Jamie Fisher's Potfolio Page

Return to: ETAP 623 FALL 2015 - Byrne & Zhang section 8550 | Jamie's Mini Course

About me

I am a graduate student in the CDIT program. After completing this course, I will be half way through the program. I am currently working as an Academic Technology Specialist at a school in Massachusetts for children who have dyslexia.

I am a wife and mother. I love to run, read, and sew.

My Topic/Purpose

Coaching has become a prevalent part of teaching culture for good reason. Observation and coaching is a great way to recognize existing talent and support those who are less experienced. However, some people still have a negative, or evaluative, association with the word "observation," and others feel that implementing observation and coaching will be too costly and difficult. For this course, I will focus on the importance of coaching for professional growth, models for coaching, and an easy way to implement cost-free virtual observation and coaching.

Learners will be able to:

List the benefits of observation and coaching on their practice
Discuss two models of coaching
Recognize the basic equipment needed for virtual observation and coaching
Create a plan for implementing virtual observation and coaching

Needs Assessment

Problem:

In today’s teaching climate, around 17% of public school teachers leave before their fifth year of teaching (Brown, 2015). Often teachers cite feeling unsupported (Aguilar, 2013) and lack of space for professional growth as reasons for leaving the profession (Brown, 2015). Observation and coaching has been shown to be an effective way to provide teachers with a network of support, build their own skill sets, and it can also provide space for professional growth and leadership.

One problem with observation and coaching however is that many schools lack the resources and time for their more experienced teachers to travel and provide this level of support for newer teachers. Additionally, not all schools have a relevant match for new teachers. For example, there may be only one physics teacher in a rural district. Virtual observation and coaching is one cost-effective way for schools to provide strong support to their teachers even if they lack financial resources.

What is to be Learned:

Educators will learn about the benefits of coaching for professional growth. They will also learn various models for coaching and will learn how to implement virtual observation and coaching within their school, district, or larger network.

The Learners:

Learners will include both novice and experienced educators as well as the school administrators necessary for the development and support of a virtual observation and coaching program. This course would also be relevant for organizations looking to implement observation and coaching for their staff, although they will not be the target audience.

Instructional Context:

Instruction will occur through this course's wiki site, although I may move it over to an external website after the completion of this course so that learners can access it in a more convenient location. Learners can access the content at a time and space convenient to their own learning, which is key to fitting into teacher's and administrators' busy schedules. Content will also be created into smaller tasks so that it can be easily completed in small windows of time. Since the course is housed online, learners will need access to a computer or mobile device and a stable internet connection.

Problem and Solution:

Based on the research surrounding coaching as a support for teachers, and the ready availability of many of the observation and coaching tools, this course will be relevant and useful. Participants will engage in a variety of learning tasks and will think about their own needs as they progress through the course so that they can construct a relevant and useful model for implementing virtual observation and coaching.

Goals:

One goal if for learners to understand the benefits of coaching and a professional development opportunity. A second course goal is for learners to understand at least one coaching model. And a third goal for the course is for learners to know the basic tools and procedures necessary for implementing virtual observation and coaching within their schools.

References

Aguilar, Elena. (March, 25, 1013). How Coaching Can Impact, Teachers, Principals, and Students. Edutopia. Retrieved from http://www.edutopia.org/blog/coaching-impact-teachers-principals-students-elena-aguilar

Brown, Emma. (April 30, 2015). Study: Far fewer new teachers are leaving the profession than previously thought. The Washington Post. Retrieved from https://www.washingtonpost.com/news/local/wp/2015/04/30/study-new-teacher-attrition-is-lower-than-previously-thought/

Analysis of the Learner and Context

The Learners:

Learners will include both novice and experienced educators as well as the school administrators necessary for the development and support of a virtual observation and coaching program. This course would also be relevant for organizations looking to implement observation and coaching for their staff, although they will not be the target audience.

Instructional Context:

Instruction will occur through this course's wiki site, although I may move it over to an external website after the completion of this course so that learners can access it in a more convenient location. Learners can access the content at a time and space convenient to their own learning, which is key to fitting into teacher's and administrators' busy schedules. Content will also be created into smaller tasks so that it can be easily completed in small windows of time. Since the course is housed online, learners will need access to a computer or mobile device and a stable internet connection.

Performance Objectives

Learners will be able to identify the specific benefits and challenges of coaching as a professional development model within their school. (Remembering)

Learners will be able to identify the necessary equipment for virtual observation and coaching, and produce a list of the equipment that is available to them at their school. (Remembering and Applying)

Given a template and schedule for implementation, learners will create their own plan to determine their school’s readiness to begin virtual observation, and create one possible implementation timeline. (Creating)

Task Analysis

Unit One: The Benefits and Challenges of Observation & Coaching as a Professional Development Model

The learner will review the research about the impact of observation and coaching on a teacher’s performance and satisfaction, as well as the challenges of implementing this type of professional development model.
The learner will watch a video to hear a teacher’s perspective on observation and coaching in the classroom.
The learner will reflect on how observation and coaching could impact their own teaching practice.

Unit Two: Different Coaching Models

The learner will hear about the different models for coaching, and the benefits and drawbacks to each model.
The learner will watch a classroom video and practice using different coaching models to instruct a teacher.
The learner will reflect on what coaching model would fit well in their school.

Three: Virtual Observation and Coaching

The learner will recognize the traits of a culture conducive to virtual observation and coaching.
The learner will see the different tools, equipment, and programs necessary to implement virtual observation and coaching, and identify gaps in their own school’s available tools.
The learner will identify whether or not their classroom and school is a good match for a virtual observation and coaching program.
The learner will create a plan for implementation of virtual observation and coaching.

Curriculum Map

File:Curriculum Map Jamie Fisher.pdf

References and Resources

Aguilar, Elena. (March, 25, 1013). How Coaching Can Impact, Teachers, Principals, and Students. Edutopia. Retrieved from http://www.edutopia.org/blog/coaching-impact-teachers-principals-students-elena-aguilar

Brown, Emma. (April 30, 2015). Study: Far fewer new teachers are leaving the profession than previously thought. The Washington Post. Retrieved from https://www.washingtonpost.com/news/local/wp/2015/04/30/study-new-teacher-attrition-is-lower-than-previously-thought/