8. W
T
H
O
R
G
Solomons & Duggan, 2014
CELEBRATE SUCCESSCELEBRATE SUCCESS
BUILD RELATIONSHIP AND TRUSTBUILD RELATIONSHIP AND TRUST
Planning&CoachingCycleTasks
10. Curriculum& Instruction Instructional Platform TeachingCulture TechnologyInfrastructure PedagogyShifts
EDUCATORGOALS DIGITALAGECONCEPTS DIGITALAGE
EXPECTATIONS
DEVICEANDPOLICY
SUPPORT
PERSONALIZEDLEARNING
ELEMENTS
Collaborate withothers Collaboration Tools Teachers work in a cloud
computing environment
Updated Acceptable Use
Policies
Flexible, Anytime,
Everywhere learning
Redefine Teacher Role and
Expand "Teacher” as
Facilitator
Student-Driven and
Personalized Learning Path
Mastery/Competency-
Based Progression/Pace
Inquiry and Project-Based,
Authentic Learning
School-wide Learning
Outcomes
Communicate information Content Management
Systems
Teachers share content
digitally through a
website/content
management system
Website publishing policy
Findandshare resources Personal Learning Network Teachers collaborate and
communicate digitally with
local and global circles
Social networking policy
Devices/bandwidth to
support digital curriculum
Give formative feedback Formative Response Tools Teachers give automated
formative feedback during
instruction and track
student
behaviors/reflections
Mobile device for teachers
Classroom projectors
Deliver digital content Open Educational and
Curricular Digital Resources
Teachers curate digital
content and deliver self-
paced/differentiated
instruction in a blended
learning environment
1-to-1 environment for
students
Digital resource evaluation
rubric
Facilitate student inquiry Electronic Portfolios Teachers facilitate project-
based, authentic learning
assessments that are
student-driven
1-to-1 environment for
students and BYOD
Student publishing policies
Administration ADMINISTRATION TIPPINGPOINTS
Flexible PD policies
Digital PD resources
Administrative expectations
Administrative modeling
Collaborative work time with colleagues and coaches
1-to-1 environment (BYOD)
Purchasing efficiency
Flexible pathway scheduling
College and Career student support services
EdTechEdTech
ChallengeChallenge
ChartChart
11. INSTRUCTIONAL ENHANCEMENT INSTRUCTIONAL TRANSFORMATION
Laptop notes
Copy & paste
Presentation
Email
Discussion
Send email
PDF
Google form
Laptop notes
Copy & paste
Presentation
Email
Discussion
Send email
PDF
Google form
SUBTITUTE
Technology is a
direct tool
substitution
SUBTITUTE
Technology is a
direct tool
substitution
Mobile notes
Forward link
Animation
Google Drive
Blog
SMS/Forum
Search tools
Auto marks
Mobile notes
Forward link
Animation
Google Drive
Blog
SMS/Forum
Search tools
Auto marks
AUGMENT
Technology is
used to
functionally
improve
AUGMENT
Technology is
used to
functionally
improve
Transposition
Annotation
Video present
Google Class
Google Docs
Hang Outs
Newsela
Digital product
Transposition
Annotation
Video present
Google Class
Google Docs
Hang Outs
Newsela
Digital product
MODIFY
Technology
allows for
significant task
redesign
MODIFY
Technology
allows for
significant task
redesign
Shared notes
Group maps
Participatory
iTunes
Google Sites
Virtual class
iBook
Response tools
Shared notes
Group maps
Participatory
iTunes
Google Sites
Virtual class
iBook
Response tools
REDEFINE
Technology
allows for
existence of
new tasks
REDEFINE
Technology
allows for
existence of
new tasks
Note Taking
Research
Present
Share
Collaborate
Communicate
Read
Assess
Note Taking
Research
Present
Share
Collaborate
Communicate
Read
Assess
ORIGINAL
TASK
ORIGINAL
TASK
S A M R
17. LASD(adapted),2012
Connect Experiences
Discover the links between learning at
school and outside the classroom
Personalize Learning
Use each student’s abilities and
interests to maximize learning
Nurture a Growth Mindset
Create opportunities to reflect and
grow
Process & Outcome
Value the approach as much as the
result
Empower Students
Help students understand that their
voice has impact
Leverage Technology
Utilize technology as a tool for learning
and efficiency
Take Action
Implement and facilitate change
directed at student success
Good Teachers!
As a coach, it is my goal to support and assist you to reach your goals for student learning. I look forward to partnering with you to reach your goals for students. In addition to working alongside you in a small-group setting, I would also like the opportunity to work with you in a coaching cycle.
In a coaching cycle, we will work together to look at student work, plan lessons, and co-teach. You will choose the focus based on what would benefit your students the most. Once a week we will meet together for a 30- to 40-minute planning session to analyze assessments or student work, discuss lessons, and use this information to drive further instruction.
Please keep in mind that my calendar fills on a first-come, first-serve basis, so please complete and return the attached interest survey as soon as possible. If you would like to participate at a later date, just let me know.
Thank you for giving this your thoughtful consideration. I look forward to working with you.
Sincerely,
Silvia
Name:
I would like to participate in a coaching cycle beginning in November.
I would like to participate in a coaching cycle at a later date.
1. What would you like to focus on?
2. What are your goals for your students?
3. What is the best time to set up a weekly planning session?
4. Based on your goals for students, what is the best time for me to work with you in your classroom?
What is the main idea that you want to teach?
For example, do you want students to be able to describe the process of splinting a broken arm, create a sprite object in a graphic design program, or safely use a chef ’s knife? Try to keep the focus tight so that your lesson doesn’t instead become a unit.
How can you “hook” students at the start of your lesson, focusing their attention so that they are ready to learn? Start by thinking about your main idea. What aspect of it could be particularly interesting to the students in your class? Things that surprise, excite, intrigue, or raise questions are all good starting points.
What are the lesson’s specific learning objectives?
In other words, what should the students be able to do, demonstrate, or explain to indicate that they have grasped the main idea? A typical lesson has between two and four objectives. Too many more and you may want to split your lesson into several separate ones.
What activities will help your students achieve the learning objectives?
Lectures, demonstrations, lab work, group work and student projects are all examples of activities that you many want to consider.
How will you assess whether students have met the learning objectives?
A test or quiz at the end is only one way to assess learning. Portfolios, observations, and writing samples can all be used as additional forms of assessment.