Coaching: A Partnership Approach To Improving Instruction. Because I Have Worked Closely

5.
1 Needs Assessment
Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and

subject area strengths and weaknesses to inform the content and delivery of technology-based
professional learning programs. (PSC 5.1/ISTE 4a)
ARTIFACT: Individual Teacher Technology / Needs Assessment

The Individual Teacher Technology & Needs Assessment artifact is a look into the
classroom and practices of a third-grade teacher from Feldwood Elementary School (FES) in
College Park, Georgia. The artifact looks at the teacher’s levels of technology use and ability,
technology perspective, as well as training needs and coaching. The artifact, though completed
independently, was based solely on observations, direct conversations, and survey information
from the teacher discussed within the assessment.
In order to adequately complete this artifact, I conducted a needs assessment to
determine the faculty member’s strengths and weakness regarding technology in the classroom.
In addition, the participant completed a self-assessment within her lessons by using the Levels of
Technology Innovation (LoTi) and Change Adopter surveys. The participant believed she
practices on the Infusion Level but would make more of an effort to increase the inclusion of
technology. The lack of consistent access to technology was a challenge. From our conversations
and the needs assessments, I made several suggestions to the participant on how to further
include technology during instruction including digital stations, Seesaw, electronic portfolios,
Class Notebook, Prodigy, Nearpod, and Blendspace. Based on the needs assessment, I
determined the participant would be benefit from assistance with flipping the classroom, which
included workshops on Office 365 tools. I also used the same data to inform the participant of
proper next steps in meeting the goal. The sessions moving forward were focused on this skill.
In completing this artifact, it was important to approach this task as a “partnership”. I
have found that doing so allows for a respectful and productive environment to work. This
approach aligns with the Partnership Philosophy found in Jim Knight’s book, Instructional
Coaching: A Partnership Approach to Improving Instruction. Because I have worked closely
with the teacher throughout the year, there was a positive relationship that was already
developed. Strengths, weaknesses, needs, and concerns could freely be discussed, therefore, the
appropriate strategies and tools could be developed and implemented. If I were to complete this
assignment again, I would like to have more time with the teacher and her students. Because of
my position in the school, there were other teachers and students that also required my attention.
I would also put more attention in my follow-up support. Often, teachers are provided with
solutions, but very little follow-up support. This does not allow for optimal change to take place.
This artifact was more teacher-focused. Because it was meant to increase the learning
experience for students, in the future, more in-depth interaction with students would be ideal.
This artifact taught me even the teachers who performs at a superior level in the classroom still
have their weaknesses and needs within the classroom. There is always room to learn, grow, and
expand. I also had an opportunity to experience how an established positive relationship with
those you work with can provide better insight to struggles and aspirations. This makes for the
optimal coaching experience.
The sessions had a direct impact on faculty development by increasing the skillset of an
educator. After the completion of the individual needs assessment, one-on-one coaching sessions
began, which allowed me to experience how the implementation of strategies impacted student
learning. As a result of identifying weakness, interest, concerns, and direction for coaching, we
were able to establish a plan that specifically targeted those areas. The teacher was able to
incorporate more instructional technology into her instruction, utilize the flipped method, and
adjust her lessons plans to appropriately leverage time the technology usage. The impact can be
further assessed using the LoTi framework, surveying students, and requesting a reflection from
the participant.
References
Knight, J. (2007). Instructional Coaching: A Partnership Approach to Improving Instruction.
Corwin Press.
LoTi Connection. (2017). Retrieved from https://www.loticonnection.com/loti-framework.

Coaching: A Partnership Approach To Improving Instruction. Because I Have Worked Closely

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Coaching: A Partnership Approach To Improving Instruction. Because I Have Worked Closely

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5.

Candidates conduct needs assessments to determine school-wide, faculty, grade-level, and

ARTIFACT: Individual Teacher Technology / Needs Assessment

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