Japanese Learning Study is described by Sarah Seleznyov, in her article for the Chartered College of Teaching, as a collaborative approach to professional development. It is described as being both challenging yet supportive. The name for Lesson Study in Japanese is jugyō kenkyū. Jugyō means teaching and learning, whilst kenkyū means study or research. In … Continue reading TEACHER Coaching, Japanese Learning Study & Change Agents
Coaches evaluate professional development involving technology and whether it leads to high-impact teaching and learning. ISTE explains: 'Coaches measure and analyse participant feedback about specific professional learning and evaluate aggregated professional learning against system goals for changes in culture or teacher practise, and continually make improvements to meet the school-wide vision for using technology for learning … Continue reading 4.5c Evaluate Professional Development Impact
Coaches should lead coachees through a coaching cycle to improve collaboration, coaching and teaching practice. Coaches should establish shared goals with educators, reflect on successes and continually improve coaching and teaching practice. ISTE 4.2c explains that coaches should establish a set of mutually agreed objectives that guide collaborative work with educators. Coaches should reflect on … Continue reading 4.2c Commit to Continuous Improvement
Coaches model the Student and Educator standards and identify ways to improve their coaching practice. Coaches intentionally and transparently adopt and demonstrate best practise and identify ways to improve their coaching practice. The ISTE Student standards are: empowered learner, digital citizen, knowledge constructor, innovative designer, computational thinker and creative communicator. The ISTE Educator standards are: … Continue reading 4.2 Connected Learner
TEACHER Coaching 
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