"Is David there?"

As a Google for Education Certified Trainer, I use an activity app / a tracker for my training sessions. It is great. It allows me to know exactly what I am doing, and for how long, because if you ask me day-to-day or at the end of the week, and I'd probably say...a-lot or what didn't I do...

This week, I have been introduced to Tech Request, a book by Emily L. Davis and Brad Currie. The book is part of a Leveraging Technology class with Dr Susan Patterson of Lesley University.

In Chapter 5: How's It Going? Emily and Brad discuss gathering and sharing data on the impact of coaching. Recognizing that there are so many kinds of data available to coaches, and how it is difficult to know what to look for, and what to do with it, they explore an impact continuum, strategies for analyzing and utilizing the data, and approaches to share data with stakeholder, in ways that will promote longevity and sustainability.

What should we collect?
While I am gathering data on how much time I spend coaching, running professional development sessions and preparing model lessons, I want to know about the implementation and impact of programs— namely Seesaw. ​Emily and Brad are firm in their belief that "there is no expectation" that tech coaches should begin with a "full-blown" data collection and analysis, in fact, they advise that it is done carefully over a long period of time. 

Implementation Metrics
As a coach, I am always asking myself "is it working?" Now, with some of the metrics provided in chapter 5, it will hopefully be a little (or a lot) easier to enact a more qualified and quantified answer.

At the start of this post, I wrote how I use an activity tracker to log my hours. In this chapter, this is referred to as counting metrics, and while it "can only give a 30,000-foot view of a coaching program. With that aid, there is no doubt in my mind that this is an incredibly useful place to start. 

The next metric described is a program quality metric. This type of data captures an understanding of how well aligned the practice is to the goals. To dig a little deeper into the program, we must begin to ask "what and "how well" questions. What types of technology applications are coaches helping to implement to enhance learning experiences? 

Know Thy Impact
​John Hattie

Impact Metrics
Here, I am now asking, "is what I am doing, making a difference?" To measure this and have a firmer understanding of success is to dig a little deeper.

1. Practice Metrics -- here I am now asking, under what circumstances do teachers seem more or less ready to implement new technology tools and resources? As an active Twitter user, I am interested to learn how teachers are leveraging the use of PLN and Social Media.
2. Student Outcome Metrics -- this is probably one of the most difficult to 'assess' in terms of impact, because it require so much data points from a number of different stakeholder.

What do we do with what we have collected?
​As mentioned above, data is useful as a coach in two ways:

1. For personal and internal use -- looking at growth and improvement
2. With administrators, board members and external stakeholder -- the decision makers, and money spenders! 

Putting it all together
Gathering, analyzing and using data as a coach is a critical skill. One that is used to evaluate the program's sustainability and highlight areas for improvement. Chapter 5, looks at frameworks, to determine the type of data to collect; shares tools, for data collection purposes and offers strategies for how to share the data internally and externally. 

On reflection, using the data from my activity app and tracking system, now I need to start asking the why and how questions: Why is this happening and how can I change things? Something I need to become more cognizant and aware of is: How much of my time is reactive vs being proactive?
​
In short, this is an excellent chapter for any tech coach or technology leader interested in data! ​