Instructional coaching, at its core, is about continuous progress. It offers teachers personalized support in achieving their individual goal(s) and improving their practices in alignment with broader school and district goals. As part of this effort, teachers need guidance in understanding those school and district goals, identifying their personal goal(s), and understanding ways to measure their progress toward both.
Continuous reflection opportunities between the coach and teacher help track progress toward meeting individual teachers’ goals. But it is also important to have tools in place that systematically measure the progress of coaching in the short term and the impact of the coaching in the long term. This helps teachers, coaches, and administrators understand where they are and where they should go, monitor their progress, measure the quality of their efforts, and celebrate growth.
The Dynamic Learning Project pilot (DLP) was an instructional coaching program that aimed to help teachers use technology in impactful ways.
To help teachers achieve this goal, DLP researchers and practitioners developed an Impactful Technology Use (ITU) Rubric that (1) defines what ITU looks like, and (2) helps teachers reflect on their progress in ITU. Coaches shared the rubric with teachers when they started their collaboration to discuss the overall goals of the program.
Based on the ITU Rubric, DLP researchers also developed survey questions to measure teachers’ short- and long-term progress in impactful use of technology, including impact on student engagement and learning.
At the end of each coaching period, and again at the end of the school year, DLP coaches and administrators used the data they collected to reflect on teacher growth and make iterations to the support provided by coaches.