Module 2, video 1 step 1 getting started as an e-coach

Editor's Notes

• #2: Hello and welcome to the first video of the second module of our professional learning series on eCoaching. In the first module, you learned a little about eCoaching and the research that supports it. In this second module of the series, we will take a closer look at the first three steps of the eCoaching process, beginning with Step 1 - the focus of this video.
• #3: In this first video of module 2, we will: Discuss the role of a coach Identify ways to assess prerequisite knowledge of a teacher candidate through Step 1 of the eCoaching process Describe technology that can be used to facilitate Step 1 of the eCoaching process
• #4: As you learned in the first module, the benefits of eCoaching are evident in the literature, but none of this can happen without YOU - the “coach.” So, let’s talk more about your role in creating what Shaneequa described in the first video as a “non-threatening” and “open” experience. First, it is beneficial to think about eCoaching like a partnership between a coach and a teacher candidate that focuses on learning and developing skills in order to improve or enhance the teaching process. You probably know that productive partnerships begin with excellent communication skills, openness, and receptiveness to feedback. In addition, Jim Knight (2007) states that instructional coaches must be “skilled at unpacking their clients’ goals…have a repertoire of excellent communication skills…[and] be highly skilled at facilitating teachers’ reflection about their classroom practices…” (p. 13). For now, we want to start by talking about how best to begin your eCoaching relationship with your teacher candidate. This relationship and your ability to collaborate with the teacher candidate in an open, honest, and supportive way will ultimately determine how successful eCoaching can be. Image 1 attribution: live chat by Milan Gladiš from the Noun Project, https://thenounproject.com/term/live-chat/605890/ Image 2 attribution: https://pixabay.com/illustrations/learn-experience-education-learning-3026580/ Image 3 attribution: Partnership Concept by Vectors Market from the Noun Project, https://thenounproject.com/term/partnership-concept/1846412/
• #5: In the first module, we shared the 5 step process of eCoaching. eCoaching entails an initial conference, a pre-coaching observation, identifying goals to improve ones teaching, coaching with multiple feedback loops, and then reflecting on the entire experience through a final conference. This video focuses on the first step of the eCoaching process: the initial conference. We will talk first about what to expect during this step of the eCoaching process, then we will identify how you might use technology to support you in this step. Image: https://commons.wikimedia.org/wiki/File:Magnifying_glass_01.svg
• #6: The purpose of Step 1 is to establish a strong rapport between coach and teacher candidate, gather information, and informally assess for any relevant prerequisite skills. Thus, when you are first introduced to or assigned a teacher candidate, you will want to schedule a time to chat about their teaching experiences and/or professional learning thus far, as well as build rapport. You want to make the coaching experience a good use of time, so acquire as much information as possible about the teacher candidate, their knowledge and thinking about students and the classroom, and their level of confidence in instruction and planning to help gauge what components of eCoaching may be most useful. The teacher candidate may have questions for you, as well. Because eCoaching is non-evaluative, collaborative, reflective in nature, and allows for the coach to “visit” the classroom more often, a collegial relationship will develop over time with the teacher candidate. For teachers who often provide instruction in isolation for much of the day, this is an asset of eCoaching. You can find a PDF of suggestions for questions and conversation starters in the Read section for this module.
• #7: To prepare for this get-to-know you type of meeting, it is best to first familiarize yourself with the knowledge and skills required of teacher candidates when they are completing a clinical experience or a culminating internship. We invite you to consider the following questions: What do we expect program completers to know and be able to do upon graduating? What are the priority - and essential - items we should focus on during/for eCoaching? These are of course complex questions and ones that we encourage you to ask of a representative of the preparation program in which you will be ‘coaching’. In a later module, we will talk more about the targeted skills to “coach” and how to identify the skills of our teacher candidates that need honing. These targeted skills are largely drawn from priority and essential skill sets we want our program completers to demonstrate upon graduating.
• #8: This is a good time to highlight that, in eCoaching – much like everything else about teaching - One Size Does not Fit All. As you know, teaching is a dynamic behavior involving a complex interaction of myriad prerequisite skills. One such prerequisite skill is the skill to plan lessons that are both effective and appropriate for students. Although there is a natural progression of coursework and opportunities to practice these prerequisite skills throughout our program, implementation varies among teacher candidates. Do not assume that a teacher candidate has the knowledge and skills necessary to move forward with specific instructional elements of eCoaching without verifying those skills first. Image attribution: https://pixabay.com/photos/steps-feet-stairs-up-going-up-388914/
• #9: For example, prior to using bug-in-ear coaching specifically, we have observed that a teacher candidate should be able to adequately plan for effective instruction, as well as align their instruction with a teaching objective that matches the developmental needs of the learner. Without these prerequisite skills, eCoaching using bug-in-ear is rendered ineffective; thus, real time coaching, or bug-in-ear, may NOT be appropriate to use with some teacher candidates whereas other teacher candidates may be ready. Image attribution: Created by Kevin Hodgson, accessed under Creative Commons license through https://www.flickr.com/photos/dogtrax/14990924632
• #10: So, Assess for these prerequisite skills in advance, if possible. And the best way to do this is at the start of the eCoaching process, during those initial conferences. Ask questions, see if your candidate can provide examples of teaching experiences or lesson plans, let them talk about their field experiences or classroom, and wonder with them about where they are in their understanding of program specifics.
• #11: Now that we’ve discussed the content of these initial conferences, let’s turn to the technology you might use to support this step. Step 1 can be accomplished in-person or virtually through the use of videoconferencing software, if an in-person meeting is not possible. A video conference is an online meeting where two or more people at two or more different locations engage in a live audio-visual call. For a successful video conference, both parties need a stable internet connection. Both also need a video display device like a laptop, desktop monitor, cell phone, or tablet. The device you choose should have a microphone, speaker, camera, or attached webcam. Finally, both parties need to use the same video conferencing software. Image: https://www.maxpixel.net/Video-Call-Communication-Skype-Video-Chat-5175965
• #12: There are many options for video conferencing software. See the PDF in the readings section of this module titled “Video Conferencing: How to Get Started “ if you are not familiar with or need to learn how to set up one that your coach or teacher candidate prefers to use. Remember, the software selected for connecting needs to be the same for both individuals and one person typically invites or ‘calls’ the other - sometimes the software creates a link to share. Many of the options for video conferencing allow you to not only hear and see others virtually but also allow you to share your screen. This may be helpful if there is a document or image to see. If everyone is ok with it, you can also record the video call connection for later review, as needed.
• #13: When selecting video conferencing software, the video quality and performance varies. Ask during Step 1 of the eCoaching process if the teacher candidate’s school or school district uses a preferred video conferencing software. Also, consider the quality of the network connection at a participant’s site and/or firewalls that may cause software conflict. Third, determine who will set up or ‘call’ the other person. A test run of the chosen video conferencing software is highly suggested before or at the beginning of the actual initial conference.
• #14: And there you have it - Step 1 of the eCoaching process! In this first video of module 2, we: 1.Discussed the role of a coach, and 2.Identified ways to assess prerequisite knowledge of a teacher candidate 3. Described technology that can be used to facilitate this step of the eCoaching process Now we are ready to move on to Step 2 of the eCoaching process - the pre-coaching observation!