After reading chapters 1, 2, 3, and 4, with your team members (e.g., grade level, discipline specific) or individually, extend the instructional design plan that you used to create a blueprint for technology-enabled study (see Figure 1.6), observation (see Figure 2.6), and one-on-one, real-time coaching (see Figure 3.2), to include group or peer coaching of it (see Figure 4.3).

After reading the chapter, with your team members (e.g., grade level, discipline specific) or individually, use the instructional design plan (see Figure 1.6) and the five guiding questions to create a blueprint for technology-enabled study of a specific content or pedagogy—including social, emotional, and behavioral domains—that will build professional knowledge (which, in part, forms the foundation for improving classroom practice and enhancing student outcomes).

Chapter 3. Technology-Enabled One-on-One, In-Ear Coaching: Framing Professional Development in Real-Time InstructionWhat professional experiences have you had with coaching? What about your professional experiences and the information included in the chapter support the need for technology- enabled coaching?What specific steps and actions will you and your colleagues take to ensure technology- enabled coaching aligns with what was selected for technology-enabled study and observation? Why does this matter? In other words, what happens when educators jump into coaching of a specific practice or theory without undertaking study and observation of it?What characteristics does an effective eCoach demonstrate when carrying out one-on-one, real-time coaching? How will you and your colleagues support the eCoach or eCoaches in developing and demonstrating these characteristics—initially and over time?How will you and your colleagues intentionally carry out the before-during-after framework when carrying out technology-enabled, one-on-one coaching, during real-time classroom instruction? Specifically:What technologies will you and your colleagues use to carry out technology-enabled, one-on- one, real-time coaching? What benefits and drawbacks have you considered to ensure a good fit? What specific technology supports will be available to whom and when?Which feedback formats and principles will you use, during each phase of the before-during-after framework to ensure technology-enabled, one-on- one, real-time coaching is meaningful and beneficial?During technology-enabled, one-on-one, real-time coaching, which templates and protocols will you use to collect, analyze, and interpret teacher and K–12 student performance data? How will you  use these data to gain deeper understanding and greater insight into teaching and learning at the district, school, classroom, or individual student levels?After reading chapters 1, 2, and 3, with your team members (e.g., grade level, discipline specific) or individually, add to the instructional design plan that you used to create a blueprint for technology-enabled study of a specific content or pedagogy—including social, emotional, and behavioral domains (see Figure 1.6)—and technology-enabled observation of it (see Figure 2.6) to include technology-enabled, one-on-one, real-time coaching.How will you and your colleagues assess and evaluate the eCoach(es)? What instrument(s) or approaches will you and your colleagues use to limit bias? What steps and actions will you and your colleagues take to use the assessment and evaluation data to bolster the success of the eCoach(es)?What specific actions and steps will you and your colleagues take to cultivate a culture that maximizes the positive effects of feedback provided and received through technology- enabled, real-time, one-on-one coaching?

You have read the professional book, The eCoaching Continuum: Using Technology to Enrich Professional Development and Improve Student Outcomes by Marcia Rock. This book was selected because of its relevance in terms of helping educators to understand the coaching continuum that aid practicing educators as they engage in using technology to enrich professional development with the intentional goal of improving student outcomes.  Please address the following prompts:The chapters included the eCoach's roles and responsibilities as well as recommended professional development approaches for the eCoach, which are also carried out using technology-enabled coaching on a continuum. After reading the chapters, what actions and steps will your teachers, administrators, and other education professionals take to ensure the eCoach(es) have the knowledge, skills, dispositions, and time needed to carry out important roles and responsibilities?After reading the chapters, compare and contrast your existing approaches to professional development with the one described throughout the book. Based on that analysis, describe the changes you and your colleagues need to make to carry out the four connected, coordinated components included in the eCoaching continuum—studying, observing, one- on-one real-time coaching, and group coaching—and specific content or pedagogy, including social, emotional, and behavioral domains. When describing necessary changes, be sure to include the following:Priority areas for changeSpecific steps and actions for achieving changeResources (e.g., technology, time, budget, expertise, support) needed for achieving changeTime frames and targets for achieving changeIndividuals responsible for actions and stepsCriteria for success

After reading chapter 1, address the following questions.  Instead of trying to gather input from team members in your school, focus on the questions individually.  Consider your grade level, content, and students when addressing the questions that require you to focus on a grade level, content, and/or student outcomes.Chapter 1. Technology-Enabled Study: Laying the Foundation for Practical, Powerful, and Impactful Professional DevelopmentWhy do you think educators might be tempted to forgo in-depth study of theory or practice and jump right into one-one or group coaching? What are the drawbacks of doing so? In other words, why is in-depth study of theory or practice, such as effective questioning techniques and student engagement tactics, important when undertaking eCoaching on a continuum?The chapter includes five guiding questions, along with considerations for answering each, for educational professionals to think through when identifying a specific content or pedagogy—including social, emotional, and behavioral domains—for in-depth study. What specific actions and steps will you and your colleagues take to answer the guiding questions and to ensure all voices are heard and diverse opinions are considered?What are some of the technology options that you and your colleagues might consider for supporting in-depth study of a selected specific content or pedagogy, including social, emotional, and behavioral domains? Which of the technology options have you used professionally or personally? Which technology-enabled study options would you like to avoid and why? Which ones would you like to try and why?How could technology be used to differentiate or customize the study of theory or practice for specific education professionals or teams of educators? Why is it important to do so?After reading the chapter, with your team members (e.g., grade level, discipline specific) or individually, use the instructional design plan (see Figure 1.6) and the five guiding questions to create a blueprint for technology-enabled study of a specific content or pedagogy—including social, emotional, and behavioral domains—that will build professional knowledge (which, in part, forms the foundation for improving classroom practice and enhancing student outcomes).Think about the Peter Drucker quote, "Culture eats strategy for breakfast." What is your experience with creating shared norms? Based on your experience and the information included in the chapter, how will you and your colleagues intentionally cultivate a culture that supports technology-enabled study of a specific theory or practice? Why does doing so matter?

What specific steps and actions will you and your colleagues take to ensure technology- enabled coaching aligns with what was selected for technology-enabled study and observation? Why does this matter? In other words, what happens when educators jump into coaching of a specific practice or theory without undertaking study and observation of it?What characteristics does an effective eCoach demonstrate when carrying out one-on-one, real-time coaching? How will you and your colleagues support the eCoach or eCoaches in developing and demonstrating these characteristics—initially and over time?