qualities, and needs <https://drive.google.com/a/digitalpromise.org/file/d/13BCs31xVC5SeBegOAewHLdLnyp34U9FZ/view?usp=sharing> * 11 Tips to Engage and Inspire Adult Learners <https://elearningindustry.com/11-tips-engage-inspire-adult-learners> * How to Support Self-Directed Learning in a Learning Organization <https://www.td.org/insights/learning-journeys-next-step-in-performance-improvement> * Sandbox Learning <https://www.td.org/magazines/td-magazine/word-wiz-sandbox-learning>
To earn this micro-credential, submit the following two artifacts from the guidepost: * Please complete and upload your Professional Development Reflection. Ensure you address the following: + Shared goals + Adult learning strategies + Follow-up support + Quality teaching + Effective use of time + Data analysis + Collaborative learning community * Conduct the Constructivist Protocol for Adult Work activity and ensure you address the debrief protocol and potential follow-up steps.
Professional development reflection completely satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
Professional development reflection almost satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
Professional development reflection partially satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
Professional development reflection minimally satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional development offerings and identify absent criteria and refine to include them.
Constructivist Protocol for Adult Work completely satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
Constructivist Protocol for Adult Work almost satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
Constructivist Protocol for Adult Work partially satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high-quality work.
Constructivist Protocol for Adult Work minimally satisfies the requirements necessary to demonstrate their ability to facilitate adult learners in thinking about how to raise their own standards and develop intrinsic motivation to produce consistently high- quality work.
Conducting Productive Meetings & Building Trust
Coach hones their leadership skills and learns how to host an efficient meeting that results in streamlined processes and increases team spirit and connection.
# Key Method The coach reflects on the four stages of team building to develop meeting systems for professional learning networks and selects the most efficient meeting strategies reflective of their school’s needs. # Method Components ### Conductive Productive Meetings It is important to think about the following: * How can you design meetings that develop an effective, efficient and trusting team? * What should you do when you meet? * How do you create learning experiences where peers can build upon each other’s ideas? How might you uncover some of your assumptions about how your team works? * How might you identify and remedy negative characteristics in team meetings? What elements of a meeting can you intentionally avoid? How? ### Collaborative Team Building As a VILS coach, you must be able to observe teams as they participate in collaborative team-building activities. Collaborative skills are vital for the sustainability of the VILS program. * What conversations do you hear? * What strategies are your colleagues demonstrating? * How does their ability to communicate impact their capacity to conduct productive meetings? ### Four Stages of Team Building 1. **Forming**: In this stage, people get to know one another, assume roles, and get oriented. Members may be timid, afraid to speak up, as trust and relationships have not yet been developed. There may be questions about the purpose and goals of the team. 2. **Storming**: This is where members’ assertiveness may surface, where differences of opinions, roles, and competition among factions will likely enter in as members become more comfortable expressing their views. 3. **Norming**: Team cohesiveness begins to build as people have already expressed their initial views—which often helps to defuse disagreements as the energy behind them has been somewhat released—and trust begins to build. Members begin to more fully settle into the task at hand of moving forward and finding consensus. One caution exists where comfortable team members might agree too readily, running the risk of arriving at a faulty solution due to an ease in conforming. 4. **Performing**: In this stage, trust, commitment, and forward movement have improved to a point where the team is performing in a viable fashion. Continued improvement will follow as needed.
* Build a Tower, Build A Team [http://www.ted.com/talks/tom\_wujec\_build\_a\_tower?language=en](http://www.ted.com/talks/tom_wujec_build_a_tower?language=en) * Every Meeting Ever <https://www.youtube.com/watch?v=K7agjXFFQJU> * A Step-by-Step Guide to Structuring Better Meetings <https://hbr.org/2016/04/a-step-by-step-guide-to-structuring-better-meetings> * Running Effective Meetings: A guide for humans <https://www.atlassian.com/blog/teamwork/how-to-run-effective-meetings> * Team Building Activities for Meetings are Essential for Success <http://meetingsift.com/team-building-activities-for-meetings/>
To earn this micro-credential, submit the following two artifacts from the guidepost: * Please share a 4 to 5-minute video demonstrating the Four Stages of Team Building Scenarios. * Please share a 4 to 5-minute video demonstrating the Marshmallow Challenge with teachers. Please write and upload a 200-word reflective response summary of your observation of your colleagues. Include answers to the following questions: + What conversations did you hear? + What strategies did your colleagues demonstrate? + How does their ability to communicate impact their capacity to conduct productive meetings?
Four Stages video completely satisfies the requirements necessary to demonstrate the coach’s ability to clearly explain the four stages of team development. The team members were able to collaborate and clearly explain their understanding of team development.
Four Stages video almost satisfies the requirements necessary to demonstrate the coach’s ability to clearly explain the four stages of team development. The team members were almost able to collaborate and clearly explain their understanding of development.
Four Stages video partially satisfies the requirements necessary to demonstrate the coach’s ability to clearly explain the four stages of team development.
Four Stages video minimally satisfies the requirements necessary to demonstrate the coach’s ability to clearly explain the four stages of team development.
Marshmallow Challenge video and summary completely satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in intentional collaboration.
Marshmallow Challenge video and summary almost satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in intentional collaboration.
Marshmallow Challenge video and summary partially satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in intentional collaboration.
Marshmallow Challenge video and summary minimally satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in intentional collaboration.
Developing the Emotional Intelligence of a Team in High-Poverty Schools
Coach hones their leadership skills and learns how to develop their teacher leader team’s emotional intelligence.
# Key Method The coach implements protocols that are focused on leveraging emotional intelligence of teacher leader teams (A-Team) for collaboration and sustainability. # Method Components ### Temperament Analysis of A-Team Activity It is important to understand differences in temperament to effectively lead and coach, and identify and implement strategies for the A-Team’s benefit. Through conducting a Temperament Analysis of the A-Team, the coach will explore the concept of temperament, understand what it means, how it is formed, and how it can influence their emotional intelligence. ### Compass Point Activity Through the Compass Point Activity, coaches learn to understand a variety of tendencies in group work behaviors, furthering their understanding of preferred actions when working together, helping to understand how one’s own and others’ tendencies affect working interactions.
* Temperament Analysis of the A-Team <https://docs.google.com/document/d/1jY0Mu8NCHEm8aqTzSmg4laIrLMe5PdGlnSSser6hjMY/edit?usp=sharing> * Compass Point Activity [https://docs.google.com/document/d/1bKAIoT7gmEc2MoD\_Ttg5URmKl\_wSQndBl1VSo83d8r8/edit](https://docs.google.com/document/d/1bKAIoT7gmEc2MoD_Ttg5URmKl_wSQndBl1VSo83d8r8/edit) * 6 Steps to Improve Your Emotional Intelligence [https://www.youtube.com/watch?v=D6\_J7FfgWVc](https://www.youtube.com/watch?v=D6_J7FfgWVc) * Handling Tough Situations with Emotional Intelligence <https://www.td.org/insights/handling-tough-situations-with-emotional-intelligence> * 10 Reasons Teams Need Emotional Intelligence <https://www.psychologytoday.com/us/blog/leading-emotional-intelligence/201707/10-reasons-why-teams-need-emotional-intelligence> * 7 Ways to Create Emotionally Intelligent Teams <https://execed.economist.com/blog/guest-post/7-ways-create-emotionally-intelligent-teams>
To earn this micro-credential, submit the following two artifacts from the guidepost: * Upload your completed Temperament Analysis of A-Team. Include a 150-word summary addressing the following questions: + How did your teams’ temperament differ from yours? + Was it easy to develop strategies for changing or modifying some of the behaviors discussed within the analysis? * Upload your completed Compass Point Activity (see Resources section for link). Include a 150-word summary addressing the following questions: + What did you discover during the activity? + How do you think your teacher leaders’ “directions” will impact their ability to support the teachers within your school?
Temperament Analysis completely satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the A-Team and the impact it has on program implementation. In addition, selects and employs strategies to support the various temperaments of the team members. The coach fully addresses questions.
Temperament Analysis almost satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the A-Team and the impact it has on program implementation. In addition, selects and employs strategies to support the various temperaments of the team members. The coach addresses questions.
Temperament Analysis partially satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the A-Team and the impact it has on program implementation. In addition, selects and employs strategies to support the various temperaments of the team members The coach addresses 1 of 2 questions.
Temperament Analysis minimally satisfies the requirements necessary to demonstrate the coach’s ability to analyze the temperament of the A-Team. The coach does not address questions.
Compass Point Activity completely satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others’. The coach fully addresses questions.
Compass Point Activity almost satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others’. The coach addresses questions.
Compass Point Activity partially satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others’. The coach addresses 1 of 2 questions.
Compass Point Activity minimally satisfies the requirements necessary to demonstrate their ability to guide teachers in increasing their awareness of their own preferences in addition to others. The coach does not address questions.
Coach hones their leadership skills and learns how to facilitate effective communication among teachers, administrators, and students.
# Key Method The coach develops communication skills and employs active listening while collaborating with teacher leaders. # Method Components Effective communication sounds as though it should be instinctive. But all too often, when we try to communicate with others, something goes astray. Not everyone is prepared for two-way communication. With two-way communication, the other person hears something else, and misunderstanding, frustration, and conflict ensues. As a VILS coach, it is important that you are able to coach others to engage in healthy conversations that include collaborative communication. For students to achieve, teachers must be able to communicate. As a VILS coach, you must be able to provide tools and model the skills needed for an environment conducive to healthy communication.
* 5 Ways to Improve Your Communication Skills <https://www.youtube.com/watch?v=xr1q-uBtIH4> * How to Communicate with Your Team More Effectively <https://www.inc.com/kenny-kline/5-ways-to-ensure-more-effective-communication-within-your-team.html> * The 5 Communication Habits All Leaders Need to Motivate a Team <https://www.inc.com/marcel-schwantes/first-90-days-communication-habits-all-leaders-need-to-motivate-a-team.html> * Improve Communication Skills with a Positive “No” <https://www.td.org/insights/improve-communication-skills-with-a-positive-no>
To earn this micro-credential, submit the following two artifacts from the guidepost: * Paper Chain Activity: + Upload a 5-minute (or less) video demonstrating the Paper Chain Activity with your colleagues. + Share a written reflection summary, between 150–200 words, which includes your colleagues’ reflections on the Paper Chain Activity. * Partner Communication: Active Listening Activity + Upload a 5-minute (or less) video demonstrating the Partner Communication: Active Listening Activity with your colleagues. + Share a written reflection summary, between 150–200 words, which includes your colleagues’ reflections on the Partner Communication Active Listening Activity.
Paper Chain Activity video and summary completely satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
Paper Chain Activity video and summary almost satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
Paper Chain Activity video and summary partially satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
Paper Chain Activity video and summary minimally satisfies the requirements necessary to demonstrate their ability to coach teachers on how to engage in collaborative dialogue.
Partner Communication: Active Listening Activity
Partner Communication video and summary completely satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
Partner Communication video and summary almost satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
Partner Communication video and summary partially satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
Partner Communication video and summary minimally satisfies the requirements necessary to demonstrate their ability to guide teachers in engaging in active listening during PLCs.
Coach recognizes the nature of conflict and its impact on interpersonal relationships and schools.
# Key Method The coach effectively uses and applies conflict intervention strategies such as coaching, negotiation, and system design in the management and resolution of conflict. # Method Components ### 4-Word Activity The coach will elicit a shared understanding, or a shared vision, of an idea or concept. The exercise can also provide an insight into the ways in which decisions are made within any given team or group, and, as such, is an excellent teamwork exercise. ### Reflective Scenario The coach will reflect on a challenging experience and share at least four conflict-resolving strategies that other coaches could implement if they were involved in a similar scenario. ### Peeling the Onion The coach will act as a facilitator and provide a structured way to develop an appreciation for the complexity of a dilemma in order to avoid the inclination to start solving the problem before it has been fully defined.
* Finding Confidence in Conflict <https://www.youtube.com/watch?v=F6Zg65eK9XU> * Conflict and Generations in the Workplace <https://www.td.org/insights/conflict-and-generations-in-the-workplace> * Take Emotion out of Conflict Resolution <https://drive.google.com/file/d/1fKug05-37UJ6FiVijXTVzpKDMGtaWUwY/view> * Navigating Conflict <https://hbr.org/podcast/2019/11/navigating-conflict>
To earn this micro-credential, submit the following three artifacts from the guidepost. Please upload a 5-minute (or less) video and a 250-word narrative describing the activity: * 4-Word Build Activity: demonstrate your ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. * Challenging Dilemma Scenario: demonstrate your ability to reflect on challenging scenarios and articulate conflict-solving strategies for replication. * Peeling the Onion Protocol: demonstrate your ability to provide a structured way to develop an appreciation for the complexity of a conflict.
4-Word Build Activity completely satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5-minute video and 250-word narrative describing the activity.
4-Word Build Activity almost satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5-minute video and 250-word narrative describing the activity.
4-Word Build Activity partially satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach included a 5- minute video and 250-word narrative describing the activity.
4-Word Build Activity minimally satisfies the requirements necessary to demonstrate the coach’s ability to observe team behaviors and explain how their interactions can impact professional learning and leveraging tech for learning. Coach did not submit video and/or meet the narrative word limit.
Challenging Dilemma Scenario completely satisfies the requirements necessary to demonstrate their ability to reflect on challenging scenarios and articulate conflict-solving strategies for replication.
Challenging Dilemma Scenario almost satisfies the requirements necessary to demonstrate their ability to reflect on challenging scenarios and articulate conflict-solving strategies for replication.
Challenging Dilemma Scenario partially satisfies the requirements necessary to demonstrate their ability to reflect on challenging scenarios and articulate conflict-solving strategies for replication.
Challenging Dilemma Scenario minimally satisfies the requirements necessary to demonstrate their ability to reflect on challenging scenarios and articulate conflict-solving strategies for replication.
Peeling the Onion completely satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict.
Peeling the Onion almost satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict.
Peeling the Onion partially satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict.
Peeling the Onion minimally satisfies the requirements necessary to demonstrate their ability to provide a structured way to develop an appreciation for the complexity of a conflict.
Refining the Vision & Knowing Ourselves as Leaders in High-Poverty Schools
Coach deepens their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
# Key Method The coach analyzes their current vision statement and refines the statement to meet their personal needs and the needs of high-poverty schools. The coach will then summarize knowledge around high-poverty schools. # Method Components ### Coaching Mission/Vision Statement Year 1 Revision As a coach, it is important that you have a coaching vision and mission statement. Your coaching vision and mission statement will help you as you serve the teachers and students within your school. As a second year VILS coach, it is important to analyze and revise your vision statement. Be sure to incorporate how your mission and vision statement is influenced by the high-poverty school status (Title I). ### Product/Service Vision Analysis As a VILS coach, it is vital that you are able to communicate your vision. Think about the products and services you use daily. How does their vision inspire you to continue supporting their products and services? ### Fishbowl Protocol Reflection To be successful, you must be able to support the school’s mission and vision. Having dialogues with varying perceptions can become quite difficult if protocols are not leveraged.
* Leadership Vision: How to change the future <https://www.youtube.com/watch?v=QDUDQnPiHYc> * Yes, there are high-poverty public schools that operate at a high level. Here’s how they succeed. [https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/21/yes-there-are-high-poverty-public-schools-that-operate-at-a-high-level-heres-how-they-succeed/?utm\_term=.42eec8b3cb37](https://www.washingtonpost.com/news/answer-sheet/wp/2017/12/21/yes-there-are-high-poverty-public-schools-that-operate-at-a-high-level-heres-how-they-succeed/?utm_term=.42eec8b3cb37) * Leading High-Poverty Schools <http://www.ascd.org/ascd-express/vol6/603-sanders.aspx> * 5 Questions that Promote Student Success in High-Poverty Schools <https://www.edutopia.org/blog/high-poverty-schools-promote-student-success-william-parrett-kathleen-budge> * The Pedagogy of Poverty Versus Good Teaching [https://www.pdkmembers.org/members\_online/publications/Archive/pdf/PDK\_92\_2/81pdk\_92\_2.pdf](https://www.pdkmembers.org/members_online/publications/Archive/pdf/PDK_92_2/81pdk_92_2.pdf) * 6 Inspiring Vision Statements that Built Iconic Brands <https://stickybranding.com/6-inspiring-vision-statements-that-built-iconic-brands/>
To earn this micro-credential, submit the following three artifacts from the guidepost: * Upload your completed Coaching Mission/Vision Statement Year 1 Revision. Include a 150-word reflection summary on the changes you identified during your revision. * Upload your Product/Service Vision Analysis, and explain your methods and interpretation in a 150-word summary. * Upload your 200-word Fishbowl Protocol Reflection, addressing the following questions: + What did you discover during the activity? + How do you think the activity impacted your understanding of your mission and vision statement?
Coaching Vision/Mission Statement Y1 Revision
Coaching Vision/Mission Statement completely satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
Coaching Vision/Mission Statement almost satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
Coaching Vision/Mission Statement partially satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
Coaching Vision/Mission Statement minimally satisfies the requirements necessary to demonstrate their ability to further their thinking about the vision for, and role of, coaching to empower teachers to leverage technology in their classrooms.
Product/Service Vision Analysis completely satisfies the requirements necessary to demonstrate their ability to identify the components of an impactful vision statement. Includes a 150-word reflection of mission/vision revision.
Product/Service Vision Analysis almost satisfies the requirements necessary to demonstrate their ability to identify the components of an impactful vision statement. Includes a 150-word reflection of mission/vision revision.
Product/Service Vision Analysis partially satisfies the requirements necessary to demonstrate their ability to identify the components of an impactful vision statement. Includes a 150-word reflection of mission/vision revision.
Product/Service Vision Analysis minimally satisfies the requirements necessary to demonstrate their ability to identify the components of an impactful vision statement. Did not include a 150-word reflection of mission/vision revision.
Fishbowl Protocol Reflection completely satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. The coach was able to explain the teachers' thoughts over leveraging the protocol. Included a 200-word reflection.
Fishbowl Protocol Reflection almost satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. The coach was able to explain the teachers' thoughts over leveraging the protocol. Included a 200-word reflection.
Fishbowl Protocol partially satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. Included a 100–150 word reflection.
Fishbowl Protocol minimally satisfies the requirements necessary to demonstrate their ability to help teachers engage in meaningful conversation. Did not include a reflection.
Coach self-assesses their coaching systems and practices, and compares them to the current needs of the teachers and school.
# Key Method The coach reflects on their coaching performance and develops a staff input survey and intervisitation for continued growth and development. # Method Components ### Self-Access Coaching Systems Coach will use self-analysis tool to understand and assess coaching practices that lead to the implementation of the ISTE Standards for Coaches. ### Staff Input Survey Development Coach will use feedback from survey to reflect on practices. Coach will submit link to the tool and provide a summary of results. Coach will share next steps of implementation. ### Intervisitation Coach will partner with fellow district coaches to visit their schools. The coach will have an opportunity to reflect on their work as coaches, gaining insight into their own strengths and challenges through the process of observation and feedback.
* Arianna Huffington on the need for mindful and reflective leadership <https://www.youtube.com/watch?v=WFkNeXohHA4> * Critical Self-Reflection: A primer for leadership coaches [https://drive.google.com/file/d/1Yih-34PynxcLD9N\_1HGOMtAW4Y\_i\_5ra/view](https://drive.google.com/file/d/1Yih-34PynxcLD9N_1HGOMtAW4Y_i_5ra/view) * Killion, J. (2017) Coaching reflection and assessment. *Taking the Lead*. (pp.189-202). Learning Forward.
To earn this micro-credential, submit the following three artifacts from the guidepost. You may upload in any accessible form, such as Google doc, Word doc, or PDF: * Self-Assessment of Coaching Systems/Practices: demonstrate your ability to analyze your professional coaching systems and practices. * Staff Input Survey Development: demonstrate your ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers. * Intervisitation Reflective Piece: demonstrate your ability to reflect on your work, and gain insight into your own strengths and challenges through the process of observation and feedback.
Self-assessment of coaching systems completely satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional coaching systems/practices.
Self-assessment of coaching systems almost satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional coaching systems/practices.
Self-assessment of coaching systems partially satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional coaching systems/practices.
Self-assessment of coaching systems minimally satisfies the requirements necessary to demonstrate the coach’s ability to analyze their professional coaching systems/practices.
Staff Input Survey Development completely satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
Staff Input Survey Development almost satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
Staff Input Survey Development partially satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
Staff Input Survey Development minimally satisfies the requirements necessary to demonstrate their ability to collaborate with fellow A-Team members to build a survey tool to collect feedback from teachers.
Intervisitation reflective piece completely satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
Intervisitation almost satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
Intervisitation partially satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.
Intervisitation minimally satisfies the requirements necessary to demonstrate their ability to reflect on their work, and gain insight into their own strengths and challenges through the process of observation and feedback.