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CommunicationCTO/CIOInstructional CoachingLeadership

A Model for Driving Effective Change

by Miguel Guhlin
written by Miguel Guhlin

“I lost my job today,” Emil said as he walked into our meeting. It was the monthly Campus Technology Representatives (CTR) Meeting. Emil was a campus instructional technologist (CIT) whose role was driving effective change and actively promoting instructional uses of technology. He had succeeded in being an instrument for change. But, change is not always welcome. How can you drive effective change without alienating the people you want to see change? It’s a tough question.

The Four Domains of Effective Change

As a technology director, my biggest challenge involved navigating the political dimension. The question wasn’t, “How do I get superintendent approval for a new technology?” Rather, it was, “How do I get classroom teachers and principals to change what they do every day?” If only I had enjoyed a longer perspective, such as the one captured in this chart, the result of interactive prompt engineering with an AI model.

In my experience, these four domains are critical to consider. Without them, no change is successful. Successful change is change that endures for the long term— which is change that works, endures, and is effective.

An Example of Driving Effective Change

To drive effective change, imagine how the four domains might translate into a roadmap. This roadmap gives us a path forward. While one might have the research and the evidence, planning a joint journey forward is where it’s at. I imagine this as a parent trying to get all the kids in the car for a long trip.

In the following scenario adapted from a real situation, a problem emerges. The challenge is one many small school technology directors face. How would you handle it?

The Scenario

At St. John’s campus, a new plan aims to lower teacher stress by cutting their class load from six to five. This move seeks to boost teacher happiness and satisfaction without hiring more staff. The idea is to spread teaching tasks around, including to those not usually teaching. The campus instructional technologist (CIT), who is key to digital learning, faces added teaching duties. This shift worries several staff. They recall when this mix led to burnout and turnover. How can this change work? Is it possible to stop it or speed up?

The Driving Effective Change model offers some suggestions:

1. Vision

Set a clear goal to cut teacher workloads. Talk with everyone involved—teachers, staff, and families—to get their support. Action: Share stories on why instructional technologists are key. They help teachers use tech without stress, keeping work manageable and preventing burnout.

2. Support

Value the instructional technologist role in tangible ways. Action: Push for funding to keep this role. Show how it improves teaching and helps students. Collect and use metrics if possible.

3. Research

Use data to pick teaching methods and tech that meet standards. Make evidence-based teaching normal. Action: Change old ways with digital tools for better teaching. Offer ongoing training to help teachers adapt.

4. Connect

Build a community that embraces tech in teaching. Make sure students, staff, and families feel included and important. Action: Get everyone involved in updating teaching methods. Share how tech changes teaching and learning for the better. Enlist students and staff to tell their stories.

Reflection

If Emil had the support of such a structured process, his job might have been secure. More importantly, the whole campus would have benefited. Looking back, I see there was more I could have done for his success. His team would have enjoyed better, data-informed teaching methods paired with digital tools, and the students would have benefited from improved learning. What’s more, a community of leaders could have grown. See the application of Driving Effective Change Model to Emil’s situation.

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A desk with a laptop and other supplies shows a teacher is ready to integrate technology in the classroom.
Instructional CoachingLeadership

Impact Student Learning Through Technology Advocacy

by Daniel Auchenbach
written by Daniel Auchenbach

As an advocate for technology usage in the classroom, I strongly believe that it is necessary to prepare students for the ever-increasing technological world. The world is becoming more connected through technology, and schools need to produce critically thinking individuals who can work seamlessly with it. Technology is not a replacement for education. Instead, it should enhance the education students receive and multiply their critical thinking, allowing them to accomplish more than would be possible without it.

Enhancing Lessons Through Technology

Teachers work with a coach to plan a project integrating technology in the classroom.

As a former digital design coach for the Bridge City High School campus, I had many opportunities to work with my fellow educators on enhancing their lessons through technology. I met with teachers and helped them pick what technology resources to use, how to design the lesson to increase student engagement, and how to seamlessly integrate the technology into their unit so that it enhanced the overall subject material and created a fully cohesive lesson instead of just using technology as an afterthought. This task often felt daunting, with success seeming just out of reach. There was a perpetual sense that improvements could always be made. At times, I questioned whether my goals would remain elusive indefinitely.

Celebrating Small Successes

Three teachers celebrate a successful project incorporating technology in the classroom.

However, working with my fellow teachers taught me a valuable lesson about appreciating the journey of learning as much as the destination. This vivid memory of mentorship revolves around a teacher who was not comfortable using technology in her classroom. However, after hearing about the success of a previous teacher I had collaborated with, she approached me with the goal of incorporating digital tools into her lessons. She was hesitant and skeptical but determined to create engaging lessons for her students.

Together, we worked on a Kahoot for a test review. While this might be a simple task for some teachers, it was a major step forward for this particular teacher. Her students responded positively to the incorporation of technology, and the lesson was a success. This experience reminded me that everyone starts at a different level, and as a teacher leader, it is important to tailor your instruction to meet the needs of your audience. It also highlighted the importance of celebrating small successes and recognizing the growth of others, no matter how small or large.

Advocating for Innovative Technology Practices

A student works on a robotics project in class. Technology can be a powerful tool in the hands of a skilled teacher, and creates a significant impact on student learning and success.

In my role as a digital design coach, I not only helped teachers implement technology into their lessons, but I also advocated for its use in the classroom. I believe that technology can be a powerful tool in the hands of a skilled teacher and creates a significant impact on student learning and success. Through my advocacy for technology usage, I inspired other teachers to incorporate digital tools into their lessons, and I saw firsthand how the student’s learning evolved throughout the year. As a result of experiencing heightened engagement and enthusiasm in their learning process, students demonstrated elevated levels of success and accomplishment, indicative of their attainment of higher-order cognitive skills within Bloom’s Taxonomy.

Through my work, I learned the importance of meeting teachers where they are, celebrating small successes, and advocating for innovative teaching practices. I also saw firsthand how technology can enhance students’ education and multiply their critical thinking skills. By advocating for technology usage in the classroom, I was able to influence student learning and success and help prepare them for the ever-evolving technological world. I urge all educators to embrace this journey and celebrate the transformative power of learning.

Have you or someone you know successfully advocated for technology and innovation at the classroom, campus, or district level? Why not write about it! Be a featured guest author for TCEA’s TechNotes Blog and inspire others to advance teaching and learning through technology.

Submit Your Article Ideas!

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Brain-Based Learning
Educational ResearchInstructional CoachingProfessional Learning

TCEA ANNOUNCES Brain-Based Learning Course

by Miguel Guhlin
written by Miguel Guhlin

TCEA offers a new course that demystifies new research regarding brain-based learning and incorporates scientists’ findings about the brain and how memories form. Let’s take a look at the benefits this course offers and how educators can participate and boost their knowledge of brain-based instruction.

The Basis of Brain-Based Learning

Research shows that the more learners take part in an activity, the more they are likely to form memories. The research supports the idea that humans connect memories to brain neuron links. The more connections are made, the more long-lasting the memory. TCEA.org provides access to a high-quality online course, Brain-Based Learning, which highlights this research.

TCEA’s courses allow for enrolled teachers to begin anytime. Moreover, they can go at their own speed to complete the course content. Teachers watch videos to get suggestions that guide them in designing research-informed lessons.

Become a Brain-Based Learning Designer

Karen Kahan, the primary course developer, designed the course with input from various sources. She included these elements in this online course:

  • How the brain works (includes new research)
  • How neurotransmitters impact learning
  • Using reflection to assist students

The course is a must-take for curriculum specialists, coaches, and classroom teachers.

Brain-Based Learning Course Modules

This course takes you through an introduction to the brain and the impact the brain has on learning. New brain research comes out regularly. The results of many of these research studies are highlighted in this course. Educators will gain strategies to apply what they have learned. Every action seeks to improve teachers’ classroom practices.

The course includes five modules which include the following:

  • Brain Basics
  • Chemicals in the Brain That Impact Learning
  • Facts and Myths About the Brain and Learning
  • Brain Research and Implications for Teaching
  • Easy Changes to Make That Embrace Brain Research

Educators can earn a digital badge and a digital certificate when they complete the course. Additionally, educators who complete the course earn 12 CPE hours upon course completion.

Course Prerequisites and Requirements

The purpose of this course is to expand teachers’ comfort zones. It also seeks to broaden knowledge of brain-based learning. There are no prerequisites, making this an introductory-level course for anyone working with students.

How to Sign Up

The course is available for $39 for individuals. For groups of 10 or more, it’s $34 per person. Contact Miguel Guhlin (mguhlin@tcea.org) for quotes for 10 or more people. Large groups can also pay with a TCEA Credit Card Authorization Form.

Explore TCEA’s Brain-Based Learning Course
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Office supplies on a yellow background with the words analyze, goal, success, strategy, and teamwork spread throughout the image.
Instructional Coaching

Why Some Teachers Resist Instructional Coaching

by Diana Benner
written by Diana Benner

Instructional coaching is a professional development approach that involves one-on-one or small-group support for teachers. It is designed to help teachers improve their instructional practices and enhance student learning. There are many benefits of instructional coaching, yet some teachers resist it. Let’s find out some reasons why that might be.

Fear of Judgment

One of the main reasons that teachers resist instructional coaching is the fear of being judged. Teaching is a deeply personal profession, and teachers may worry that coaching might expose their weaknesses or criticize their teaching style. Having their competence questioned can prevent teachers from opening up to the coaching process. To overcome this hurdle, it is essential to establish a safe and respectful coaching environment where teachers understand that the focus is on growth and improvement rather than evaluation.

Direct quote from the text on a dark green background.

Change Is Hard

Change can be scary. Some teachers may be opposed to anything that they see as changing their status quo. Many teachers spend years refining their instructional strategies. Therefore, the thought of changing their methods can be hard. It is important for coaches to be patient and understanding and to help teachers see that coaching can be a positive force for change.

Direct quote from the text on a dark green background.

Misunderstanding the Role of a Coach

If teachers do not have a clear understanding of what instructional coaching is or how the role works, they may be hesitant to participate. Therefore, it is important for coaches to take the time to explain the coaching process and to answer any questions that teachers may have. It is also important for coaches and administrators to clearly define the role of coaches to staff.

Direct quote from the text on a dark green background.

Lack of Trust

Building trust takes time. A teacher might resist coaching if they are unsure about the coach’s intentions or don’t trust them. Therefore, it’s vital that coaches build trust among teachers. Instructional coaches should encourage open and transparent communication. This will help with building positive relationships with teachers and help bridge any trust gaps.

Direct quote from the text on a dark green background.

Time Constraints

Teachers have a lot of responsibilities. They must plan lessons, grade, manage student behavior, attend meetings, and much more. Therefore, adding instructional coaching sessions can feel like just another time-consuming thing they have to do. This can be overwhelming for teachers. Consequently, to help ease this concern, teachers’ time commitments need to be respected. Coaching sessions should be focused, purposeful, and flexible enough to fit into the teacher’s schedule.

Direct quote from the text on a dark green background.

Past Negative Experiences

A teacher’s past experiences with instructional coaching can shape their willingness to participate. If they have had a negative experience before, they might be reluctant to go down that path again. It is important for coaches to be aware of this possibility and to work hard to build trust with the teacher. Ask teachers about their past experiences and reassure them of your shared goals.

Direct quote from the text on a dark green background.

Pride

Many teachers pride themselves on their expertise and years of experience. Some teachers may feel like they do not need coaching because they are already good teachers. This can be a challenge for coaches, who need to find ways to convince teachers that they can still learn and grow.

Direct quote from the text on a dark green background.

Instructional coaching provides many opportunities for teachers to grow professionally. Therefore, understanding the reasons behind their resistance is crucial for fostering a culture of collaboration. By addressing the resistance, instructional coaches can create an environment that promotes teachers’ acceptance. Remember, the objective is always to empower teachers and create a supportive space for continuous improvement and student success.

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interactive touchscreen
CTO/CIOEducational ResearchInstructional Coaching

TCEA Responds: Interactive Touch Screens

by Miguel Guhlin
written by Miguel Guhlin

Dear TCEA Responds:

Getting campus staff motivated is hard. I have been piggy backing off of Ali Worsham’s Tech Try-Athon. I have posted new “tries” in the faculty newsletter for a few weeks now.

A new project I’m jumping into is trying to decide what the our non-negotiables are for technology use in the classroom. The main focus of admin involves stirring up enough energy around interactive touch screens. What ideas do you have?

Thanks for any suggestions,

Juan

Dear Juan,

Thanks so much for sharing this request. Beginning with the end in mind is helpful when planning a lesson or motivating others.

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” – Alvin Toffler

It’s easy to get caught up in an activity that is engaging. Sometimes, you miss the big picture of how that activity moves students toward the end goal. When it comes to advocating for any technology, you have to ask yourself, “What’s the end goal?”

One way to do that involves adopting a process of some kind. For example, when advocating a specific technology, I take a step back. I ask a few questions from “Crucial Conversations” that I’ll share with you.

Question #1: How can I establish mutual respect?

This is what makes Ali Worsham’s work in the TCEA Community so powerful. It’s about building mutual respect. You also have to work hard at building mutual respect. Without it, nothing else will happen. Since our focus isn’t on mutual respect, allow me to recommend the next best thing: our instructional coaching content.

Question #2: How can I establish mutual purpose?

Establishing mutual purpose with educators and with administrators focuses on a simple question: “What are we all concerned about?” The answer to that is closing the achievement gap. That is, ensuring students move forward from wherever they are. Their end destination? The target learning objectives. This chart, which I borrowed from an online source, captures the dynamic:

Strategies like formative assessment are key. You need to gauge where the student is in relation to the end goal. As you might guess, that varies from student to student, which is why “personalized learning” is key. What’s tougher is getting the student to recognize what they need to move forward.

Your goal is to build on mutual respect and find mutual purpose (improving student achievement). Then, you need to ask one more question.

Question #3: How can I align our mutual purpose with my end goal?

Getting people to use technology is often a compliance issue. That is, your administrator wants you to get people to learn and use expensive tech when it’s often easier for people to keep doing what they are already doing. Worse, there’s usually research that shows what they’re already doing works. You have to extrapolate from that research to bring in something new, and that’s the same as vapor research – fake or “pop research.”

Popular research suggests the following about touchscreens:

  • Facilitates collaboration rather than isolation
  • Encourages movement (good for the brain) as students interact with the technology
  • Ensures student engagement with a visual, interactive medium
  • Using interactive touchscreens is fun and easy (source)

A more skeptical teacher would ask a few questions to counter pop research claims:

  • How can I engage the whole class in collaboration rather than one or two small groups at the screen?
  • Could I not use other less expensive technologies (or none at all) to get students moving and learning?
  • Howard Gardener’s Theory of Multiple Intelligences (featuring Visual Learning) isn’t the latest science. How could I use strategies like retrieval practice, the jigsaw method, and classroom discussion in ways that engage all children?
  • Some children do find new technologies fun and easy. Others are left behind. Either way, as a teacher, how much time will I have to dedicate to students learning this new technology in the classroom? Will that be a distraction from more evidence-based teaching and learning practices?

What you need to do is hitch new technology, even something as boring as interactive touch screens, to evidence-based instructional strategies. Ask, “How can these new technologies deepen the impact of what evidence-based strategies are already in actual use?”

Aligning Technology with Evidence-Based Practices

When technology use aligns with evidence-based practices, it’s hard to argue against its use. Of course, I might argue cost of the technology, but when interactive touch screens replace whatever was there before (e.g. digital projectors and screens), learning to use them is a necessity. There are several strategies that support teaching with interactive touch screens. It’s all in how you structure student learning activities. For example, Direct Instruction is one high-effect size instructional strategy you can use. Vocabulary Programs, Formative Assessment, and Retrieval Practice (a.k.a. Practice Testing) are others.

“The more you think about something, the more connections you make, the better your ‘learning.'”

@ImpactWales

The quote that appears on this ImpactWales diagram is powerful. You can see the rest below. These strategies are all about improving long-term information retention, or learning. They are not the end of learning but a solid foundation, to be sure.

I would ground your lessons and advocacy of interactive touch screens in those strategies. It’s better to do that than “sell it as a replacement” to old tech. There’s more energy on tap for improving student achievement than there is for replacing a pencil.

Children riding on a carriage hitched to a rocket
Image source: Bing AI Image Generator

Learn More

If you’d like to learn more, you can read articles on TechNotes regarding the research of John Hattie and evidence-based instructional strategies. You can also enroll in TCEA’s online, self-paced Evidence-Based Teaching course and the Assessment-Based Feedback course.

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Educational ResearchGood TeachingInstructional CoachingPlanning and Preparation

Going Beyond SAMR: Models for Technology Integration

by Lydia Croupe
written by Lydia Croupe

During my experience in instructional technology, I noticed an evolution in understanding technology integration that goes from seeing tech as “something extra” (often as an afterthought) to becoming embedded in the lesson design. This shift in thinking becomes evident when educators focus on lesson outcomes and planning with technology that supports the outcomes, rather than focusing on the tech tool and forcing a lesson to align. To aid in this evolution of thought around technology in lesson design, a variety of technology integration models emerged. Three in particular:

These technology integration models help educators plan, implement, and evaluate instruction effectively, and it’s an added bonus that they come in the form of a fun acronym. Each model has its place and should be used conjunctively to ensure educators are using technology in meaningful and purposeful ways. I will share a brief description of these three models and when they should be used. Let’s take a look at them!

What Is the SAMR Model?

The SAMR Model is one of the most widely used models for technology integration. It’s the first model I learned when I started in instructional technology. Developed by Dr. Ruben Puentadura, SAMR categorizes technology use into four levels:

  1. Substitution
  2. Augmentation
  3. Modification
  4. Redefinition

Often it is pictured in a ladder-like form and presented as levels ultimately reaching Redefinition. While I am more partial to the idea of SAMR as a swimming pool, I do not find this the optimal model for planning a lesson.

A visual representation of the four levels of the SAMR model
Image Source

Planning a lesson by thinking, “I will achieve Augmentation by using…” places the focus on technology instead of the lesson objective. Additionally, redefining all lessons all of the time is exhausting. Sometimes, substituting a hand-written draft or worksheet with a digital version may be more than enough. 

Instead, look at SAMR as an evaluative tool for technology integration. Wait until after the lesson is over and, using SAMR, gauge achievement of the levels based on student use of technology for learning. By looking at the lesson after the fact and seeing what level of SAMR the technology achieved, a teacher has a better idea of how students used the technology to learn. This will affect how the lesson is delivered in the future and allow the teacher to see if there is a balance between SAMR levels or if an opportunity to venture into a new level is possible.

Two Additional Models

What is the TPACK Model?

Moving beyond SAMR in my understanding of instructional technology, I came across the TPACK model. Developed by Dr. Punya Mishra and Dr. Matthew Koehler, TPACK emphasizes the intersection of Technological, Pedagogical, and Content Knowledge. This is the model I recommend for lesson planning. It looks at the key parts of a lesson rather than the level of technology use when integrating technology.

First, you start with the content standard, move towards the pedagogy (instructional strategy) to teach the standard, and determine what technology tool/application would best support the instructional strategy. Furthering research into this model, Gomez (2015) suggested layering the three rather than intersecting them, showing the “combination of knowledge rather than the intersection of it.” This emphasizes technology as part of the planning process.

A visual representation of the TPACK model
Image Source

What Is the TIM?

After TPACK, the third model introduced to me was TIM (Technology Integration Matrix), developed by the Florida Center for Instructional Technology. It offers a comprehensive framework for reflecting on technology integration in the classroom. It consists of five levels of technology integration:

  • Entry
  • Adoption
  • Adaptation
  • Infusion
  • Transformation

The TIM focuses on the extent to which technology is integrated into instruction and provides guidance on the progression toward more sophisticated and transformative use. 

A colleague, whose background focuses on instructional coaching, shared TIM with me as a way for teachers to reflect on how they integrate technology. I loved this! Reflection is an important part of learning, and the TIM Matrix is an excellent way for teachers to evaluate and grow in their instructional technology use. 

TIM model (The Technology Integration Matrix)

How to Choose the Right Technology Integration Model for Your Objectives

When deciding which model to use, I like to think like Michael Fullan (2016, p. 45) who stated “[his point] is simple – make pedagogy the driver and technology the accelerator” and Liz Kolb whose “Learning First, Technology Second: The Educator’s Guide to Designing Authentic Lessons” emphasizes technology’s place as something in service of the learning and not center stage. This means it is crucial to consider the objectives we aim to achieve when selecting a model for technology integration rather than clingy to a model and forcing everything to fit: 

  • Objective: Lesson design that integrates technology → TPACK
  • Objective: Evaluate student use of technology for learning → SAMR
  • Objective: Evaluate teacher use of technology in instruction → TIM

In the ever-evolving landscape of education, integrating technology into instruction and lesson design is essential for promoting student engagement and preparing them for the future. All three technology integration models are powerful tools when it comes to technology in learning. However, the combination of the three can empower educators in lesson design, student learning, and professional growth. 

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Instructional Coaching

Five Ways to Empower Educators through Instructional Coaching

by John Moran & Stacy Pattenaude
written by John Moran & Stacy Pattenaude

Have you heard the statement that educators are 99% likely to transfer to practice when professional development elements are combined with instructional coaching (Joyce and Showers, 2002)? In our experience in Northside ISD Academic Technology, we have found that coaching makes an impact on student outcomes, and more importantly, builds teacher efficacy. Let’s take a look at five ways coaches can empower educators.

1. Coaching as a Partner

Instructional coaching provides a powerful formula for improving teacher efficacy. An effective instructional coach will develop a strong partnership with educators. This partnership provides a safe environment for teachers to engage in goal-setting, learning, and reflection. Many times, professional learning can be overwhelming for teachers for a number of reasons including competing priorities and lack of time. However, instructional coaches can walk side by side with teachers throughout the learning process in real-time to support iterations of growth. Here in Northside, we utilize Connecthub.io to track and monitor teachers’ progress and our own efficacy as trusted partners. Connecthub.io offers a forever-free (basic) account with half the features available and a pro account that offers additional data insights.

2. Goal Setting

Through effective communication and shared collaborative experiences, coaches can support teachers in breaking down large goals into smaller ones, creating more attainable and accessible targets, thereby increasing teacher confidence to encourage responsible risk-taking. This coaching formula of “goal + partnership = teacher success” becomes a recurring process that educators are intentionally engaged in and excited about. At the same time, they feel competent to invent future improvements in their classroom.  

Our coaches rely on Jim Knight’s “Impact Cycle” and Growth Coaching International’s “Growth” model. We have found both models to be successful in partnering with teachers to make an impact. Both use questioning to help teachers identify their currency reality and set a meaningful teacher or student-centered goal. In the art of coaching, coaches are aware of and can apply various methods to help teachers set and reach goals.   

The Identify Questions – Impact Cycle Checklist

  • With 1 being “What’s going on” and 10 being “This is the best job I’ve ever done,” how would you rank this year’s teaching thus far?
  • What has pleased you about this year?
  • What would have to change to move what you’re doing in class closer to a 10?
  • What would your students be doing differently if your class was a 10?
  • Tell me more about what that would look like?
  • How could we measure that change?
  • Do you want that to be your goal?
  • If you could hit that goal, would it really matter to you?
  • What teaching strategy can you use to hit your goal?
  • What are your next steps?
A purple graphic listing the Identify Questions from the Impact Cycle of instructional coaching from the article.
Click here for the PDF.

Growth Coaching Questions

  • (Goals) – What do you want to achieve?
  • (Reality) – What is happening now? 
  • (Options) – What could you do? 
  • (Will) – What will you do? 
  • (Tactics) – How and when will you do it? 
  • (Habits) – How will you sustain your success?
A purple graphic listing the 6 growth coaching questions from the article.
Click here for the PDF.

3. Coaching with Differentiated Support 

Time and time again we have seen successes in classrooms when coaches deliver individualized and differentiated teacher support. It is important to recognize that no two coaching cycles are the same, even when it involves the same teacher and coach partnership. Just as no two journeys are the same, the path to reaching differing goals is as unique as the goals themselves. The only thing that remains is the partnership between teachers and coaches. During the process, it is critical to provide opportunities to identify progress every step along the way. Each coach tailors resources not only for the teacher they are collaborating with but also for their own personal “coaching craft.”  These guide posts allow teachers to look back on where they started and celebrate progress while adjusting goals as needed. 

4. Providing Engaging Experiences

To facilitate learning, instructional coaches need to guide teachers through a variety of engaging experiences in order to meet their unique goals. Sometimes the process involves observing master teachers, co-teaching, planning support, and discussing strategies and tools that promote efficiency. However, we use the motto “All Roads Lead to Coaching,” so we also try to engage and excite teachers with a variety of approaches!

Here are just a few great examples of engaging experiences:

5. Reflection for Teachers and Coaches

Possibly the most important part of the coaching process is the celebration of goal completion. Crossing the finish line fills teachers’ emotional buckets, provides a sense of pride and accomplishment, and opens the door for new growth opportunities. An additional way we intentionally have teachers reflect is through the completion of a form at the end of each cycle. This provides them with an opportunity to articulate their learning and, many times, allows a coach to begin conversations around next steps. Alongside teacher reflection, is the reflection of the coach.

In our department, we utilize: 

  • Connecthub for data collection and coaching logs
  • A feedback system that includes collecting qualitative feedback on the coaching process 

Using data from Connecthub and a feedback survey, we are able to reflect on our own process. This year, we refined our teacher feedback survey to ask questions in a Google form about the coaching process, the benefits, disadvantages, challenges, and unexpected opportunities. From both of these systems, we are able to reflect on the coaching process and articulate a story of impact. 

In a teacher’s own words, “This experience has been amazing! I was able to take risks and try new things in my classroom that would help to benefit every learner in my classroom. I had the opportunity to step outside of the box and teach my students in a way that made learning fun and engaging with the help of my coach. My coach always made time to come back so we would have more time and would always follow up to ensure I met my goals!” This is what every coach wants teachers to experience.

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ClassQuiz
AssessmentChromebooksContent AreasEducational ResearchEnglish Language Arts Reading (ELAR)Instructional CoachingMathReading

ClassQuiz: A Free Tool Supporting High-Effect Size Instructional Strategies

by Miguel Guhlin
written by Miguel Guhlin

Educators are buzzing around a new Kahoot and Quizziz-like tool available at no cost. This quiz website offers a host of features, the most important being that it doesn’t collect data. If you’ve used other quiz tools, you know data is collected about you and your students for their own use. ClassQuiz asserts that, unlike these other quiz tools, it doesn’t send information to third parties.

Let’s take a closer look at ClassQuiz to see what it can do. You will also see how it aligns with evidence-based instructional strategies as well as see new research updates about those strategies.

Screenshot by author

Git ClassQuiz

Unlike it’s commercial, closed-source competitors, ClassQuiz offers a GitHub website. That means that you could, if you chose, set up ClassQuiz internally in your own server farm. The benefit? You would have sensitive data under organizational control. This is like hosting your own WordPress or Moodle installation.

What Is ClassQuiz?

ClassQuiz works in a simple way. It allows you to take three primary actions:

  • Create a quiz that allows the insertion of pictures/images
  • Explore and find quizzes others have created
  • Import quizzes from Kahoot! that you can then edit in ClassQuiz

As you might imagine, this import option gives you access to the content in a more established tool. Once the quiz has been set up, students select responses, view results, and see a leaderboard.

Screenshot by author

What Security Safeguards Does ClassQuiz Offer?

ClassQuiz boasts of the following features that safeguard student data:

  • No tracking
  • Self-hosting
  • Cost-free
  • Multilingual
  • Dark mode
  • Save quizzes
  • Save quiz results
  • Community-driven

Hot to Get a ClassQuiz Account

Getting an account is easy. Click on the Register button at the top left of the screen, then fill in your desired information, as shown below:

Screenshot by author

You will need to confirm your email address via an email in your inbox. Using your school district or organization email? Be sure to allow emails from classquiz@mawoka.eu.

Once you have a registered account, you can log in and get access to options that include create, import, results, settings, explore, and search.

How to Import a Kahoot!

You can import a Kahoot! by selecting Import, then pasting the link (a.k.a. URL) to a Kahoot! quiz into the box. To keep it simple, I found a Technology and Robots with Star Wars quiz on Kahoot. Note that I did not create the Kahoot! quiz, but I was still able to import it into ClassQuiz.

Screenshot by author

Here’s what the import process looks like in ClassQuiz:

Screenshot by author

And once complete, the imported quiz appears in ClassQuiz ready to be edited, if needed:

Screenshot by author

Two Strategies to Use with Digital Quiz Tools

Tools like Kahoot, Quizziz, and ClassQuiz offer educators access to digital quiz tools. Each of these tools can be useful for teachers and students. That’s because, when used in alignment with research, they can impact student achievement. How? Through the use of high-effect size instructional strategies.

Did You Know?

“When repetition leads to long-term memories, there are physical changes in the brain. Brain memories disappear very quickly unless they are repeated. Our brains are made up of billions of nerve cells or neurons, all connected together. We form memories when some of these pathways become strengthened by being repeatedly used. (Source: Mike Bell, The Fundamentals of Teaching)

Two powerful strategies can inform our use of quiz tools, like ClassQuiz. Those include:

  • Rehearsal (d=0.73). This is a high-effect size strategy that accelerates student learning. It refers to mental techniques designed to help us remember information.
    • It includes memorizing information through repetition. It can involve repeating information upon seeing a visual cue (like images or flashcards).
    • What’s more, team competition as a rehearsal strategy works. That is, the teacher asks questions requiring rehearsed information. Students answer on their own to gain points for their team. (Learn more!)
  • Retrieval Practice (d=0.46) is often referred to as Practice Testing.
    • It is a way to support long-term information retention. It also assists learners in increasing access to the “to-be-remembered” information (source).
    • This strategy can strengthen learning. It does so when the teacher or student draws out information through a variety of approaches. The information is “pulled out” of students’ brains when they are prompted to retrieve it. Example approaches include flashcards and low-stakes quizzes.

With these two strategies in mind, you can approach the use of ClassQuiz to see how effective it is.

If the rehearsal strategy relies on repetition through the viewing of visual cues, how does ClassQuiz work? You can create flashcards in ClassQuiz that feature images. Then, students can select responses to match.

Retrieval practice (or practice testing) relies on students retrieving information from their minds on cue. Low-stakes quizzes, entry/exit cards (a.k.a. bell ringers) work well in ClassQuiz.

Screenshot by author

Shocking Research Update

A new study published in “Psychological Science in the Public Interest“ provides evidence that these strategies are ineffective:

  • Re-reading
  • Highlighting
  • Mnemonics

Pretty shocking, no? If those strategies are ineffective, what strategies are MOST effective?

Whenever you see these three strategies, think of this diagram:

Created by author as adapted from a workshop presentation

Leverage ClassQuiz for Effective Learning

Don’t be afraid to leverage ClassQuiz. It can enhance student use of effective learning strategies. This includes strategies like retrieval practice and rehearsal. Teaching students to engage in distributed and interleaved practice amplifies strategies’ effect. It can ensure long-term information retention beyond re-reading and highlighting.

Feature Image Source

Screenshot by author, ClassQuiz

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Instructional Coaching

Five Benefits of Instructional Coaching

by Diana Benner
written by Diana Benner

Instructional coaching is a professional development approach that involves one-on-one or small group support for teachers. It is designed to help teachers improve their instructional practices and enhance student learning. There has been a lot of research conducted on the value that coaches can bring to student learning. Below are a few benefits of instructional coaching.

Individualized Support

Instructional coaches provide teachers with individualized support. The support given can be modified to fit the teacher’s specific needs and goals. This approach allows coaches to focus on the specific areas where the teacher needs improvement. As a result, teachers receive feedback that meets their individual needs.

Improved Instructional Practice

Through regular coaching sessions, teachers can receive feedback on their teaching practices. They learn new strategies and techniques, and they receive help on how to implement them in their classrooms. This leads to an improvement in the quality of instruction and an increase in student engagement and achievement.

Increased Confidence

instructional coaching for increased confidence

Instructional coaches help build teacher confidence by providing them with the tools, resources, and support they need to succeed. This increase in confidence can lead to a more positive and effective classroom environment where teachers are able to create meaningful learning experiences for their students.

Professional Growth

Instructional coaches provide teachers with a chance to grow. According to Elena Aguilar, the majority of teachers want professional development; they want to improve their craft, be more effective, implement new skills, and see students learn more. Through regular coaching sessions, teachers are able to reflect on their practices. In addition, they can set goals for growth and receive support in achieving those goals.

Improved Student Learning

Ultimately, the goal of coaching is to improve student learning outcomes. By providing teachers with the support they need to improve their instruction, instructional coaches help to create an environment where students are more engaged, motivated, and successful.

Instructional coaching is a valuable tool for teachers looking to improve their teaching practices and enhance student learning. Therefore, whether you are a new teacher or an experienced one, coaching can provide you with the support, guidance, and resources you need to achieve your goals and achieve success in the classroom.

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Infographic of the 9 tips for giving great feedback from the article.
CommunicationCTO/CIOInstructional CoachingLeadership

Nine Tips for Giving Great Feedback to Employees

by Dr. Bruce Ellis
written by Dr. Bruce Ellis

There are several ways to give great feedback to your employees, and the right kind can go a long way toward boosting morale. It’s true that morale is a key component of employee engagement, as it reflects a person’s overall attitude towards work, including their level of satisfaction and confidence in their work environment. Good morale is also associated with high productivity, as employees are motivated to do their best. Employees will be more productive and efficient if they feel valued and respected, and these feelings can come if employees are given good feedback often. Let’s look at some helpful tips for giving feedback– both positive and constructive– that will boost morale.

1. Give positive feedback frequently.

This helps to ensure there’s no recency bias. According to a recent study, 82% of employees who receive weekly one-on-ones feel they get the support they need while 66% of employees who receive less frequent meetings report feeling supported. To make the most of this type of feedback, managers must frequently communicate with their direct reports and teams.

2. Relate it to the specific tasks and behavior.

Don’t give feedback that repeats common knowledge. Relate it directly to the observable work and performance of the employee. Accompany it with concrete examples of the behavior that you want to see from the employee, and give constructive feedback with empathy. Similarly, being specific and giving examples with your positive feedback shows you value employees and pay attention.

3. Keep constructive feedback short and targeted.

If it is too long, vague, or ambiguous, employees may not understand it. Feedback should be straightforward and targeted to specific goals. Provide information on what you’ve observed, and write down examples to help employees understand your feedback and give examples of your own success with a particular task, project, or initiative.

4. Give feedback soon after observing.

Employees need to know what they did and how it relates to the expectation in order to prevent any future incidents (if constructive) or to continue with a behavior (if positive). When giving constructive feedback, don’t wait for weeks. Instead, provide feedback right away. This will help reduce the likelihood of any future problems.

5. Focus on the present and the future.

For example, if an employee consistently misses deadlines, you must determine why and how to prevent missed deadlines in the future. Perhaps you can delegate tasks or break down milestones into smaller steps. Generating a plan of action in collaboration with the employee can help set them up for success and ensure they feel supported along the way.

6. Convey your support and enthusiasm for continued development.

Whether you’re providing positive or constructive feedback, make sure to focus on specifically what you would like to address. Then, reiterate your support and desire for your employee’s success. If they’ve grown, show that you’ve taken notice of the growth and highlight it. If there’s an area of growth being addressed, express your confidence in their growth.

7. Balance the positive and the negative.

Before giving feedback to employees, it is necessary to identify the performance areas and balance positive and constructive feedback. Make notes on the order of your feedback so that you will have an easy time structuring it or use an employee evaluation form to keep it focused.

8. Be genuine and sincere.

When giving great feedback to your employees, make it genuine and be empathetic. It’s important to avoid over-praising because it sounds hollow and lacks constructive value. Avoid giving praise for everyday activities. Save such praise for real victories. This way, they’ll feel seen and it will act as reinforcement for successful behaviors.

9. Build a culture of feedback.

In order to build a culture of giving great feedback to your employees, you must give your staff ample opportunities to give and receive it. These conversations are essential for fostering open communication and a culture of openness. Employees need to feel comfortable sharing ideas and opinions, and they need to feel appreciated for doing so. Although giving feedback is not always easy, it will go a long way in promoting an open atmosphere.

To create a culture of feedback, ensure that everyone is aware of the importance of the practice. Employee engagement is an important component of organizational success, and an engaged workforce is more efficient and loyal. According to McKinsey Global Institute, employees who are engaged in their work are between 15 and 20% more productive than those who are disengaged. In fact, teams that are highly engaged in their work are 21% more productive.

It is also important to ensure that the process of giving feedback is seamless for all employees. Employees should feel comfortable giving and receiving it, and this process should be seamless and easy for them to follow. It also helps to have a feedback checkpoint to ensure that the process is followed correctly. By establishing these guidelines, you will be able to create a culture of giving great feedback to employees that is both fair and effective.

Have you experienced a time when you received feedback from a supervisor that was helpful and positive? What did the supervisor do to make it such? Drop a line in the comments to let us know.

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