Dynamic Learning Project
Permanent URI for this collection
Browse
Recent Submissions
Item Funding Coaching is Not Enough: The Role of the District Administrator in Coaching(Digital Promise, 2021-05) Hardy, Angela; Bakhshaei, MahsaDistricts are increasingly investing in coaching programs to improve teacher practice and student outcomes. However, merely providing schools with the funding for a coaching position is not enough. To maximize the return on the investment of coaching, our research on the Dynamic Learning Project (DLP) shows that districts need to ensure that they are taking an active role in eliminating barriers to effective coaching and fostering a culture that encourages teachers to innovate their practice. Drawing from our three-year research study of instructional coaching across 32 districts, this guide describes concrete ways districts can remove roadblocks and support coaching throughout the school year.Item How School Administrators can Serve as Productive Partners in Teacher Coaching Programs(Digital Promise, 2021-05) Bakhshaei, Mahsa; Hardy, AngelaWhen school administrators support instructional coaching, it is more likely to be effective in improving teacher practice. Building teacher buy-in, promoting awareness of the coach’s non-evaluative role, ensuring coaches have adequate time to provide classroom support, meeting consistently with the coach, and trusting the coach to make decisions are all critical components of a successful coaching program. Based on data from our study of instructional coaching across 163 schools, this guide describes specific actions school-based administrators can take to serve as productive partners in instructional coaching programs.Item Instructional Coaching Holds Promise as a Method to Improve Instruction with Technology(Society for Information Technology & Teacher Education (SITE), 2020-04) Bakhshaei, Mahsa; Hardy, Angela; Ravitz, Jason; Seylar, JohnInstructional coaching is an evidence-based form of professional development to support teacher growth. Few empirical studies examine conditions that define its effectiveness in improving teachers’ ability to use technology to support student engagement and learning. Using evidence from two pilot years of an instructional technology coaching program in 108 schools nationwide, our study examines and explores the attributes that teachers, principals, and coaches report contribute to the effectiveness of coaching for improving teacher use of technology in their practice.Item The Valuable Role of Edtech Coaches during the COVID-19 Pandemic: A National Survey(Digital Promise, 2020-08) Bakhshaei, Mahsa; Seylar, John; Ruiz, Pati; Vang, Mai ChouThis report presents findings from a survey of edtech coaches on how their role changed when schools closed due to the COVID-19 pandemic and provides district and school leaders with insights on the value of edtech coaches in moving instruction online in effective ways.Item Prevalence of Coaching and Approaches to Supporting Coaching in Education(Digital Promise, 2020-01) Van Ostrand, Kasey; Seylar, John; Luke, ChristinaDigital Promise and Learning Forward partnered to design a national survey exploring the prevalence of and existing support for instructional coaching across the U.S. This report discusses the findings of the survey and offers recommendations for improvement.Item Scaling Up Classroom Coaching for Impactful Technology Use(Digital Promise, 2019-09-04) Bakhshaei, Mahsa; Hardy, Angela; Ravitz, Jason; Seylar, JohnResearch findings from the second year of the Dynamic Learning Project suggest that technology coaching leads to an increase in impactful use of technology in the classroom. In the 2018-19 school year, we worked with coaches in 100 schools across seven states, doubling in size from the pilot year. Our data shows that teachers who received coaching as part of the Dynamic Learning Project reported greater skills in leveraging technology in their teaching, which resulted in increased student engagement and learning.Item Fostering Powerful Use of Technology Through Instructional Coaching(Digital Promise, 2018) Bakhshaei, Mahsa; Hardy, Angela; Francisco, Aubrey; Noakes, Sierra; Fusco, JudiResearch findings suggest that instructional technology coaching may be a critical lever in closing the gap in the usage of technology, sometimes referred to as the digital use divide. In the 2017-2018 school year, we provided 50 schools in 20 school districts across five states, with a grant to support an onsite, full-time instructional technology coach (called a DLP coach). Our data shows that after one year of working with their DLP coach, teachers are using technology more frequently and in more powerful ways. DLP teachers report significant increases in using technology for both teaching content and pedagogy—in other words, teachers are using technology to support what they are teaching, as well as how they are teaching it.Item Exploring Coaching for Powerful Technology Use in Education(Digital Promise, 2017) Ehsanipour, Tina; Gomez Zaccarelli, Florencia