In response, we created a very flexible tool to meet the diverse needs of our TIM Tools clients.
Before we introduce what the TIM-C is, it’s important to first establish what the TIM-C is NOT:
- The TIM-C is NOT a specific coaching model. The broad phases it records can be used with just about any coaching or mentoring model. All of the fields within the cycle are optional. The school or district will decide which parts of the TIM-C to use.
- The TIM-C is NOT the coaching itself. The designated coach provides the coaching.
- The TIM-C is NOT limited to technology coaching. It can readily be used in any subject area.
A coaching cycle is, at its most basic level, a structured conversation between a client and a coach, or between a mentor and a mentee. The TIM-C allows any two members within a TIM Tools instance to work together as coach and client irrespective of what role or title they may have within the organization. One district may implement the TIM-C using only designated district tech staff as coaches. Another district may encourage peer coaching across all subject areas where both the client and the coach are teachers. Either the coach or the client can initiate a cycle.
The Coaching Cycle
First, users determine a focus and one or more goals for a coaching cycle. The client can provide supporting data if desired by pulling in any completed activity from the TUPS, TIM-O, TIM-LP, or TIM-R. The client can also paste in data or provide a link. Alternately, the client can click a checkbox that allows the coach to access and select TIM activities completed by the client.
One or more goals are then created from the focus of the cycle and any added documentation.
Figure 2. Montage of the screens for the five phases of a coaching cycle.
In the second and third steps, users plan one or more activities and monitor progress in completing the activities. During this time, both coaches and clients can create “check-ins” to record events, questions, insights, obstacles, or successes along the way.
In the fourth step, users record the outcomes of their goals. Supporting documentation can be added in the form of linked TIM Tool activities, a URL, or pasted data.
In the last step, both client and coach reflect on the cycle. At this time, the client and coach review the cycle and then click a button to “publish” the cycle. When both have decided to publish the cycle, it then is included in the download file available to administrators. If a school or district wishes to track progress on a coaching cycle (for example to award PD credits for each phase completed), then users should be instructed to click the publish button at the beginning of the cycle. This allows data from the cycle to be available for administrative download throughout the process. The data download will include information about how many of the five steps have been completed, since each step includes a field to indicate completion.
Acting on the TIM-C Results
The Super Administrator can download raw TIM-C data from any designated date range as an Excel file. The spreadsheet can be sorted by client, coach, or any other desired category. The resulting files can be distributed to school or district leaders to see the extent of coaching completed in their respective areas. Research and measurement departments can use the raw downloads for their own purposes.
If a school or district wishes to track progress on a coaching cycle (for example to award PD credits for each phase completed), then users should be instructed to click the publish button at the beginning of the cycle. This allows data from the cycle to be available for administrative download throughout the process. The data download will include information about how many of the five steps have been completed, since each step includes a field to indicate completion.
Coaches can view a list on their TIM-C Dashboard of all cycles they are participating in. At a glance, they can see which ones have been completed and published by both parties, and which ones are still in progress. They can also click a button to open and edit any cycle.
Teachers also can see a list of every cycle they participated in and can open any of the files for review or editing. Teachers who have selected themselves as both coach and client can use the designated phases of a coaching cycle to structure their own self-coaching efforts.
Tech Coaching Course
A new iTeach course is coming soon. Improve tech coaching across your school or district. In this interactive and engaging 20-contact-hour professional development course, you will learn to use the TIM Coaching Tool (TIM-C) to document coaching cycles in your schools. Participate in a short survey before December 31, 2019 and receive 25% off any section of the face-to-face or online Tech Coaching course offered before December 31, 2020.
The Fall 2019 release is the first version of the TIM-C. We have a tentative roadmap of features to add in subsequent updates. As you use the TIM-C, please let us know how we can improve upon the current version to better meet your needs. Email us at TIM@fcit.us.
Roy Winkelman is a 40+ year veteran teacher of students from every level kindergarten through graduate school. As the former Director of FCIT, he began the Center's focus on providing students with rich content collections from which to build their understanding. When not glued to his keyboard, Dr. Winkelman can usually be found puttering around his tomato garden in Pittsburgh.
Each month FCIT publishes a newsletter with short articles on teaching and learning with technology, using digital content in the classroom, and technology integration. Subscribe today! The subscription form will open in a new window. When you have subscribed, you can close the new window to return to this page. You can also submit stories about TIM and TIM Tool use in your classroom, school, or district.