Digital Promise Reports and Publications
Permanent URI for this community
Browse
Browsing Digital Promise Reports and Publications by Subject "coaching"
Now showing 1 - 4 of 4
Results Per Page
Sort Options
Item Creating Conditions for Powerful Technology Use: Teachers’ Technology Journey in Puerto Rico(Digital Promise, 2021-09) Lopez, Carol; Younge, OdeliaThis case study report synthesizes the findings from the perspective of 14 teachers on their technology journey in Puerto Rico from May 2020 through August 2021, as well as from larger island-wide surveys and data.Item Cultivando una Cultura de Coaching para Apoyar el Uso Poderoso de la Tecnología: Resultados del Modelo de Coaching Basado en Retos Piloto en Puerto Rico(Digital Promise and Global Education Exchange Opportunities (GEEO), 2021-08) Lopez, Carol; Younge, OdeliaEste informe de coaching representa los resultados y hallazgos de un piloto de coaching de Global Education Exchange Opportunities (GEEO), con el apoyo de Digital Promise, lanzó con 10 escuelas en todo Puerto Rico de enero a junio de 2021.Item Cultivating a Culture of Coaching to Support Powerful Use of Technology: Results from the Challenge-based Coaching Model Pilot in Puerto Rico(Digital Promise and Global Education Exchange Opportunities (GEEO), 2021-08) Lopez, Carol; Younge, OdeliaThis coaching report represents the results and findings from a 6-month coaching pilot that Global Education Exchange Opportunities (GEEO), with the support of Digital Promise, launched with 10 schools across Puerto Rico from January to June 2021.Item Implementing and scaling Differentiated Literacy System: A case of evaluators’ voices channeling outside-in and bottom-up perspectives for equity and continuous improvement(Digital Promise, 2020-10) Vang, Mai Chou; Kasad, Zareen; Young, Viki M.Digital Promise is supporting the implementation and scaling of Differentiated Literacy System (DLS), a tool and instructional coaching for K–3 teachers to meet individual students’ literacy needs. Based on interviews with over 200 teachers, principals, and district leaders, we bring forward our voices as evaluators by highlighting uncomfortable truths that lie at the crux of DLS’ desired impact on education. We place primacy on teachers’ “bottom-up” perspectives as those charged with creating instructional change. With a continuous improvement stance, we go beyond reporting findings to draw clear and actionable implications for DLS. The summary below presents key findings and recommendations that focus on organizational policies, structures, and practices to better support DLS and improve consistency in service quality for schools.