EDUC 5243 Week 3 Blog Assignment: Course Design and Coaching for SMART Goal Attainment

 

EDUC 5243 Week 3 Blog Assignment: Course Design and Coaching for SMART Goal Attainment

When creating an asynchronous professional learning course based on the Triple E framework for an educator, it is imperative to incorporate different learning modes that entail concrete experience, reflective observation, abstract conceptualization, and active experimentation that integrate with the supervisory approaches to be employed that will engage, enhance, and extend the learning experiences for the educator.

The conciseness and relevance of the content provided for improvement of instructions that will enhance the educator’s goal, which can be in the form of utilizing digital tools with an introduction to the Triple E Framework and other learning resources on professional development related to the area of need, should also be considered for the learning course.

Utilizing a clinical supervisory approach based on instructional assistance is also a crucial component to be considered in creating an asynchronous professional learning course that will provide one-on-one pre-conference, observation, and post-conferences. In doing this, the educator will be prepared to commence self-directed learning and self-monitoring

Technological resources should be engaging and interactive. This will enable the educator to delve deeper into the content area, which promotes critical thinking and problem-solving. All course content materials should be easily accessible and retrievable for use.

Incorporating the Cognitive Coaching approach in asynchronous professional learning will be utilized to support the educator in achieving desired goals, for delivering non-evaluating feedback when communicating about instruction development, and for self-reflection. This approach will also be used for collaborative communications that foster a culture of trust that enables the educator to integrate resource strategies and make adjustments to improve the outcome of technology use in lessons.

The educator will be able to build on their area of strengths, explorations, and growth by utilizing technological practices through planning conferences based on the intentional questions asked that will enhance the educator's capabilities to do self-directed learning and self-monitoring over a period of time.  

The cognitive coaching components model can be utilized in the Learning Management System course, which will create meaningful learning opportunities for the educator in that this model can be used as a reference point to guide thought processes and eventually develop self-directed learning, which will improve students learning. Planning conversations and feedback can be paired with coaching to be used with the Learning Management System platform to access resources.

ISTE standards for coaches Collaborator 4.3.a Cultivate Coaching Relationships, 4.3.d Personalize Support for Educators, Professional Learning Facilitator 4.5.b Build Capacity and Change Agent 4.1.a Create a Shared Vision were all addressed being the peer learning facilitator, respectively. Both educator and coach create an atmosphere of professional coaching relationship that enables explorations of suggested technology strategies; one-to-one support is exhibited in the planning conversation of ways to use digital tools effectively to enhance the learning experiences of the students and provide feedback on technology usage.  

The ISTE standards for education leaders Empowering Leader 3.3.b Build Educator Competency and Connected Learner 3.5.c Engage in Reflective Practice were also addressed as the facilitator of peer learning. Through planning conversations, the confidence and capabilities of the educator are enhanced to use strategies and other digital resources. Self-reflection and thorough feedback are addressed to improve the quality of instructions.

Implementation Planning, High-Quality Learning Activities and Content, and Ongoing Evaluation are the ISTE essential conditions that support the work of a peer facilitator and the use of a Cognitive Coaching approach.  Having discourse with the educator, execution of the authentic interactive content, and self-reflection are important for students to experience high- quality technology integration that will improve learning.

 

 

References

Costa, A. L., & Garmston, R. J. (2015). Cognitive Coaching: Developing Self-Directed Leaders and Learners, 3rd Edition. Rowman & Littlefield: Lanham. Excerpt available here: https://drive.google.com/file/d/14-bGtYgfnuZKQk1VxsUW0eC28cG0W8Cp/view?usp=sharing

Gordon, S. P. (2022).. Integrating the experiential learning cycle with educational supervision. Journal of Educational Supervision, 5 (3). https://doi.org/10.31045/jes.5.3.1

International Society for Technology in Education. (2017). ISTE Standards For Students: A Practical Guide for Learning with Technology. https://iste.org/standards

Kolb, L. (2020). Triple E Framework. Retrieved from: https://www.tripleeframework.com/