Coaching Digital Learning:

Cultivating a Culture of Change

Coaching educators to create digital-age learning environments is a challenging, important, and highly collaborative role. Individuals who play this role are instrumental in cultivating a digital, personalized, and blended learning culture within their school, district and/or state. This course allows you to learn along with your colleagues to enhance your knowledge and further develop coaching strategies.

Course Objectives

  • Deepen your understanding of what it takes to coach educators to integrate technology effectively with relevant and rigorous opportunities to build upon your professional needs and understanding — whether beginning in your role as an instructional coach or seeking advanced strategies;
  • Explore relevant frameworks (e.g., TPACK, SAMR, Four Cs), strategies, tools, and resources to advance your digital learning coaching efforts;
  • Experience multiple opportunities for personalized application of your new learning and job-embedded practice; and
  • Develop and share a personal coaching plan to support your school/district's digital/blended learning culture.

Learn More

  • UNDERSTAND the role of coaches in guiding educators to integrate technology effectively to support student-centered instruction;
  • EXPLORE the potential of digital tools to enhance your Professional Learning Network (PLN) and knowledge base as a coach, as well as facilitate connections with educators worldwide;
  • UNDERSTAND and apply frameworks, like the Technological Pedagogical And Content Knowledge (TPACK) framework and Substitution, Augmentation, Modification, and Redefinition (SAMR) framework as guides to the best intersection of curricular standards, sound pedagogy choices, and technology;
  • EXPLORE strategies to support classroom teacher practices that enhance students’ Collaborative work, Communication with multiple audiences, Critical thinking, and Creativity (Four C’s);
  • DEEPEN your understanding of the elements of Digital Citizenship to coach both educators and students toward digitally safe learning environments and habits;
  • EXPERIENCE personalized application of your new learning and job-embedded practice;
  • CREATE a Coaching Action Plan that serves as a scaffold for guiding your colleagues and others toward effective digital learning; and
  • CONTRIBUTE to the learning of others who participate in the course.

During this first week you will further your thinking about the vision for and role of a coaching in helping and supporting educators integrate technology effectively. You will address how to turn that vision into action and begin building your Coaching Action Plan which will be revisited each week during the course.

Pathway Focus:

Formulating a vision with clearly communicated expectations

Essential Questions:

  • What are the dispositions and skills required to be an effective “coach?”
  • What is your current vision of and strengths for coaching?
  • How is your role perceived in your school/district? How do you describe your role to others? How does this help or hinder your ability to be seen as a coach?

During this unit, you will come prepared to get connected. Consider how you engage others as well as enhance your professional learning through exploration of the 4Cs to support classroom practices that enhance communication, collaboration, critical thinking, and creativity.

Pathway Focus:

4C’s strategies to Model with Educators to Build Relationships

Essential Questions:

  • What are the digital-age skills (4Cs) and how do they enhance digital-age learning and teaching?
  • What does your current personal learning network look like and how can you expand it?
  • How do you, as a coach communicate and facilitate continued learning for those you support?

This unit is dedicated to familiarizing you with two frameworks, technological, pedagogical, and content knowledge (TPACK) and Substitution, Augmentation, Modification, and Redefinition (SAMR).

Pathway Focus:

Questioning and Co-planning

Essential Questions:

  • How can TPACK and SAMR guide educators to the best intersection of curricular standards, sound pedagogy choices, and digital tool selections to directly enhance and support student-centered learning?
  • What should you look for when planning or observing technology-infused learning activities?

During this unit you will explore formative strategies to inform your practice and establish a commitment to innovation through assessment, planning and strategic action.

Pathway Focus:

Reflective Practice and Use of Data

Essential Questions:

  • How do you know the educators you support understand how to design and support technology-rich, student centered curriculum and instruction?
  • What digital-age assessment tools and data do you use/ are you considering using to inform your coaching practice and why?
  • What strategies, frameworks, or rubrics will you use as guidance in selecting digital-age tools/resources for instruction and curriculum integration?
  • What insights have you gained upon completing the Transformational Coaching Rubric?

You will take a deep dive into understanding and applying the elements of digital citizenship.

Pathway Focus:

Creating Habits of Mind

Essential Questions:

  • In your role of supporting and guiding educators, how do you share lessons, develop strategies, and more importantly, model best practices to create responsible and skilled digital citizens?
  • How can you create a safe and responsible digital-age culture in your school, district or state?

This unit presents you with a high-impact opportunity to develop your course of action developed out of the previous units. Participants will construct a manifesto comprising of their:

  • Mission as an “coach”
  • Vision for digital-age learning and teaching
  • Goal for their instruction and practice
  • Plan to share learning with others

Participants will complete an End-of-Course Survey and have the option to request a Certificate of Completion.

Earning Continuing Education Units (CEUs)

A certificate of completion for 20 hours of professional development will be provided on request to participants who:

  • Verified that they spent at least 20 hours participating in the course
  • Participated in the discussions and entered at least six postings (at least one per unit)
  • Submitted at least three artifacts of participation (Unit Activities)
  • Completed the End-of-Course survey
  • Submitted a Coaching Action Plan

You can submit the certificate to your local agency with a request for CEUs. Granting of CEUs will be subject to the policies and procedures of your state and local agency.


Jaclyn B. Stevens

Jaclyn B. Stevens is a Research Scholar at the Friday Institute and has been part of this innovative organization since 2010. In her work, she supports educators and leaders in adaptive student-centered approaches to provide concrete, quality, purposeful, reflective, and on-the-ground personalized learning supported through technology to work towards equity for all learners. Her mantra is to adapt, not adopt. Thanks to AmeriCorps, Jaclyn was able to make the shift from media designer to educator in 2005. She has taught middle school English Language Arts, high school digital media, and supported the ground-up creation of a New Tech High School in rural NC prior to joining the Friday Institute. She received her M.Ed in Instructional Technology from NC State, a B.F.A. in Media Design from the State University of New York at Fredonia, and is currently licensed and certified as an Instructional Specialist, an ITF, a Secondary Digital Media educator, a Secondary Language Arts educator, and holds a special endorsement in Computer Education. . Follow @jaclynbstevens
Friday Institute Online Professional Learning Courses provide a scalable, accessible, and flexible approach that is aligned with the principles of effective professional learning. Our approach is grounded in authentic, active, and collaborative professional learning activities. The approach builds upon the following key design principles: 

  • Self-directed learning, through personalizing your experience by identifying your own goals, selecting among a rich array of resources, and deciding whether, when, and how to engage in discussions and activities to further your own learning and meet your goals. 
  • Peer-supported learning, through engaging in online discussions, reviewing your colleagues' projects, rating posted ideas, recommending resources, crowdsourcing lessons learned, and participating in twitter chats and other exchanges appropriate to the individual course. 
  • Job-embedded learning, through the use of case studies, classroom and school related projects; developing action plans; and other activities that center your work on critical problems of practice and data-informed decision-making in your own classrooms, schools or districts. 
  • Multiple voices, through learning about the perspectives of other teachers and administrators along with those of students, researchers and experts in the field. Our courses are purposefully not designed around one or two experts who present online lectures. They provide exposure to a rich set of perspectives presented within the context of course elements that reflect these core principles.

You will see these design principles implemented in our courses through the following instructional elements:

  • Conceptual Frameworks
  • Resource Collections
  • Asynchronous Discussions and Twitter Chats
  • Student Scenarios
  • Expert Panels
  • Participant Projects and Peer Feedback
  • Crowd-sourcing
  • Professional Learning Community (PLC) Guides

Start Date 10/05/2020
End Date 12/22/2020
Duration 7 Units
Cost Free
Registration Starts 09/04/2020
Registration Closes 11/30/2020
Primary Audience Instructional Technology Coaches and Facilitators
Technology Integration Specialists
Media Specialists
Mentor Teachers
Certificate Available Yes
Certificate Hours 20
Facilitated By Jaclyn Stevens

Previous Courses

Spring 2019
Fall 2017
Spring 2017
Spring 2016
Fall 2015