Week 2: Coaching Peers to Develop SMART Goals

Coaching Peers to Develop SMART Goals

Technology integration can easily become focused on the technology itself rather than on what we want students and teachers to accomplish through its use. This week, I had the opportunity to coach two peers, Cheyenne and Carmie, as they worked through their technology needs and developed SMART goals. After supporting them with their goals, we switched roles, and they coached me as I developed my own SMART goal. This process gave me the opportunity to experience both sides of peer coaching and helped me see how valuable collaboration can be when developing realistic goals for technology integration.

Coaching Cheyenne

Cheyenne's Week 1 post focused on the Technological Pedagogical Content Knowledge (TPACK) Framework and how it could support technology integration in her higher education setting. She works at the Center for Excellence in Teaching and Learning at San Jacinto Community College, where she supports faculty professional development. One concern that stood out to me in her post was that faculty members have access to technology and are expected to use it, but they do not always receive the hands-on support they need to feel confident using it effectively.

As I coached Cheyenne through this concern, we identified the need to build faculty confidence and capacity through purposeful and hands-on professional learning. We wanted the goal to be realistic enough to address within two semesters and also give her a way to measure whether the professional learning was making a difference.

Cheyenne's SMART Goal

By the end of two semesters, Cheyenne will help faculty build their confidence with technology by participating in at least two hands-on learning opportunities and using at least one new digital tool or strategy in their teaching. At least 80% of participating faculty will report feeling more confident using technology to support teaching and learning, based on a short survey given before and after the learning experiences.

Cheyenne's Action Steps

1. Define the purpose, standards, and target audience. Cheyenne will identify the specific technology need she wants to address, establish a baseline of faculty skills or confidence, and align the purpose of the professional learning with TPACK and the ISTE Essential Conditions and Standards for Faculty.

2. Build an accessible digital resource. Cheyenne will create a practical resource that faculty can use during and after the professional learning. Once developed, she will conduct an accessibility check to ensure the resource is usable by all participants.

3. Develop and facilitate a hands-on workshop. Cheyenne will create a practical workshop where faculty can learn and experiment with a digital tool or strategy. The workshop will be treated as a low-stakes pilot so she can learn more about faculty needs and make adjustments based on their experiences.

4. Use pre- and post-surveys. Cheyenne will use brief surveys to measure faculty confidence with the technology before and after the learning experience. The results will provide evidence of whether the professional learning helped increase confidence.

5. Evaluate and refine. Cheyenne will use the survey results and participant feedback to determine what worked, what needs to change, and how the professional learning could be improved before being offered more broadly.

How TPACK Supports Cheyenne's Goal

TPACK is a strong fit for Cheyenne's goal because it recognizes that effective technology integration involves more than knowing how to use a digital tool. It requires educators to understand how technology connects with content and pedagogy. Bapna et al. (2021) describe TPACK as a micro-level framework focused on teachers, making it particularly appropriate for a goal centered on building faculty capacity.

As I coached Cheyenne, the TPACK framework helped us consider the purpose of the professional learning. We determined the first step would be to identify the instructional need. From there, Cheyenne can select technology that supports that purpose. The hands-on workshop and follow-up evaluation then provide faculty with opportunities to apply what they learn and to reflect on whether the technology actually supports teaching and learning.

I also think the low-stakes approach is important. Faculty members have different levels of experience with technology, and professional learning should not make someone feel embarrassed about what they do or do not know. Creating a supportive environment where faculty can experiment, ask questions, and make mistakes can make professional learning much more productive.

ISTE Standards Connected to Cheyenne's Goal

Cheyenne's goal connects to several of the ISTE Standards for Educators, particularly Learner, Collaborator, Designer, and Facilitator. The Learner standard is addressed because faculty are developing their technology skills and continue their professional growth. Collaborator is addressed through the shared learning experience and opportunities to learn from colleagues. Designer connects to the creation of learning experiences and resources that support meaningful instruction, while Facilitator connects to using technology to improve learning rather than simply adding another digital activity (International Society for Technology in Education [ISTE], n.d.).

The goal also connects to the ISTE Standards for Students. When faculty become more intentional and confident with technology, students are more likely to have opportunities to use technology as Empowered Learners, Knowledge Constructors, Innovative Designers, Creative Communicators, and Global Collaborators. The specific student standards will depend on how faculty apply the technology, but the broader goal is to create learning experiences in which students use technology to create, communicate, collaborate, and demonstrate what they know.

Coaching Carmie

I also had the opportunity to coach Carmie through identifying an area of need and developing a SMART goal. As we talked, we focused on the difference between simply having access to technology and using technology in meaningful ways. This was an important distinction because technology can be present in a classroom without actually improving the learning experience.

Together, we identified the area of weakness as intentional technology integration. A classroom may have access to digital tools, but students are not necessarily using those tools to create, collaborate, communicate, or solve problems. We wanted Carmie's goal to focus on helping teachers think more intentionally about how technology connects to their content and instructional practices.

Carmie's SMART Goal

By the end of two semesters, Carmie will use the TPACK framework to become more intentional about how technology is used to support student learning. Carmie will collaborate with at least five teachers to redesign one existing lesson or activity, focusing on choosing technology because it strengthens the content and instructional approach rather than simply because it is available. Together, they will create opportunities for students to collaborate, create, communicate, problem-solve, and show what they know in meaningful ways. By the end of the process, at least 80% of participating teachers will report feeling more confident in making purposeful technology-integration decisions for their students.

Carmie's Action Steps

1. Find out where teachers are starting. Carmie will use a short survey or informal conversations to understand how comfortable participating teachers are with TPACK and purposeful technology integration. This will help identify what support would actually be useful rather than assuming everyone has the same needs.

2. Make TPACK practical. Carmie will create a simple, accessible resource that breaks TPACK down into a process teachers can use during lesson planning. The focus will be on practical questions such as, "What do I want students to learn?" and "Will this technology actually make the learning experience better?"

3. Work together to rethink a lesson. Carmie will partner with at least five teachers to examine one existing lesson and identify whether technology could strengthen the learning experience. They will start with the learning goal and instructional approach before deciding whether technology adds value.

4. Try it and reflect. Teachers will implement their redesigned lessons and reflect on what worked and what did not. They will look specifically at whether technology provided students with stronger opportunities to collaborate, create, communicate, problem-solve, or demonstrate their learning.

5. Look at the results and make adjustments. Carmie will use a post-survey and teacher feedback to determine whether teachers feel more confident making purposeful technology decisions. She will use what she learns from the teachers and the lesson implementations to refine the resource and coaching process before expanding it to additional teachers.

How TPACK Supports Carmie's Goal

TPACK directly supports Carmie's goal because the framework encourages teachers to think about technology in relationship to content and pedagogy. The framework reinforces the idea that technology should not be the starting point for lesson planning. Instead, teachers should first consider what students need to learn and how they will learn it. Technology can then be considered based on whether it improves or strengthens that learning experience (Bapna et al., 2021).

This idea shaped the action steps I helped Carmie develop. The first step is finding out where teachers are starting. From there, the planning resource can make TPACK practical and accessible. The coaching and lesson redesign provide teachers with an opportunity to apply the framework to something they already teach. Finally, the reflection and survey provide evidence to determine whether the process is helping teachers feel more confident.

ISTE Standards Connected to Carmie's Goal

Carmie's goal aligns closely with the ISTE Educator Standards for Learner, Collaborator, Designer, and Facilitator. The Learner standard is reflected in the ongoing professional growth that comes with learning about purposeful technology integration. The Collaborator standard is addressed through the co-planning and coaching process.

The Designer standard is particularly important because teachers are redesigning learning experiences around specific student needs and learning goals. The Facilitator standard is also central because the goal is to help teachers create learning experiences where students use technology in meaningful ways rather than simply completing digital assignments (ISTE, n.d.).

Carmie's goal also connects to several ISTE Student Standards. Students may have opportunities to become Empowered Learners, Knowledge Constructors, Innovative Designers, Creative Communicators, and Global Collaborators depending on how teachers redesign their lessons. The important point is that students are using technology to actively participate in learning.

Reflecting on My Role as a Peer Coach

Coaching both Cheyenne and Carmie helped me understand that peer coaching is much more about asking questions and listening than it is about having all the answers. Each person came to the conversation with a different context and a different technology challenge. My role was to help them take what they already understood and turn it into a specific, measurable, and realistic goal.

With Cheyenne, the conversation focused on building faculty confidence through professional development. With Carmie, the focus was on helping teachers make more intentional technology decisions. Although the contexts were different, both conversations returned to the same central idea: technology should have a purpose.

This process connected to the ISTE Standards for Coaches, especially the roles of Connected Learner and Change Agent. As a Connected Learner, I needed to listen and learn from each person's context rather than assume that the same approach would work for everyone. As a Change Agent, I helped them consider practical changes to improve technology integration in their settings.

I also see connections to the ISTE Standards for Education Leaders, particularly Empowering Leader and Systems Designer. Both goals require more than individual effort. They require supportive systems that provide teachers with professional learning, resources, opportunities to practice, and feedback.

The ISTE Essential Conditions also provide an important connection. Prepared Educators is especially relevant because both goals focus on helping educators develop the knowledge and confidence to use technology effectively. Implementation Planning is reflected in the intentional sequence of identifying needs, developing resources, providing learning opportunities, applying new strategies, and evaluating the results. Ongoing Evaluation is also important because both goals include gathering feedback and using the results to make improvements.

Switching Gears: Being Coached by Cheyenne and Carmie

After coaching Cheyenne and Carmie through their goals, we switched roles. They became my coaches and helped me think through my own area of need. This part of the process was especially valuable because it reminded me that even someone who regularly supports others with technology can benefit from having someone else ask questions and provide another perspective.

One area we identified was intentionality in technology integration. At Skyview Middle School, students have access to Chromebooks, but access does not automatically mean technology is being used in meaningful ways. In some classrooms, students may use technology to create, collaborate, communicate, and problem-solve. In other cases, technology may simply replace a worksheet or a traditional assignment.

This connects directly to my Week 1 discussion of TPACK. I do not believe technology needs to be used in every lesson. Instead, I want teachers to start with what students need to learn and then decide whether technology can improve that learning experience.

My SMART Goal

With the support of Cheyenne and Carmie, I developed the following goal:

By the end of two semesters, I will use the TPACK framework to be more intentional about how technology supports student learning. I will collaborate with at least five teachers to redesign an existing lesson or activity, focusing on selecting technology that strengthens the content and instructional approach rather than simply because it is available. Together, we will create opportunities for students to collaborate, create, communicate, problem-solve, and show what they know in meaningful ways. By the end of the process, at least 80% of participating teachers will report feeling more confident in making purposeful technology-integration decisions for their students.

My Action Steps

1. Find out where teachers are starting. I will use a short survey or informal conversations to understand how comfortable participating teachers are with TPACK and purposeful technology integration. This will help me identify what support would actually be useful rather than assuming everyone has the same needs.

2. Make TPACK practical. I will create a simple, accessible resource that breaks TPACK down into a process teachers can use during lesson planning. The focus will be on practical questions such as, "What do I want students to learn?" and "Will this technology actually make the learning experience better?"

3. Work together to rethink a lesson. I will partner with at least five teachers to examine one existing lesson and identify whether technology could strengthen the learning experience. We will start with the learning goal and instructional approach before deciding whether technology adds value.

4. Try it and reflect. Teachers will implement their redesigned lessons and reflect on what worked and what did not. We will specifically examine whether technology provided students with greater opportunities to collaborate, create, communicate, problem-solve, or demonstrate their learning.

5. Look at the results and make adjustments. I will use a post-survey and teacher feedback to determine whether teachers feel more confident making purposeful technology decisions. I will use what I learn from the teachers and the lesson implementations to refine the resource and coaching process before expanding it to additional teachers.

ISTE Standards Connected to My Goal

My SMART goal aligns closely with the ISTE Educator Standards for Learner, Collaborator, Designer, and Facilitator. The Learner standard connects to my continued professional growth as I learn alongside teachers and further develop my understanding of effective technology integration. The Collaborator standard is addressed through co-planning and working directly with teachers rather than simply providing them with a list of technology tools.

The Designer standard is especially important because teachers will redesign existing learning experiences with a specific learning goal in mind. Instead of starting with the technology, we will consider the content and instructional strategy first. The Facilitator standard is also central because the purpose of the redesigned lessons is to give students more meaningful opportunities to use technology to create, communicate, collaborate, and solve problems (ISTE, n.d.).

The goal also connects to the ISTE Student Standards. Depending on the lesson, students may have opportunities to become Empowered Learners, Knowledge Constructors, Innovative Designers, Creative Communicators, and Global Collaborators. Again, the purpose is not simply to increase technology use. It is to help students use technology in ways that support deeper learning and give them more ownership of the learning process.

Final Reflection

This experience gave me a much better understanding of what peer coaching can look like when it is focused on a specific goal. Coaching Cheyenne and Carmie required me to listen to their experiences, ask questions, and help them turn broad concerns into manageable SMART goals. Then, when they coached me, I had the opportunity to experience what it feels like to be on the other side of that conversation.

One of my biggest takeaways is that coaching does not have to mean having all the answers. Sometimes the most helpful thing a coach can do is ask the right question. For all three of us, the conversations helped clarify what we wanted to change, why it mattered, and what steps we could realistically take.

TPACK gave us a common framework for thinking about technology integration. It reminded us that technology, pedagogy, and content need to work together. Knowing how to use a tool is only one piece of the puzzle. We also need to understand how that tool fits with what we are teaching and how we are teaching it (Bapna et al., 2021).

This activity reinforced something I have been thinking about throughout this course. Technology integration should not be measured by how often students use a device. It should be measured by what that technology allows students and teachers to do. The goal is to move beyond simply using technology and toward using it purposefully to improve the learning experience.

References

Bapna, A., Nicolai, S., Myers, C., Pellini, A., Sharma, N., & Wilson, S. (2021, September 1). 17 EdTech frameworks and who needs to know them. EdTech Hub. https://edtechhub.org/2021/09/01/17-edtech-frameworks-and-who-needs-to-know-them/

International Society for Technology in Education. (n.d.). ISTE standards for educators. https://iste.org/standards/educators

International Society for Technology in Education. (n.d.). ISTE standards for students. https://iste.org/standards/students

International Society for Technology in Education. (n.d.). ISTE standards for coaches. https://iste.org/standards/coaches

International Society for Technology in Education. (n.d.). ISTE standards for education leaders. https://iste.org/standards/education-leaders

International Society for Technology in Education. (n.d.). Essential conditions for effective tech use in schools. https://iste.org/essential-conditions-for-effective-tech-use-in-schools