Instructional Technology Coaching Program
Gain access to a highly-qualified instructional coach through our affordable shared-service model.
Secure Your Spot
Email email@example.com to discuss what an instructional technology coach would look like in your district.
Coaching for Teachers, Support for School Leaders
The LTC Coaching Program is a year-long program in which schools gain access to a highly qualified Instructional Technology Coach for ongoing and embedded instructional technology support.
What does the LTC Coaching Program provide?
An Instructional Technology Coach provided through the LTC Coaching Program works with teachers and school leaders to create and implement a customized coaching plan. Although plans are unique to each district’s needs and priorities, the Coach’s consistent goal is to help educators improve their teaching practices and enhance their integration of technology – all with the goal of improving student learning. Many coaching plans include one-on-one coaching cycles, facilitated grade-level team discussions, or large-group professional learning opportunities.
Prior to starting the program, participating school districts select the total number of contractual days ranging from 10 to 180.
While the coach serves as a thought-partner and resource, the district retains a high level of control over daily responsibilities and overall goals.
In addition, school districts:
- Participate in a kick-off call with LTC staff to identify priorities and determine services.
- Receive individual, ongoing support from an assigned instructional coach throughout the year.
- Gain access to the LTC’s online community and professional learning opportunities.
The LTC Coaching Program is a cost-sharing model. The Instructional Technology Coach is an LTC employee and works with multiple districts in a similar geographic area of the state. Through a shared-service model, small- and medium-sized school districts that do not need a full-time Instructional Technology Coach can access the benefits of coaching without adding staff or committing to a full-time employee.
In the spring, the LTC works with districts to identify needs, sign contracts, and pair districts with an LTC-employed instructional coach. However, if you are interested in participating in the LTC Coaching Program, we want to hear from you now.
Contact Tim McIlvain at firstname.lastname@example.org to express your interest in this exciting opportunity.
What is an Instructional Technology Coach?
Instructional technology coaching is an ongoing, job-embedded form of professional learning that is grounded in day-to-day teaching and learning practices. At its core, instructional technology coaching is designed to enhance teachers’ integration of technology, with the long-term goal of improving student learning outcomes.
Instructional technology coaches partner with teachers to provide them with personalized support in meeting their teaching needs. After identifying a classroom challenge to tackle, coaches and teachers closely collaborate to brainstorm solutions, select and implement the best strategies, and reflect on progress.
Why should a school district hire an Instructional Technology Coach?
Technology is an essential component in the modern learning environment, and as school districts purchase technology to enhance student learning, it is critical to recognize that the success of technology initiatives is dependent on quality professional learning and coaching. Evidence for this is consistently reflected in national surveys which indicate that teachers need and want additional professional learning and in-school coaching related to effective-technology integration (“Digital Learning” 2019).
What are the general responsibilities of an instructional technology coach?
Daily activities of an instructional technology coach vary depending on the objectives of teachers and school administration. A few common activities include:
- Coaching Cycles
- Informal Coaching
- Goal Setting
- Modeling or Co-teaching
- Observation or Feedback
- Problem Solving
- Curriculum Work
- Resource Development
- District Planning
- Data Analysis
- Small or Large Group Instruction
- Facilitation of Professional Development
- Technical Training
- Individual or Team Meeting
We recommend that 60% of a coach’s time be spent in coaching cycles and 40% in other supportive and collaborative activities, like informal coaching, unit planning, curriculum work, weekly meetings, and small/large group instructional learning opportunities.