To advocate for coaching, you can share bright spot stories and data-based trends with district cabinet members, parent-teacher organizations, innovation advocates, and the school board.

To measure long-term coaching impact in your school, the Certified Coach program recommends distributing an end-of-year survey to all teachers.

Allowing one student to complete the majority of the work in a group is NOT a suggestion for successful collaboration using technology.

True. Teachers are important stakeholders and you should share your assessment of coaching impact with them.

“Differentiating the process” means asking “How will the learning take place?”

Google Classroom is NOT a curricular resource to help teach digital citizenship.

Characteristics of a connected educator include:

Shares and adds value to others, Takes ownership of their professional learning, Is collaborative, and Uses technology to connect.

Student-centered is NOT one of Malcolm Knowles’ six assumptions of adult learners.

Incorporate shoutouts and celebrations into your staff culture. Celebrate their winnings.

Host a family innovation night. Engage with parents and community.

Engage innovation advocates to support peers. Fostering teacher leadership.

Create a social media video channel or page to share bright spots. Telling your story.

Choosing to work with tech savvy teachers each cycle is NOT a solution that should be used to address coaching time-management barriers.

The correct matches for the examples with the strategies they illustrate in active listening are:

Give your full attention. Maintain eye contact when teachers are speaking, and wait for a pause before responding.

Assume positive intent. The teacher says, “My students are always off-task.” A Certified Coach paraphrases as, “I hear that you want to make sure your students are focused on success.”.

Listen non-judgmentally. Avoid responding with what you would do, but paraphrase teacher statements for clarity only.

Use references. Using student work during a meeting to guide the conversation.

The coach, teacher, and administrator should be involved in the process of addressing barriers to technology access.

Ideally, the coaching roster is created by the coach and their administrator.

Making selections based on who already uses the most technology is NOT a recommended strategy for selecting teachers.

Taking away technology as a punishment for bad behavior is NOT a helpful classroom management tip for teachers and students.

Qualities that help build trust with teachers include active listening, being reliable, and maintaining confidentiality.

Attributes of effective adult learning and professional development include creating a protected time and space, allowing time for individual processing before group discussion, and providing various engagement methods with the content.

The characteristics that make for a good bright spot are Concise, Organized, and Focused.

Making sure the story only focuses on high-achieving students is not a key component in telling a powerful story.

Both the coach and the administrator should be involved in analyzing and reflecting on long-term impact survey data.

True. Adding coach duties makes it difficult to maintain and protect the time that strong coaching requires.

The best way coaching teams can work together to protect coaches’ time is to have frequent conversations with administrators about workload and the possibility of offloading non-essential duties.

Long-term impact surveys can show trends from the course of the school year.

Short term progress surveys can be used to identify ways to continuously improve coaching throughout the year.

The Certified Coach program is intended to support and amplify the priorities you have in your school and district.

The Certified Coach program can help a coach achieve school goals by determining the methods of support needed to meet goals and meeting with the team to discuss how the program can align with school or district goals.

The best way for an administrator to respect the confidentiality of the coach-teacher relationship, while also understanding aggregate progress and ways to support their coach, is to meet regularly with the coach and use questioning to get aggregate data on teachers’ overall progress.

Administrators are responsible for communicating the coach’s role to staff, while coaches take the lead on implementing the 5-step coaching model with teachers.

When reflecting on a single activity, a coach should use the SAMR model; but when analyzing long-term teacher growth, they should use the ITU framework.

Google Form, Google Calendar, and Google Meet can all be used to help manage time as a coach

True. The purpose of reflection at the end of a coaching cycle is to determine successes from the coaching work and identify areas where the coach and teacher can continue to work together.

At the end of the coaching cycle, using the 3-2-1 Protocol during a reflection meeting can help a teacher identify successes in their practice.

True. Classroom visits by a coach should always be planned in advance and should never be about evaluation.

True. When teachers buy-in and participate voluntarily in coaching, they are more likely to see themselves as co-owners of the change process.

The goal of the Dynamic Learning Project pilot was to empower teachers to leverage technology in transformative ways.

The Certified Coach program is aimed at supporting teacher groups including Innovators, Late adopters, Early adopters, and Laggards, as defined by Rogers’ Diffusion of Innovation.

The Certified Coach program is unique because it focuses on broadening teacher skillset AND mindset.

A goal that is NOT part of the Certified Coach program is “Adding another initiative for teachers.”