Digital Resources and Assessment – The coaches were skilled at demonstrating how to use GOOGLE Classroom and other programs. They were often queried about assessment and demonstrated how to use features in GOOGLE docs with text/voice feedback and how to use webcams to archive data.

Demonstration Instruction and Retention – Classroom based opportunities were taken up by the coaches to demonstrate digitally enhanced instructional approaches. There were instances of a lack of teachers’ retention of demonstrated skills.

Teacher Engagement and Responsiveness – One-on-one coaching that is individualized to the teachers’ technological needs was very engaging for these participants. The coach created relevance for teachers and this seemed to help build relationships. They were approachable and attempted to be responsive as coaches.

Coaching Challenges – Site-based coaching challenges included a lack of access to technology (e.g., LCD projector, Wi-Fi) and available spaces to meet. The coaches are skilled at adapting to these practical challenges.

Differentiation for Teachers – Teachers came to coaching workshops with varied backgrounds in technology (and some anxieties). Teachers were responsive when the coaches allowed them to take a hands-on role and try different technologies with the coaches’ scaffolding. They expressed a need for step-by-step guides and follow up sessions to review what they have been shown how to do.

Forging the Role of the Digital Technology Coach – Coaches regarded themselves as educators (not experts) first and foremost. The coaches approached teachers as their peers, following the teachers’ lead with respect to what they desired to learn about technology.  The coaches’ experience teaching in both elementary and secondary schools, their wide curriculum knowledge, and their skills in ensuring the learning was developmentally appropriate, served as an asset in the co-planning and co-teaching of lessons with the classroom teachers.

Being Responsive to Teachers – The coaches provided needs-based, differentiated coaching, equipping teachers with discreet and manageable sets of skills for using technology in the classroom that is often effective, especially when it is immediately applicable to their students’ needs and/or curriculum. Teachers are affirmed when they see immediate motivation and engagement in their students.

Technology Across the Curriculum – Through adeptly infusing technology into any curricular area requested by the teacher participants, technology was integrated to introduce a new concept, solidify learning or as a platform for a culminating task. Such broad use of technology across the curriculum inherently presented opportunities for focusing on success criteria and assessment.

Resources – On-site technological resources varied and the coaches needed to be flexible and creative when supporting teachers with minimal resources in their classrooms. Access to adequate technology is a recurring issue and dilemma, and resulted in the coaches needing to rely heavily on their own portable resources. There is potential in merging communications, planning and curation of professional learning facilitation resources on the LMS among coaches, teachers, and principals.

Professional Learning Facilitation – The coaches were successful in supporting teachers’ integration of technological tools in classrooms previously without such resources. They encouraged the teachers to do practical activities to create relevance for them, scaffolding their use of the tools and motivating those teachers that were challenged by technology. In addition to providing frequent and consistent support, the coaches provided individual and small group follow-up sessions.

Relationship Building Between Coach and Teachers – The coaches recognized the integral need to build relationships and trust with their teacher colleagues. An essential skill that these coaches demonstrated was creating, fostering and maintaining these collegial relationships. It was clear that this was a genuine priority for the coaches and their sincerity and dedicated time to build these relationships was integral to the success of their interactions. The coaches’ viewed this as an investment in the long-term impact of their coaching.

Flexibility in the Coach’s Role – The coaches were well-versed in knowing how to approach each classroom individually in order to best suit the teacher’s and student’s needs. They were also able to adapt to any instructional requirements, grade, age, and skill level. This flexibility and accommodation in coaching originates from strong interpersonal skills and ability to take the perspectives of the students and educators.

Differentiated Professional Learning for Teachers – The coaches recognized that the process of coaching by supporting teachers, needs to be appropriately paced, to ensure that teachers are retaining new learnings related to their practice. They were skilled in knowing the amount of scaffolding needed depending on the teacher’s technological pedagogical skills and willingness to change practice. They were committed to seeking out new knowledge when they did not know something and were always willing to share this knowledge with others.

Acknowledge Coach’s Purpose and Maximize Role – There were often times when the K-12 Digital Technology Coach adopted the role of classroom teacher, modelling pedagogy for the host teacher and exemplary instruction for the students. The greatest impact was realized for those teachers that collaboratively participated in co-teaching with their coach. Further to this, the coach has begun to recognize the positive change in teachers’ practice where there is sustained support for more than one academic year.

Own Professional Learning Growth Mindset – The K-12 Digital Technology Coach held a growth mindset with respect to their own professional learning and was eager to learn and advance their professional knowledge and skills. They engaged in discussions about different instructional resources and professional books to enhance their practice as a coach, and immediately implemented new ideas from these resources into their own practice. The coach recognized the value in learning from the students they worked with by asking them to help through explanations of what they were doing.

Digital Resources and Teacher Support – The knowledge and skills coaches possessed with technology and brought to the classroom when coaching, fostered excitement and confidence among teachers.  With the coaches’ support throughout the week (weekends included), teachers were able to integrate technology in their lessons and had confidence doing so.

Coaching Challenges – In the Fall of 2019, the strike action posed challenges for the coaches to work with teachers as they were not able to visit all school sites.  They noted a lack of funding and support from administration as an additional barrier, coupled with a lack of technology and a large influx of emails during pandemic school closures in the Spring of 2020.

Working with Technology Leads – The coaches recognized the importance of building relationships with their instructional team.  Through regularly connecting with their team, coaches noted an improvement in their group’s communication and teamwork. The coaches worked with the Technology Leads in their board to develop webinars that assisted teachers during the pandemic school closures to integrate technology in their lessons.

Building Relationships and Increased Communication – The coaches understood the significance of developing powerful and meaningful connections with teachers and students during pandemic school closures. The coaches were technologically advanced, which supported them in assisting teachers and students with digital access, effective instruction and keeping students engaged. Their determination to ensure emails were replied to within the same day (often within the hour) encouraged ongoing dialogue and collaboration with the teachers they supported.