“Let's FaceTime Tonight”: Using Digital Tools to Enhance Coaching

Abstract

This article documents a collaboration between a second‐grade teacher and a university‐based literacy coach to implement dialogic instruction as part of a 14‐week cross‐disciplinary curriculum unit. The coach–teacher dyad used digital technologies to enhance a problem‐solving approach to coaching. The authors describe the coaching interactions, the digital tools used (e.g., e‐mail, FaceTime, text messaging, video and audio recordings), the problems that the coach–teacher dyad collaboratively addressed over three phases of the unit, and the student learning that occurred in response. Throughout, the authors highlight how the coach and teacher made flexible use of digital technology to carve out additional time and space for problem solving as they worked to support the language and literacy skills of a group of multilingual second‐grade students.

Pre-service Teachers' Experiences of Dialogical and Reflective Supervision through Digital Technology

“…Resonating with the findings of previous studies, this study suggests that the chosen digital platform formed a place which fostered communications between the supervisor and the students and among the pre-service teachers; flexible access to all text material and the possibility to react any time were critical features in this interaction (e.g. Leighton et al, 2018;Martin & Tapp, 2019). The results of this study suggest that Microsoft Teams is a successful digital, dialogical, collaborative reflection tool that works well in the teacher training practicum.…”

“…The digital tool promoted dialogue between the supervisor and the pre-service teachers, as well as among the pre-service teachers, independent of place and time (cf. Buchal & Songsore, 2019;Leighton et al, 2018).…”

Pedagogical models for the facilitation of teacher professional development via video-supported collaborative learning. A review of the state of the art

“…The generic collaborative use of teachers' video clips has been found in a wide variety of educational and professional contexts, from initial teacher education (Baecher et al, 2012(Baecher et al, , 2018Baecher & Jewkes, 2014;Bowlin et al, 2015;Foong et al, 2018;Kaendler et al, 2016;Kontkanen et al, 2016;Önal, 2019) to teachers' professional development (Arya et al, 2015;Baecher & Kung, 2014;Charteris & Smardon, 2013;Gröschner et al, 2015;Hennessy & Deaney, 2009;Ho & Tan, 2013;Leighton et al, 2018;Pearson et al, 2003) and vocational education (Hämäläinen & Cattaneo, 2015), among others.…”

Elementary Literacy Coaching in 2021: What We Know and What We Wonder

“…Some existing literature has explored how virtual coaching can support coaches and teachers as they collaboratively investigate and refine instructional practices (Affinito, 2018;Kotze et al, 2019;Leighton et al, 2018). Ongoing research is currently trying to better understand how coaches have operated differently in virtual environments during the pandemic of 2020-2021.…”