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Coaching to Learn: Managing Change and Emerging Technology


December 10, 2021 by timstahmer

My experience with change management comes from a few different industries. For the last six years I have been in education, but prior to that I was in the consumer finance and insurance industries where I found myself constantly surrounded by emerging technology and continuous change. One thing that I have learned to embrace over time is change. Specifically focusing on the things that I am able to influence, and those things that are within my control. I’ve found that investing time an energy, time, and interest into things that you can’t control, leads to burnout, stress, and decreased morale. In this article, we will explore the process of managing change within the context of EdTech.

Walt Disney once said, “Times and conditions change so rapidly that we must keep our aim focused on the future”. A critical component of being a change agent is being forward-thinking and having a growth mindset, focusing on the goal and outcome. Another of Disney’s famous quotes says, “Of all of the things that I’ve done, the most vital is coordinating those who work with me and aiming their efforts at a certain goal”. No one can effect change by themselves, it takes collaboration, knowing your strengths and weaknesses, working together to achieve a common goal, and cultivating and maintaining relationships with those whom you desire to effect change.

Consider the first several weeks of school, educators are building relationships, establishing norms, and learning about each learner’s preferred method of receiving feedback and learning style. These same concepts should be taken into consideration when managing change with adult learners, as these factors don’t just disappear once a K-12 student graduates and/or enters adulthood.

Knowing what is within our sphere of influence and control is another important element of managing change. I was first introduced to the circle of influence after reading Steven Covey’s, The 7 Habits of Highly Effective People. The circle of influence has really stuck with me as it helped me understand and accept what I was able to influence and what I had control over as a change agent, and not worrying about those things that were outside of my control.

As a change agent, the circle of concern are all the things that you are aware of and are concerned about (i.e. district goals, school goals, strategic planning, etc.). The circle of influence is a collaborative area where you play a part in the outcome (i.e. school culture, student centered learning, equitable and accessible learning, classroom EdTech integrations, etc.). The circle of control is a very powerful place, because it is all YOU. Within the circle of control are all the things that you have the individual ownership and ability of managing and changing (i.e. PMA: Positive Mental Attitude, time management, availability for coaching and strategic planning).

graphic showing Hogan's circle of influence
Figure 1: Circle of Influence example from the lens of educational coaches and professional development specialists

During my interview with Prince William County Public Schools, I was asked to pick a topic that I would present on for five minutes. As you probably guessed, my presentation was on the importance of managing change. I’ve revisited that presentation several times over the past six years, but what I’ve realized is regardless of the industry, managing change can be summarized by a few key components:

  • Focus on the Outcomes – you are providing a solution to a need or problem.
  • Be open to feedback – always maintain professionalism and work collaboratively to identify the need.
  • Actively Listen – Use the 80/20 rule (listen 80 percent of the time and speak the other 20 percent), take notes, keep a “parking lot” for any unanswered questions/inquiries.
  • Offer Equitable Solutions – provide solutions that offer choice, equity and accessibility, and differentiation.
  • Prepare & Execute – develop the plan, what implementation/technology framework will be used, key performance indicators, measures of success, and executive of the plan.
  • Have a Follow Up Plan – schedule time for reflection and adjustments.

Understanding what is within your circle of influence and control, fused with these change management components, creates a solution-oriented work team that feels vested in the change management process, and from what I have experienced first-hand, increases engagement and synergy while achieving efficient and effective solutions.

Managing change within the context of EdTech integrations, requires change agents to have a plan of implementation. For this, change agents utilize one or many of the research-based technology integration frameworks that exist. Some frameworks are widely adopted, while others are used by small groups. In either case, change agents should utilize a framework that most effectively meets the needs of the educator and learners. Regardless of the technology integration framework selected, it should always be utilized within the context of the content, pedagogy, learning outcomes and strategies. Remember, the technology exists to support instruction, not replace it.

graphic of the technology integration framework
Figure 2: Technology Integration Frameworks supporting instruction and learning outcomes and strategies

Based on my experience as a change agent along with the different components of change management, coaching, and frameworks in EdTech, I developed the NICE Transformative Coaching© model. This model provides a flexible change management strategy that puts educators in the driver’s seat and gives them an active voice throughout the coaching cycle to determine the most effectives tools and strategies for their learners. The NICE Transformative Coaching model is defined by four main areas:

  • Needs Analysis – this is the initial phase of the coaching cycle; educators are encouraged to take the lead. In this phase, the change agent (coach/trainer), is actively listening to identify the need(s).
  • Identify Tools – once the need(s) have been defined, the change agent will share the EdTech tools that are available that may support the need.
  • Coaching Change – during the coaching phase, educators will develop the plan for integrating the EdTech into their classroom. The change agent should ask clarifying questions, provide data on the tool, and share various frameworks. It is important during this phase that change agents allow the educator to process the information. This may mean a series of follow up coaching sessions as needed while the educator develops or revisits their lesson plans. At the end of the coaching phase, the educator should define if the change agent will be needed to support the execution of the plan, and how the change agent will support.
  • Execute – after the plan has been established, the strategy or plan will be executed. At the end of this phase, there should be time designated for reflections and adjustments; thereby either restarting the coaching cycle.
the NICE transformative coaching model
Figure 3: NICE Transformative Coaching Model©. Created by Takeysha L. Hogan in October 2021

Change is not always easy, but it is inevitable. Having the right mindset and strategies in place and being consistent in those areas, equips educators with the tools needed to focus on solutions, take risks, and innovate; thereby creating a culture that promotes student-centered authentic, equitable, accessible, and engaging learning experiences for students.

References
Covey, S. (1989). The 7 habits of highly effective people: Restoring the character ethic . New York: Simon and Schuster.

Digital Learning Integration Standards of Learning. (2021, October 29). Retrieved from Virginia Department of Education: https://www.doe.virginia.gov/support/technology/standards/index.shtml
The ISTE Standards. (2021, October 29). Retrieved from ISTE: https://www.iste.org/iste-standards

Technology Resources
All graphics were designed utilizing Canva. The word cloud within the technology integration framework graphic was created using WordClouds.com


Written by Takeysha Hogan. Takeysha is a senior training specialist in the Department of Information and Instructional Technology for Prince William County Schools in Northern Virginia. Based on her experiences working in the private sector as well as public education, Takeysha developed a passion for change management, and learning and instructional strategies that promote synergy and community in the workplace and classroom to enhance the learning experiencing for all student and adult learners. For more information, follow her on LinkedIn and Twitter @takeyshahogan

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Filed Under: Blog, Front Page Middle, VSTE Voices Tagged With: change, Coaching, control, framework, influence

What School Cafeterias Can Teach Us About Student Performance Analytics

November 9, 2021 by timstahmer

Cafeterias, from a time and cost efficiency perspective, are superior to made-to-order food services. We can apply that same “Grab-and-Go” concept to student data – providing real-time analytics and insights that truly support every child, every day.

Cartoon showing hands on various digital devices

The origins of cafeterias as a food service concept can be traced to the 1880s. The New York Exchange Buffet is thought to be the first restaurant to adopt this innovation. The National School Lunch Act of 1946 set the stage for the creation of school cafeterias.

Schools in the 1950s began the widespread creation of school lunchrooms and cafeterias as a food service method. Cafeterias were one of the first self-service business concepts. They have the advantage of allowing a few to serve many with extreme efficiency. School cafeterias prepare and serve hundreds of meals in a short period of time with a relatively small staff. Students select their meal choices, transport their food to tables, and then deliver their plates and cutlery to the dishwashers. Cafeterias, from a time and cost efficiency perspective, are superior to made-to-order food services.

Fast-forward to Self-Serve Data

In 2021, access to student performance data is still mainly on a “made-to-order” basis. Service providers are often the spread-thin school IT workers. With the explosion of computers in the classroom and digital curriculum, the IT team finds themselves no longer in the background but instead on the frontline in the delivery of essential teaching services. With the move to online classes following the COVID-19 pandemic, even greater demands are being made on IT.

Customer self-service is one of the hallmark achievements of the web and yet most organizations are yet to apply this concept to data.

Most data is trapped in silos (apps) and inaccessible to all but those who have the permissions, skills, and software to access raw data and make sense of it. In many cases, that means IT needs to be called in to complete the reporting picture. Most reports utilize data found in multiple apps. In order to use data together from multiple sources, it must be collected in a central location and structured in a common format creating interoperability and comparability. Think about the simple case of comparing student scores from a State administered math assessment to their grades from math class. The State data comes in a nicely formatted file with student names and ID numbers. The grade data comes from the local SIS with student names and ID numbers. All you need to do is match the ID numbers somehow. Sounds good, right? Except when you realize State data and the local data use different ID numbering systems. Now what?

Neither teachers nor IT staff have much extra time. Most educators recognize the importance of making data-driven decisions for the benefit of their students. Performance data for students resides in many disparate applications. A manual “made-to-order” approach to data distribution means that for every request, someone must collect data from disparate sources and then organize it into a report. This type of data delivery has a significant disadvantage in that it introduces many manual steps and thus creates many opportunities for human error. In addition, after the time-lag between sourcing the data, combining it, getting it right and final delivery to the consumer, the information is almost certainly out of date. Fulfilling report requests this way is a slow and cumbersome process and competes for resources from other vital services, forcing greater attention to demand management policies.

What manifests is an odd situation such that there is an inverse correlation between the human effort to produce a report and it's ultimate value.

graph showing a downward curve

The result is what we see in most schools today: the difficulty and level of effort in gaining access to good data deters the ongoing use of data and therefore data-driven instruction. Now more than ever, cost-efficient methods are needed to serve data at scale. Self-service and system automation will recover valuable IT human resources already spread thin and turn the idea of using data to advance learning into a reality.

A Vision for the “Data Cafeteria”

The rapid creation and introduction of instructional tech during the pandemic has created an explosion of data, but the key is putting it to use to address the learning loss and equity gaps we read about in the news every day.

Student data should be integrated – automatically and continuously collected, organized, and loaded into data views that support analysis of educational objectives at all levels.

Access should be provided through a simple and easy-to-use interface. The “data cafeteria” should always be open to its customers stocked with real-time data. No longer should educators need to request reports and spreadsheets be prepared for them. Instead, they should be able to digitally “Grab-and-Go.”

Building a Real-Time Data Service

The first steps in building a real-time data service are similar to how nutritionists design the menus for school cafeterias – school leaders should identify the benchmarks that they want their teams to work towards and clearly identify student performance goals. It’s worth noting these goals could span a broad range of data categories: academic, behavioral, attendance, engagement, social, emotional, etc.

Identify your goals

The objective here is to identify metrics that can be used to track progress toward addressing specific problems or strategic goals important to your schools. Think about goals outlined in your school or district level annual or 90-day plans or both. For example, let’s say you want to address a concern about chronic absenteeism for English language learners at one school and reading proficiency among minority students at another school. Defining “success” in these cases may be straightforward or a nuanced and collaborative effort. This definition process is key as you will see in what happens next.

With specific objectives and a data-informed definition of success, you have the fuel to drive the next part – implementing and using a data service. There are two critical activities involved in this effort: system implementation and building a data culture.

Implement your data service

System implementation involves identifying an internal team to validate and likely an external partner to implement. The internal team will include your IT, accountability, and school leaders who will ensure the right solution is identified and implemented. Your external partner will have experience with deploying student performance analytics in schools. They will work with your internal team to ensure anything deployed not only meets the immediate objectives previously defined but is also flexible enough to address those questions you haven’t asked – in a manner intuitive to your end-users.

In the past, this kind of effort was daunting and only undertaken by large districts with serious IT budgets. The good news is there are powerful solutions in place today which are within reach of even the smallest school districts from a time, cost, and effort standpoint.

Build your data culture

Building a data culture is all about organizational change management. Think about the days before the cafeteria or its ubiquitous cousin, fast food. If you knew nothing but table service, the idea of self-service was an unknown you would probably avoid. When you collaborated with your teams to define “success” around certain metrics, you started the process of building the data culture and removing the fear of the unknown. You were generating a shared commitment to the idea that data will define success. Your system implementation partner should understand this. Beyond just rolling out software, they should be ready to provide the leadership coaching essential to helping you build a data culture. Check out this link to get a better understanding of data culture.

Reaping the Benefits

The initial build-out of a data system will take some time to accomplish, but it should not take too much time. The benefits are both immediate access to the information that educators need to make real-time instructional decisions combined with the elimination of thousands of requests to IT for that very same information. Once data is collected and organized in a central repository, countless insights can be provided continuously and automatically on a self-serve basis. A few views that can be particularly useful are multi-year individual student data portfolios; peer comparisons; and subgroup comparisons.

As schools advance from primarily using data to meet compliance requirements, the promise of providing navigational insights to align school action in support of the education of every child every day will finally be realized.


Logo for ReadWrite Digital

Provided by ReadWrite Digital, a Virginia-based Student Performance Management Solutions company with a dedicated mission: We Make K-12 Education Data Easy. Our team of professionals has decades of experience on the front lines of Education and Technology. Visit our blog to read more insightful K-12 Education Data and Leadership news.

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Filed Under: Blog, Front Page Middle, VSTE Partners Tagged With: cafeteria, Data, service

Our Edtech Toolbox is Full (for now)

November 5, 2021 by timstahmer

Due to the funding and circumstances resulting from COVID, we have access to more digital tools than ever before in my school district. I am sure most of you are in the same situation. Where in the past we relied on free and/or freemium versions of digital tools, we have purchased premium accounts. We used to dream of being able to afford a division learning management system (LMS) and now it is a reality. It is great to have access to these digital tools that can have a positive impact on teaching and learning. We have to be cognizant of the fact that purchasing these tools via CARES funding means if we want to continue using them, we eventually will have to pick up the tab using local funding. So, for most of us, that is going to be a challenge. So, we have to start looking now at what we keep and what we give up once the subscriptions expire.

The first thing to do is determine how much your tech tools are being used. This can be done in several ways. Our Instructional Technology Resource Coaches are in the buildings so they can see what tools are being used and get feedback from our teachers. We use a program called LearnPlatform that monitors the use of tools, so this provides valuable information as well. Teachers can be surveyed on their favorite tech tools and the ones they feel are the most effective. Keep the survey short and to the point. The most important question to ask is if they have used the tool or not! If so, do they plan to continue to use it? The answers to these questions can be used to help guide staff professional development. Most staff need to be trained on the effective use of the tool.

Other things to consider are: does the tool integrate with your LMS? Is it accessible via Single Sign On (SSO)? Is there another tool that serves the same purpose? (ie. Nearpod vs Peardeck). Finally, reach out to parents/guardians to get their feedback on the digital tools their children are using, as well.

After all the information is gathered, it is time to decide on what tools we abandon once their licenses expire and which ones we work on getting into our operational budget. What tools are effective and make a positive difference when it comes to teaching and learning? Are the vendors working with you on cost? Many school divisions are going to be experiencing this situation and vendors do not want to lose customers, so they will be willing to work with you! So, start doing your work now on identifying what edtech tools you need, so you can, “Choose Wisely.”

Graphic of knight saying choose wisely


Written by Tim Taylor. Tim is the Instructional Technology Supervisor for Shenandoah County Public Schools. He is also the Chair of the Education Committee and a member of the VSTE Board of Directors.

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Filed Under: Blog, Front Page Middle, VSTE Voices Tagged With: Coaching, edtech, tools

Organizational and Productivity Tools in Google Keep

October 27, 2021 by timstahmer

Busy? Are you rushing from one thing to the next, drowning in meetings and paperwork and a little stressed? The workload is heavy, and COVID-19 and national issues compound our personal and work lives every day. And you just forgot something? I am at the age where I forget things and the memory isn’t what it used to be. Therefore, I need all the help I can get to ‘keep’ up. Fear not, there’s an app for that.

As an ITRT, I’ve explored many productivity tools, but a few years ago, I discovered Google Keep, and hands down, it is my all time favorite. I created a Google Keep promo to share my enthusiasm and tell my teachers about this often missed Google tool. Google Keep is a multi-featured note-taking tool, often missed in the Google Suite of applications. And yes, this virtual sticky notepad, of sorts, has been around since 2013, but continues to rank high among its competitors. The reviewers may say that Google Keep doesn’t have all the bells and whistles of Evernote and OneNote, but its ability to sync with Google on all your devices, unlimited notes, checklists and voice notes makes it a “keeper.”

screenshot from Google Keep

I use multiple accounts to manage me, school and community activities. With the Google Keep app on my phone, it’s always with me whether I’m walking through the yard, taking pictures or jotting down things I need to get done and don’t want to forget or in a meeting. There’s no need to look for a pen or scratch paper or try to remember you put a business card or flyer. Anytime I get off the phone with my pastor or supervisor, I’m writing a note or reminder while I’m on the phone about what I need to do or know. It’s easy to capture images, visual examples I want to remember and random thoughts into a note to color-code, label and share. I love the checklist. Putting those tasks in a checklist tells me what’s next and what’s already done. In addition to the amazing checklist, did I mention that it’s Free?!

At work, I can practice what I preach. As educators, we embed the 4C’s into classroom lessons. Google Keep also incorporates 21st century skills in the app. One can create and doodle with the drawings feature and share and collaborate on notes with colleagues and family. Sharing the groceries is brilliant!

At the onset of the pandemic, we kicked off our school year with a live and pre-recorded virtual training sessions. Among them, a short virtual PD to show teachers how to use Google Keep. This mini tutorial highlights features, how to get started using Google Keep and other tips, including a Edu in 90 segment about the some features only available on the phone app.

screenshot from Google Keep

It is so easy to make quick notes, in a variety of ways. Notes can be created by text, or a checklist, capturing pictures or drawing or making a voice recording.

Here are some of the features of Google Keep.

  1. Simple Note-taking. Jotting down notes can be done by text or dictating important information using the phone audio.
  2. Copying to Google Docs. One of the greatest benefits of Keep is its seamless integration with the entire Google Suite, such as Gmail, Google Drive, or Google Docs.
    Labels. Making labels (categories or folders) for your notes are added in the settings area.
  3. Pin and Color-Code. These two features help organize your notes. You can pin a current or important note to move it to the top of the list where it is more easily accessed. The color coding can be used to separate or identify similar topics.
  4. Set Reminders. Create a pop-up reminder in Keep, and it will show up across your Google account on a certain date/time or even when you reach a certain location. Your notification will appear in your browser or on your phone.
  5. Images and Drawings. Take pictures of business cards, straps of paper, signs or anything you want or need. Images can be stand-alone notes or merged with any note. If you want to draw a note, there are several tools included. The Draw tools include a pen, marker, highlighter, rubber tool and a cutting tool, which allows you to move, rotate and resize the selected content.
  6. Transcribe text from images. The desktop version of Google Keep can transcribe text from images. Click on an uploaded image, then click the three-dot menu and select Grab image text. All text in the image will then be converted into searchable and editable text. You can do the same with handwritten notes (good penmanship required).
  7. Collaborators. Your Google Keep notes can be shared directly with others by selecting a note and choosing the person icon. You will then be able to add a user's email address or their name from your contacts. This turns you both into collaborators, with equal permissions to makes changes. Edits will automatically be visible to all the people with whom it is shared.
  8. Voice Notes. With the Google Keep app, you can dictate a note into your device, and the recording will be transcribed into a searchable, editable note.

Unfortunately, Google will end support for the Google Keep Chrome app in February 2021, but no worries. The app is being moved to Google Keep on the Web and still accessible. I’m keeping it, but just in case you’re nervous about it, here are The 8 Best Alternatives to Google Keep.

No matter what you choose, choose to keep a balance and allow productivity tools to help manage your busy lives.


Written by Sylvia Hicks. Sylvia has been an ITRT for 18 years, working the past five years in Amelia County. The career switcher came to education 25 years ago, after a career in the publishing industry, and loves teaching and learning with technology.

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Filed Under: Blog, Front Page Middle, VSTE Voices Tagged With: google, keep, notes, organization

Outstanding Technology Coach of the Year Award

October 19, 2021 by timstahmer

VSTE will recognize and honor three technology coaches in Virginia who have demonstrated outstanding achievement and leadership in implementing technology to improve education. Award recipients will be selected from a pool of nominations submitted by VSTE members from around Virginia.

Nominations will be accepted from October 19-November 1. Nominations will be reviewed by the VSTE Board of Directors and past winners. Select nominators will be contacted by November 5 to provide additional evidence and documentation. Nominators are encouraged to work with the nominee to gather this additional information.

Decisions will be made prior to the VSTE Annual Conference. Award winners will be recognized during the opening general session at the annual conference. They are also provided with a complimentary conference registration and two nights of hotel accommodations for the annual conference. This year's conference will be held December 5-7 2021, in Roanoke.

The Awards Committee uses the ISTE standards as the basis for judging the Outstanding Technology Coach awards. Please review the appropriate standards when preparing nomination materials. Nominees are rated solely using criteria identified in the rubric.

Please use this form to nominate a technology coach for this award.

More information about the ISTE Standards for Coaches.

Questions should be addressed to awards@vste.org.

The review committee will include VSTE board members and previous recipients of the award.

2018 Winners for Outstanding Coach

Patrick Hausammann, Clarke County Public Schools
Krystle Demas, Goochland County Public Schools
Timothy Signorelli, Fairfax County Public Schools

photo of 2018 VSTE award winners
The 2018 VSTE Award Winners

2017 Winners

Outstanding Leader: Tim Taylor, Instructional Technology Supervisor, Shenandoah County Public Schools
Outstanding Teacher: Nichole Thomas, Instructional Facilitator for Technology, Liberty Elementary School, Loudoun County Public Schools

2016 Winners

Outstanding Leader: Dr. Amy Cashwell, Chief Academic Officer, Virginia Beach City Public Schools
Outstanding Teacher: Dr. Ann Nash, ITRT, Henrico County Public Schools

photo of 2016 VSTE Award Winner Ann Nash
2016 Award Winner Ann Nash

2015 Winners

Outstanding Leader: Dr. Helen Crompton, Assistant Professor, Old Dominion University
Outstanding Teacher: Doug Saunders, ITRT, Henrico County Public Schools

2014 Winners

Outstanding Leader: Janet Copenhaver, Director of Technology, Henry County Schools
Outstanding Teacher: Daniel Nemerow, Math and Special Education, Prince William County Schools

2013 Winners

Outstanding Leader: Richard Pierce, Associate Professor, Shenandoah University
Outstanding Teacher: Wendy Phillips, literacy specialist at Belview Elementary School, Montgomery County Schools

2012 Winners

Outstanding Leader: Mark Nichols, Special Education Supervisor for Assistive Technology and Individual Education Programs, Loudoun County Public Schools
Outstanding Teacher: Norene Skiles, library media specialist at Windsor Oaks Elementary School, Virginia Beach City Public Schools

2011 Winners

Outstanding Leader: Thomas Woodward, Assistant Director of Instructional Technology, Henrico County Public Schools
Outstanding Teacher: Kristina Peck, Riverbend High School Math Teacher, Spotsylvania County Public Schools

2010 Winners

Outstanding Leader: Katie Knapp, Computer Resource Specialist, Virginia Beach Public Schools
Outstanding Teacher: Lacy Krell, Salem High School English Teacher, Virginia Beach Public Schools

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Filed Under: Awards, Blog, VSTE News, VSTE Voices Tagged With: Awards, Coaching, Conference

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