Course Design and Coaching for Achieving SMART Goal

“The Teacher Professional Education Program (PPG) is an educational program organized to prepare graduates of undergraduate education and S1/D IV non-educational who have talents and interests become a teacher in order to fully master the competence of teachers in accordance with national education standards so that they can obtain professional educator certificates in early childhood education, basic education and secondary education” ‌(Hidayati et al., 2022 P. 28). Four supporting competencies are required in educators, pedagogic, social, personality, and professional competencies ‌(Hidayati et al., 2022 P.29). These competencies must be trained so that educators can carry out their roles and duties effectively. Lessons must be redesigned to incorporate technology that is complimentary to the curriculum being taught. Instructional decisions have to be made to effectively incorporate digital technologies as learning tools. This study indicated that the students not only improved but improved from cycle to cycle. A model teacher was selected and they moved through three stages (planning, implementation, and reflection) with everyone watching their lessons, although each participant must appear to teach in each cycle. The model teacher works with the supervisor and do the planning. Google Docs was the format chosen for students to comment and correct one another through peer review. Using hands-on activities of technology based learning created habits in the planning phase which helped model teachers to improve their technological skills in their classroom combining it with their pedagogical methods helping the students better absorb the content. The conclusion of this study was that a hands-on activities combined with the lesson study approach helped the educators improve their skills in integrating TPACK into learning ‌(Hidayati et al., 2022 P.33).

Based on the findings in this study overall improvement of pedagogical practices and technology integration for TPACK is possible and almost assured for all learners in their pedagogical fields through hands on activities in planning their lessons out, completing the hands on activities and reflecting on what they completed (plan, do, see). An introduction to the framework would be beneficial for educators just coming into the field and as a refresher for seasoned educators. When implementing new technologies it would benefit all parties involved. In this scenario I would be able to be either model teacher or the student.

We all have familiarity with Asynchronous Learning structures as we are currently navigating through one. Because of my schedule and legal restrictions with my work I am unable to attend the live lectures but the flexibility of the course structure and ability to seek coaching when needed while I work through the curriculum at my own pace through our modules in Canvas. Emulating this structure I would then be able to modify and customize it to whatever curriculum I might set out to teach. I would be able to further bespoke the lessons and encourage students to engage with Cognitive Coaching Model’s for their own pedagogy, which could then be implemented within their own school districts to reap its benefits for both staff and students ‌(Walczak, n.d.). 

This would ensure the production of quality educators in the matters of technology integration while satisfying ISTE standards of Digital Citizenship Advocate ensuring students are learning from skilled teachers (3.1.a), that their educators can provide access to technology, connectivity, and inclusive digital content (3.1.b) that the use of the technology is modeled in inclusive and healthy ways (3.1.c), and its use is modeled in safe, ethical and legal ways (3.1.d). That the educators sustain a developed vision for using technology (3.2.a), that a collaborative shared vision creates strategies on how tech will be used (3.2.b), evaluations mark progress and provides strategies for correcting short comings (3.2.c), and creates a framework for leaders to share best practices and with their peers and create a collaborative environment for new ideas to emerge and improve upon what has already been developed (3.2.e). It creates empowered educators (3.3.a) who build and strengthen their confidence and competency (3.3.b), that can inspire innovation in their peers (3.3.c). And meets many other ISTE standards for education leaders ‌(ISTE, 2023).

This structure can benefit my LMS by allowing me to create a foundational lesson structure that is adaptive and flexible whether I am the educational leader or the beneficiary of the lesson itself. It makes it so coaching can be provided either on 1:1, in small groups, or class wide through open discussion. Cognitive Coaching then broadens the content for the learner to experiment and explore while seeking out guidance from their education leader. The effective use of technology creates a shared vision for all stakeholders to execute tangible goals. It helps to develop and implement sustainable plans selecting learning and implementing new technologies without wasting funding. It prepares educators to be ready to teach using the new tech and provide equitable access to the students. And the collaborative environment makes evaluating the effectiveness of the implementations so that courses can be corrected if they are proving to be ineffective ‌(Non-Essential Conditions for Effective Tech Use in Schools, 2024). 

Cited Sources:

Hidayati, I. N., Rahmah, M., & Gusnadi, G. (2022). Improving Teachers’ Ability to Integrate TPACK in Their Lessons through Hands-on Activities: A Lesson Study Based Research. Journal of Learning Improvement and Lesson Study, 2(1), 28–33. https://doi.org/10.24036/jlils.v2i1.14

Walczak, B. (n.d.). Using Cognitive Coaching to Facilitate Instructional Reflection Using Cognitive Coaching to Facilitate Instructional Reflection. https://rdw.rowan.edu/cgi/viewcontent.cgi?article=4032&context=etd

ISTE. (2023). ISTE Standards: For Education Leaders. ISTE. https://iste.org/standards/education-leaders

Non-essential Conditions for Effective Tech Use in Schools. (2024). ISTE. https://iste.org/non-essential-conditions-for-effective-tech-use-in-schools