Data collection, especially with the purpose of supporting educators and school leaders, is an area of coaching I have grown significantly in. Most recently, I was able to practice this data collection and analysis through the completion of my Community Engagement Project Program Evaluation for the course EDTC 6106 in my graduate studies Digital Education Leadership program. During this program evaluation, I thought intentionally about the stakeholders invested in this data collection and analysis, as well as how I would design the research questions. Throughout this process, the book Small-Scale Evaluation by Colin Robson was used as a guided text. As a result of this program evaluation, I was stretched in growth as a coach in many ways. In designing the questionnaire to be used for this program evaluation, I recognized the need for participants to be anonymous to provide honesty and accuracy in the data analysis. Knowing that the findings and analysis from this program evaluation were going to drive future professional development and decisions about technology use, I realized the importance of partnering with educators and leaders. This reminded me as a coach that in order for data collection and analysis from surveys to have the greatest impact, coaches must ensure that relevant and intentional questions are being asked. Program evaluations are often used to determine next steps, and they should be leveraged for the benefit they can provide in giving stakeholders a voice in that process.
Additionally, I recently sent this Educational Technology Integration Survey out for staff at my school to complete to help guide my work next year in my new role. Remote and hybrid learning have brought on many challenges this year, but they have also provided educators with a unique opportunity to collect and analyze data in a variety of ways. One opportunity is in reflecting on the purpose and effectiveness of various educational technologies teachers have used with students. The culmination of this year will be partnered with the evaluation of what educational technologies educators will continue to utilize during in-person learning, and which proved to be less effective. As a coach, I understand the importance of assisting educators and leaders in these decisions based on the analysis of student data. Another opportunity for data collection and analysis this year provided for my school was in analyzing gaps in school-wide technology vision in relation to ISTE student standards. Previously there had not been an intentional focus on the integration of ISTE student standards to other standards and units of study in our curriculum. Recognizing the importance of this integration, I developed several ISTE standard-focused questions on this survey to learn more about the needs teachers have identified and how I can best support improvements.
ISTE Standards for Coaches (2019). Retrieved from: https://www.iste.org/standards/for-coaches