Facilitating professional learning for technology coaches through cross-district collaboration

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.

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