Coaching Implementation Plan

for AIS Kuwait

an EduroLearning Coaching Course Final Project

AIS logo 1.jpg

AIS Kuwait Mission

AIS Kuwait inspires students to become critical thinkers and contributing world citizen through rigor and balance in a nurturing educational environment.

BACKGROUND

In the fall of 2012, three PK-12 technology coaches arrived on campus. We had no formal job description and we weren’t exactly sure where we fit into the bigger AIS picture. During our first three years, each of us employed a variety of strategies to attempt to help ourselves define our purpose in the organization. We were coaches by title but no one (including ourselves) could completely agree on what that meant. We have been involved in a variety of tasks during the last 3 years that have ranged from things IT would do to things a technology and learning coordinator would do. We have never been held accountable at an institutional level and we have often been confused about who directs us. We report directly to the superintendent but are not considered leadership. Furthermore, we have never consistently received feedback on our performance as coaches.

RATIONALE FOR CONSIDERATION BY TEAM

My previously held beliefs about technology integration and the learning experiences I have had through COETAIL, my MEd and working at AIS combine to influence my current understanding of technology coaching. This course has given me further evidence to support my conviction that this position is an instructional coaching position that supports both the curriculum and the programmes at AIS.

Next year I will be the last remaining “original” tech coach (one additional colleague will be hired). Our title will change to Instructional Coach - Technology Integration and we will officially be part of the leadership (coaching) team. This gives us an opportunity to shift what tech coaching has looked like to align with the developing coaching culture at AIS.

STRENGTHS OF CURRENT COACHING STRUCTURE

  • There are a variety of instructional coaching positions.
  • Instructional coaches have a variety of expertise.
  • AIS staff receive a significant amount of coaching and training in the IB programmes (PYP, MYP, DP).
  • AIS staff receive a coaching and training in their content area.
  • Going forward AIS has a commitment to developing instructional coaches and creating a culture of coaching.

WEAKNESSES OF CURRENT COACHING STRUCTURE

  • Not all AIS staff are aware of the variety of instructional coaching positions available to them.
  • Not all AIS staff understand the benefits of working with instructional coaches.
  • AIS does not have a shared vision for technology integration and instructional coaching.
  • Working with technology integration instructional coaches is not seen as a necessary practice.
  • Instructional coaches are unsure if their practices are effective.

Perceived weaknesses of current coaching model

Possible actions to address weakness

  • AIS does not have a shared vision for technology integration or instructional coaching.
  • SIP Technology Committee collaborates with AIS stakeholders to create a technology integration shared vision based on the ISTE Essential Conditions and Standards.
  • Instructional coaches collaborate to create a shared vision based on work done in the final projects.
  • Not all AIS staff are aware of the variety of instructional coaching positions available to them.
  • Not all AIS staff understand the benefits of working with instructional coaches.
  • Working with technology integration instructional coaches is not seen as a necessary practice.
  • Shared visions are public documents available to all AIS stakeholders and ingrained in institutional memory.
  • Coaching visions and instructional coaches are revealed/reintroduced to staff in a meaningful way.
  • Current coachees reflect on the benefits of working with instructional coaches.
  • Technology integration instructional actively support the aims and values of the IB Programmes.
  • Not all AIS staff understand the benefits of working with instructional coaches.
  • Instructional coaches are unsure if their practices are effective.
  • Instructional coaches receive coaching and further professional development opportunities.
  • Instructional coaches receive guidance on goal setting, regular feedback and are evaluated on a yearly basis.
  • The effectiveness of the AIS instructional coaching program is evaluated on a regular basis. These results are shared.

ACTION PLAN / TIMELINE FOR IMPLEMENTATION

Action #1:  AIS has a shared vision for technology integration and coaching.

Activity

Responsible

Completion date

Resources required

Indicators of Success

Status

Complete✓

Technology Integration Instructional Coaches collaborate to create proposal for a shared vision of technology integration.

  • Technology Integration Coaches

March 2016

  • Time for research phase
  • ISTE Essential Conditions
  • ISTE Standards
  • Shared vision proposal is presented to SIP Technology Committee.

SIP Technology Committee collaborates with AIS stakeholders to create a technology integration shared vision.

  • SIP Tech Committee

June 2016

  • Proposal (above)
  • Stakeholder focus groups
  • A shared vision has been published and shared with all AIS stakeholders.
  • When asked about the purpose of integrating technology, AIS stakeholders quote from the vision statement.
  • Shared vision becomes something AIS stakeholders live, not simply do.
  • Shared vision is added to AIS publications and institutional memory (tech integration Atlas page).
  • Shared vision is used in recruiting.

Instructional coaches collaborate to create a shared vision based on work done in the final projects.

  • Curriculum Coordinator
  • Instructional coaches who participated in this course

June 2016

  • Time for research phase
  • Final projects
  • Monthly meetings (time)
  • Structure & guidance from curriculum coordinator
  • A shared vision has been published and shared with all AIS staff.

Action #2:  All AIS staff view Technology Integration Coaches, HoDs & Coordinators as Instructional Coaches.

Activity

Responsible

Completion date

Resources required

Indicators of Success

Status

Complete✓

Shared visions are public documents available to all AIS stakeholders and ingrained in institutional memory.

  • Curriculum coordinator
  • Superintendent
  • Coaches

August 2016

  • Shared visions
  • Access to promotional materials
  • Shared vision becomes something AIS staff live, not simply do.
  • Shared vision is added to AIS publications and institutional memory.
  • Shared vision is used in recruiting.

Current coachees reflect on the benefits of working with instructional coaches.

  • Instructional coaches
  • Current coachees

June 2016, ongoing

  • Structured debrief of coaching process & relationships
  • Reflections are published in a meaningful format that is easily accessible by AIS staff.

Coaching visions and instructional coaches are revealed/reintroduced to staff in a meaningful way.

  • Curriculum Coordinator
  • Instructional coaches

August 2016, ongoing

  • Time to research & plan rollout
  • Shared visions
  • Time in orientation & divisional meetings
  • When asked about the purpose of coaching, AIS staff quote from the vision statement.
  • AIS staff are able to identify AIS Instructional Coaches and their areas of passion.

Technology integration instructional coaches actively support the aims and values of the IB Programmes.

  • Curriculum Coordinator
  • Admin team
  • Instructional coaches

August 2016, ongoing

  • Shared vision
  • Time to collaborate and ‘buy-in’
  • Programme coordinators and admin articulate the advantages of collaborating with technology integration instructional coaches.
  • Technology integration instructional coaches collaborate with coordinators in the planning of AIS professional development.
  • Leadership encourage AIS staff to collaborate with technology integration instructional coaches.
  • Technology integration instructional coaches are visible in a variety of professional settings.

Instructional coaches use a group coaching model as an inroad to individual and peer-to-peer coaching.

  • Instructional coaches

August 2016, ongoing

  • Time to research & plan rollout
  • Collaborative planning time for coaches
  • CFG protocols
  • Instructional coaches use collaborative planning/meeting time to coach/facilitate groups of AIS staff.

Action #3:  The effectiveness of coaches & the coaching program at AIS is evaluated on a yearly basis.

Activity

Responsible

Completion date

Resources required

Indicators of Success

Status

Complete✓

The effectiveness of the AIS instructional coaching program is evaluated on a regular basis.

  • Curriculum Coordinator
  • Admin team
  • Instructional coaches

June 2017, ongoing

  • Time for research phase
  • ISTE Standards for Coaches
  • Evaluation program is created based on AIS coaching vision and ISTE Standards for Coaches (among other resources).
  • Results of evaluation are shared.
  • Evaluations are used as formative feedback to adapt and grow the coaching program.

Instructional coaches receive guidance on goal setting, regular feedback and are evaluated on a yearly basis.

  • Curriculum Coordinator
  • Admin team
  • Coachees

December 2016, ongoing

  • Time for research phase
  • ISTE Standards for Coaches
  • Instructional coaching evaluation program is created based on AIS coaching vision and ISTE Standards for Coaches (among other resources).
  • All instructional coaches are assigned an admin member to facilitate yearly goals.
  • Evaluations are used as formative feedback to adapt and grow coaches’ practices.
  • At any given moment, coaches are able to articulate their areas of strength and of growth.

Instructional coaches receive coaching and further professional development opportunities.

  • Curriculum Coordinator
  • Admin team

Ongoing

  • Time for research of PD opportunities
  • Money for PD opportunities
  • Instructional coaches are engaged in coaching professional development.
  • Coaches’ identified areas of strength and of growth inform PD choices.
  • Learning is shared with the instructional coaching team.