Coaching for Hybrid and Virtual Learning

Focus Area: Hybrid and Virtual Learning
Audience:

CInstructional Coaches, LLeaders, TTeachers

Pathway: Application

Available Now

Overview

Distance and Virtual Learning initiatives in K-12 are still in an active state of experimentation and growth.  As educators implement these practices, the variance in how they might go about it is infinite, and the areas for growth and support are vast, including developing fluency with organizational tools and systems, designing rigorous asynchronous learning, developing opportunities for student voice and collaboration, and assessing progress. With 1:1 Coaching, BetterLesson can provide targeted support to personalize for educators in relevant areas, and meet the needs of educators with various levels of comfort with these modalities of teaching and learning. Coaching also creates a natural experimentation cycle that helps participants to narrow their focus, try something concrete, and learn and reflect on their progress.

Specifications

  • Bi-weekly, 30 Minute virtual session scheduled directly with a BetterLesson Coach
  • 4 Session Coaching Packs around one topic (tied to a virtual workshop) or Targeted (half-year) and Unlimited Coaching with flexibility is available
  • Participants will need a computer with access to Zoom, a camera, a microphone, and stable Internet connectivity
  • Participants will register for access with the BetterLesson Lab
  • Participants will schedule 1:1 coaching calls with their coach

Outcomes

Coaching supports participants where they are at, building awareness, understanding, and opportunities for application and ownership of key competencies like these:

  • Mindset: Educators believe that distance learning opportunities can have meaningful learning and result in student ownership
  • Equity: Educators designing for learning at distance can identify ways and advocate for all students to get supports and access
    Student Centered: Designing systems and learning in these modalities that put students voices, ideas, and ownership at the center
  • Organization: Tools and resources can help structure the learning process and help students take ownership when organized intentionally
  • Experimentality: Educators see their distance courses as a space to frequently collect meta-data about students’ experiences and make changes to improve over time
  • Leading through Change: Leaders can manage the change towards distance learning through distributed leadership, assessing progress, and narrowing their focus