The goals of the T2CI were to foster the systematic integration of technology into classrooms in partner school districts. By 2004 one hundred fifty teachers were trained to become peer coaches. As peer coaches, the trained teachers assisted colleagues in their schools identify ways to use technology to strengthen classroom curriculum and enhance their students’ academic achievement. They also helped their colleagues develop the necessary technology skills and instructional strategies needed to effectively integrate technology into teaching and learning.

Elements of the T2CI include

• Hands-on creation of curricular projects and evaluation tools that addressed state and district curricular and technology standards
• Development of technology skills.
• Development of coaching skills and strategies through hands-on activities.
• On-going support through the use of a series of powerful online tools designed to assist coaches and participating teachers.

Microsoft selected the T2CI program to be part of it's new "Partners in Learning" initiative.  You can access this program on Microsoft's Innovative Teachers Web site.

Project Web Site
http://archive.edlabgroup.org/t2ci/

Project Status
Completed

Partners U.S. Department of Education, Technology Innovation Challenge Grant Edmonds School District Mukilteo School District Seattle School District Shoreline School District

 

View a brochure about the T2CI project.

The T2CI peer coaching program prepared teacher leaders with the skills needed to help other teachers in their school effectively integrate technology into the curriculum.

Participants were involved in eight to ten training sessions scheduled over approximately one year. These sessions featured a combination of hands-on activities and simulations designed to meet the diverse needs of coaches with varying levels of technology integration skills and knowledge. The program also offered participants opportunities for ongoing collaboration via online discussions. Throughout the program, participants practiced coaching others to use software and resources that enhance student learning.

The facilitators who lead the peer coaching training model effective classroom practices. These facilitators demonstrate a variety of strategies to organize and manage technology rich learning activities. Coaches collaborate with each other to create sample technology rich learning activities.

Program activities were divided into three phases.

Getting Started

In the initial phases of the program, coaches and principals focused on developing a coaching plan that aligns with their school and district goals. Coaches also began to develop the skills needed to build a strong coaching relationship with teachers in their schools.

Developing Coaching Skills

As coaches moved through the program they engaged in face to face and online activities that were designed to help the coaches understand how technology can be paired with active learning strategies to help students reach curricular standards. In addition, the coaches developed the skills needed to assist other teachers to create and implement standards based, technology rich learning activities.

Refining Coaching Skills

The last three sessions of the program occured after coaches have had the time to implement their coaching plan and collaborate with other teachers in their schools. The activities for these sessions offered participants structured opportunities to reflect on what areas of their coaching program are successful and what obstacles they are encountering, and to share strategies for overcoming barriers. These sessions involved coaches in activities that help them assess the learning activities they have helped teachers to prepare and implement.

Participants were also be able to choose to attend several special sessions to continue to build coaching skills.

By participating in T2CI, coaches were able to:

1. Help another teacher plan and implement instructional activities that integrate technology into a standards based curriculum.
   
2. Create a portfolio that included tools and resources that reflect the needs of the teachers in the coach’s school.
   
3. Use effective coaching skills by demonstrating effective questioning strategies, adult learning principles, and effective interpersonal communication skills.

Project Evaluation

T2CI: Year 1 Evaluation Report
The T2CI program  evaluator, Carolyn Cohen, reports on findings from Year 1 of  the Teaching + Technology Coaching Initiative (T2CI). T2CI is grounded in a peer coaching approach to professional development. The evaluation describes how the program operates, its accomplishments, and what challenges it faced.

Its primary focus is on exploring how participating in this innovative professional development strategy impacts coaches, their collaborating teachers, and students.

T2CI: Year 2, Issue 1 Evaluation Report
The T2CI program evaluator, Carolyn Cohen, reports on findings from Year 2 of the Teaching + Technology Coaching Initiative (T2CI). Issue 1 focuses on Changes in Technology Integration and Classroom Practice for both T2CI Coaches and Collaborating Teachers.

T2CI: Year 2, Issue 2 Evaluation Report
TheT2CI program evaluator, Carolyn Cohen, reports on findings from Year 2 of the Teaching + Technology Coaching Initiative (T2CI). Issue 2 focuses on the Impact of Coaching Time and Strategy on T2CI Teacher Outcomes.

T2CI: Year 2, Issue 3 Evaluation Report
The T2CI program evaluator, Carolyn Cohen, reports on findings from Year 2 of the Teaching + Technology Coaching Initiative (T2CI). Issue 3 focuses on How Districts and Schools Support Peer Coaching.

T2CI Impact: Comparing Outcomes for Collaborating and Non-coached Teachers
The T2CI program evaluator, Carolyn Cohen, reports on findings from Year 2 of the Teaching + Technology Coaching Initiative (T2CI). Issue 4 focuses on Assessing the Value of T2CI Coaching.