EETT Administrator Coaching Strategies

2009-2010

Level of Technology Use Coaching Strategies

Entry Level
Learn the basics of using a new technology
At this level, teachers are just beginning their
use of technology, and are learning how it
works. The use of technology has yet to
appear in the classroom (unless such use is
completely student driven), and, in any case,
has not had an impact on classroom
instructional practice.
Directive
• Define Standards
• Identify problems using data by identifying
and illustrating gaps between expected
standards and present results. Use
relevant data to reduce teacher’s
perception of personal attack
• Prescribe actions
• Communicate success criteria
• Establish timelines and actions for
improvement
• Follow-up to ensure standards are being
interpreted appropriately and
performance targets are clear and student
progress is occurring.

Adoption Direct Informational

Use new technology to support traditional • Clarify Standards, curriculum, and policies
instruction. Focus in often on personal use or • Shares best practices
teaching basic Technology to students. • Provide clear examples
• Clarify success criteria
Teachers at this stage have learned how to use • “Here’s what you should pay attention
productivity tools such as word processing, email, to…Here’s why that matters…here are
and electronic grades or lesson plan software. The some options”
results of this knowledge help them save time and • Throughout the conversation invite the
enjoy some flexibility with worksheets, tests, teacher to summarize and clarify
communication, and grades. In the classroom, understanding
students are given limited access to simple
technology tools for the purpose of helping
traditional lesson objectives, but there is still not a
lot of direct evidence of technology use in the
classroom.

Adaptation
Integrate new technology into traditional
classroom practice. Here teachers often focus on
increased student productivity and engagement by
using word processors, spreadsheets, and graphic
tools. The main difference between Stage 3 and
the previous stage is the level and frequency with
which technology is used. For example, a
PowerPoint presentation may be used with links to

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2009-2010
websites, or Excel might be used to display and
quickly modify charts and graphs. Students will use
word processing from rough draft to final version,
rather than just typing it up when it's finished. In
each case, the technology is used to do something
that could be done by paper and pencil or other
so-called traditional instructional methods or
tools, but with the increased efficiency and
flexibility possible with technology tools. The
decisions about what and how to teach have not
changed because of the presence of these tools,
and instruction is still teacher-directed.
Appropriation
Focus on cooperative, project-based, and
interdisciplinary work- incorporating the
technology as needed and as one of many tools. In
Stage 4, technology tools are being selected for
their unique capabilities rather than just
supporting tasks that could be done by hand. But
the main difference between Stage 3 and Stage 4
is classroom practice - the emphasis is shifting
from the front of the room to the students, with
the technology tools facilitating that change. As an
example, an assignment involving a small group
presentation might use PowerPoint with scanned
drawings or electronically-constructed
illustrations, or require research from books and
periodicals as well as the Internet. That is, it would
allow for a variety of roles and tasks for the
students, only some of which imply a technology
tool. The technology is being selected by the
teacher to provide capabilities which, in many
cases, are simply unavailable through non-
technology-based tools.
Invention
Discover new uses for technology tools, for
example, developing spreadsheet macros for
teaching algebra or designing projects that
combine multiple technologies.
The shift from teacher-centered instruction to
student-centered instruction is now complete. The
availability of technology tools is enhanced by the
teacher's work of discovering and developing new
tools (as reflected in Standard 10.12), and the
Collaborative
• Co-generate ideas, use inclusive pronouns
such as us, our, and we
• Co-Analyze student data and identify
problems
• Co-create plans, suggest possible
approaches and solutions
• Co-develop success criteria
• Develop shared definitions and common
understandings
• Purposefully create space to invite teacher
contributions i.e. What interventions should
be considered to help students who do not yet
meet expectations?
• Monitor for balance in idea production.
Don’t allow personal enthusiasm or
preferences to override the intention to
co-create ideas and options. Do not do the
bulk of the analysis and thinking.
Non-Directive
• Support teacher thinking, problem solving
and goal setting
• Facilitate teacher idea production
• Mediate teacher-problem framing and
decision making
• Enhance teacher capacities for reflection,
planning and problem solving
• Take care to ask before telling
• Remain non-judgmental
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2009-2010

selection and use of these tools is placed in the • Ask How and Why questions
hands of students.
Activities which might match this stage:

• Working in small groups or individually,

students select a specific topic relevant to
the class, and select a medium (video,
PowerPoint, brochure, or even a non-
technology-using media such as a work of
art) to display the research on that topic.
• Students select or construct images for a
video on a subject of their choosing, using
an assigned writing style.
• Students collaborate on a newspaper,
electronically submitting articles on a
variety of subjects for final assembly by a
designated group.
• Students use e-communications (email,
online forum) to discuss and exchange
ideas on a subject, and write up what
they've learned there in a format they
choose.

References:

Apple Classrooms of Tomorrow (ACOT). (1986). Apple Computers.

Brooks, S., & Barnett, H. (2002). Technology use lesson: observation tool. Retrieved August 31, 2009,

from http://members.tripod.com/sjbrooks_young/techobstool.pdf.

Glickman, C., & Gordon, S. Supervision of instruction: A development approach. Boston: Allyn and Bacon.

Learning Quest Inc. (2007). H.E.A.T. Observation Form.

MiraVia LLC. A continuum for learning-focused interaction: coaching, collaborating, consulting &

calibrating.

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EETT Administrator Coaching Strategies
2009-2010