Mariya Khan
Instructional Designer & Educator
Implementing Coaching as a
Professional Development
Click on the image to access the professional development Web Page.
To access the compiled professional development document, click on the image
to the right. This includes all image files and resources.
Objectives Met -
Principle #1 - Apply foundational knowledge and skills to the collaborative design and use of content, pedagogy and instructional technologies.
Principle #2 – Create conditions for learning by applying theories (eg. learning theories, curriculum theory and communications theories) to authentic scenarios involving diverse populations.
Principle #3 - Use modern technologies, and techniques (eg. collaborative teamwork and rapid prototyping) to design and develop learning materials, media and environments that promote near and far transfer of content knowledge.
Principle #4 - Design and develop a strategic vision and plan for the implementation, management and evaluation of educational technologies, programs and systems.
Principle #5 - Use quantitative and qualitative methods of inquiry to make data-driven decisions that inform practice in the discipline.
Principle #6 - Initiate, lead, facilitate and advocate for positive change and innovation in the educational technology workplace as new technologies, techniques, and theories of learning, design and change emerge.
​
Principle #7 - Engage in and reflect upon one’s own professional development, dispositions and growth in the discipline.
Principle #8 - Analyze, develop and evaluate professional development programs and initiatives that advance the technological, pedagogical and content knowledge of learners.
Principle #9 - Engage in ethical reasoning and decision-making by applying frameworks, policies and standards of ethical practice such as the AECT and ISTE-C professional standards and the JMU Ethical Reasoning in Action eight key questions framework for ethical decision-making.
​
Description -
The goal of this assignment was to design, implement, and evaluate a personalized professional development experience appropriate for an identified population of learners (Objective 5, 6, & 8). A needs assessment was first developed and administered to a group of potential participants (Objective 5). The learning procedures were then developed based on specific learning theories which would benefit and accommodate for the target population. This was also based on the facilitators previous knowledge of learning theories and his/her beliefs on how effective PD should be conducted (Objective 1, 2, & 4). The facilitator was then expected to evaluate the effectiveness of the PD and determine modifications that could be made to ensure future success in PD implementation (Objective 5, 6, 7, & 8).
I purposefully select coaching as the appropriate method of professional development and aligned it to ISTE Coaching Standards (Objective 1, 3, & 4). The PD was conducted in a K-5 elementary school setting with two teachers who required assistance with effective technology integration in the classroom setting. I aligned this coaching experience with the constructivist learning theory allowing learners to gain, develop, and construct their own knowledge and understanding of content through reflective participation. To increase the relevance of learning content, learners were encouraged to socially engage in authentically developed activities (Objective 2, 6, & 8). Other essential theories or principles used to frame this PD experience were: Albert Bandura’s theory of self-efficacy, social cognitive theory, distributed cognition, and Howard Gardener’s Theory of Multiple Intelligences.
Participants successfully identified, located, and accessed various online resources appropriate for his/her classroom use. They were additionally encouraged to explore and socially engage with diverse perspectives in the learning community (Objective 2 & 6). Learning activities were authentically designed to provide clear examples referencing how to use materials and infuse them into the classroom (Objective 2). Online content was also created to permit access to all training materials after the training was conducted (Objective 1, 3, & 9). All resources were designed to be accessible to diverse learners by using components of visual design, differentiation, scaffolding, multiple modalities, and Universal Design for Learning (UDL) (Objective 2 & 9). This experience inspired me to continue to refine my implementation techniques by being responsive to the needs of my clients (Objective 4, 6, 7, & 9).