Facilitating professional learning for technology coaches through cross-district collaboration
International Journal of Mentoring and Coaching in Education
ISSN: 2046-6854
Article publication date: 20 April 2023
Issue publication date: 2 May 2023
Abstract
Purpose
This two-year study illuminates the experiences of technology coaches (digital learning coaches [DL] and science technology engineering and mathematics/literacy coaches [STEM/L]) as they engaged in their own professional learning (PL) facilitated by a faculty researcher.
Design/methodology/approach
Technology coaches from different school districts and their respective colleagues participated in book studies as part of their PL. They reflected and debriefed individually and collaboratively with a researcher facilitator. Data were collected through interviews, field notes at meetings, observations, researchers’ reflections and artefacts. Qualitative data analysis methods were employed.
Findings
The findings offer a glimpse into (1) benefits of cross-district collaboration, (2) challenges finding resources for coaching, (3) career-long desire to learn and (4) time to build and sustain cross-collaborations.
Practical implications
Conclusions suggest that DL and STEM/L coaches benefit from their own dedicated, differentiated programme of PL supported by each other (as from other districts) and a researcher facilitator. Educational implications are offered for researchers and other school district stakeholders for consideration for them to foster coaches’ collaborative PL.
Originality/value
Importantly, this project is an exemplar of how to support coaches’ PL and growth through researcher facilitation of cross-district collaborative learning.
Keywords
Acknowledgements
This project was funded by the Social Sciences and Humanities Research Council of Canada.
Citation
Gallagher, T.L., Grierson, A. and Susin, C.A. (2023), "Facilitating professional learning for technology coaches through cross-district collaboration", International Journal of Mentoring and Coaching in Education, Vol. 12 No. 2, pp. 216-230. https://doi.org/10.1108/IJMCE-07-2022-0051
Publisher
:Emerald Publishing Limited
Copyright © 2023, Emerald Publishing Limited