Facilitating professional learning for technology coaches through cross-district collaboration

Abstract

Purpose This two-year study illuminates the experiences of technology coaches (digital learning coaches [DL] and science technology engineering and mathematics/literacy coaches [STEM/L]) as they engaged in their own professional learning (PL) facilitated by a faculty researcher.Design/methodology/approach Technology coaches from different school districts and their respective colleagues participated in book studies as part of their PL. They reflected and debriefed individually and collaboratively with a researcher facilitator. Data were collected through interviews, field notes at meetings, observations, researchers’ reflections and artefacts. Qualitative data analysis methods were employed.Findings The findings offer a glimpse into (1) benefits of cross-district collaboration, (2) challenges finding resources for coaching, (3) career-long desire to learn and (4) time to build and sustain cross-collaborations.Practical implications Conclusions suggest that DL and STEM/L coaches benefit from their own dedicated, differentiated programme of PL supported by each other (as from other districts) and a researcher facilitator. Educational implications are offered for researchers and other school district stakeholders for consideration for them to foster coaches’ collaborative PL.Originality/value Importantly, this project is an exemplar of how to support coaches’ PL and growth through researcher facilitation of cross-district collaborative learning.

Synergistic Collaborations among K-12 Technology, STEM Coaches, and Tech-Industry Partners

“…In Year 2, all four coaches and consultants took part in four collaborative STEM meetings (2 hosted by Jodi and her staff; 2 hosted by Jodi and attended by Helen). At these meetings the coaches and consultants shared how they were supporting teachers' design thinking and STEM instructional practices with reference to a book study that they were engaged in with one of the researchers (see: Gallagher et al, 2023). They also discussed how to connect what they were learning about in the book study with technological applications and devices that their industry partners were providing.…”