Google Certified Coach Programme

 Kia ora koutou,

I'm really excited about the PLD opportunity that the Google Certified Coach Programme offers.  In the past I have completed Google Certified Educator Level One, Google Certified Educator Level 2 and Google Certified Innovator.  While some may say I've definitely drunk the Google Kool-Aid, as my role as a facilitator involves supporting teachers to use free tools to enable visibility, empowerment, connectedness and ubiquitous.  Google just does this so well.

Google Sites enable learning to be housed in one place, to be visible and rewindable and that learners can connect to their learning from anywhere, at any time and for any pace.

Google Docs and Google Slides enable our learners to be involved in trackable learning, visible in real time, able to be commented on by the teacher and peers and enables peer collaboration and interaction which all enhances learning.

Along with this, there are some incredible extensions that work really well with Chrome and the Google tools, with Screencastify and Mote being some of my very favourites. These provide an incredible opportunity for all learners to be 

As my role as a facilitator involves coaching a number of teachers I continue to look for opportunities to upskill in this area.  Last year, for personal interest, I undertook a Life Coaching Diploma with the New Zealand Institute of Business Studies, which I thoroughly enjoyed.  This was applicable to the work I do coaching teachers as well as with my wellness side business.  At the end of the year, I was excited to see Google offering a new certification relevant to coaching.  From past experience, I know that Google offer incredibly well structured professional learning and exceptional teaching tools, so I know that the Google team will have put together something quite special for us to engage in.

Teacher Inquiry is an aspect of professional accountability that is present in most schools, but my experience as a teacher was that this inquiry, expected of all teachers, is often rather haphazard, with many teachers requiring scaffolding to completed their inquiry to the depth that it is of use in terms of facilitating professional change.... and all too often no structure or support exist.  I'm really looking forward to seeing how the Google Certified Coach learning can enhance my effectiveness as a coach and mentor in my facilitation role.  

The Challenge Based Coaching model that is used, is found below.

An optional add-on to the course is a Book study using a book called Courageous Edventures by Jenny Magiera. I've seen Jenny supporting with other Google learning in the past, so I am enjoying the opportunity to explore her work a little deeper as well.  Although I love my digital learning, a book always really helps me to immerse myself in the learning. I'm enjoying it immensely already and thanks to an online ebook it wasn't as expensive as educational resource books often are.

The last thing I'd like to share from the beginning of this journey, is how much I smiled reading the word 'meaningful' in the Google Certified Coach curriculum.  They're talking about supporting teachers to implement the use of technology in the classroom in meaningful ways!  I can't emphasise enough how important it is that technology not be used just for technology's sake, but actually in meaningful ways in the classroom.  A device, like anything else, can be a powerful tool to enhance learning.... or a powerful distraction.  Using technology to enable learners to be placed on babysitting platforms that remove the integral role of the teacher from the learning progression and support their learners receive, is a terrible move... but one that has occurred many times as schools attempt to provide opportunities for digital learning.

Our teachers are out greatest asset!  They are the ones who know their students; their needs, their challenges and their interests.  If we remove the key role of of the teacher in creating responsive learning pathways for students, nothing we offer them will be adequate, let alone accelerative.  

I'm excited to see Google thinking carefully about some elements that our programme really value and dedicate time to as well.  Here's hoping that this learning can be as fruitful as it looks!

In some discussions with some of my teachers this term, there is definitely a continual desire amongst our local teachers to work toward their goals for their learners.  What a wonderful opportunity for us all.

Moving On

 It's hard to believe how much time has passed and how much the world has changed since my last post.  In 2020, we took learning online, big time!

The COVID19 pandemic has changed education like never before.  In some ways, it has been a catalyst for change, a catalyst that was sorely needed in education in order to bring it into the 21st century.  We could not and should not still be learning like this:

Image attribution:

https://commons.wikimedia.org/wiki/File:StateLibQld_1_100348.jpg

Yet the acceleration into more contemporary modes of learning, in an online space, was also fraught with challenges.  Educators everywhere, unprepared for the shift and anxious in this new, open way of teaching and attempting to manage their families during lockdowns at the same time as adapting quickly to vastly different ways of teaching were vulnerable to products and platforms everywhere, peddling their wares.

Coming together in an online workshop forum, our local team offered a simplified approach to educators wanting to have support.  Google Meet and Google Sites, with limited links, to support learners in their changing education.

Learners everywhere were unprepared also.  Many had no internet or devices at home.  Those that did, were not necessarily prepared for the task of managing their time and online distractions in order to really fly in their learning. Some learners fared far better than they did usually in the classroom.  Some just disappeared.  Some learned from horse floats atop our remote hills.  Some with 'Nanny' (Kiwi for 'Nana or Gran or Grandma) sitting next to them, checking that they were focused, elbowing them when they weren't  and learning alongside their mokopuna (NZ Māori for grandchild).  The whole thing was a giant experiment for many.

Learners who had been part of schools that were already undertaking the use of Google Sites for learning found the transition easier, yet still many struggled with the lack of resources or the lack of preparedness to undertake online learning solo, without their teacher alongside them.

Here, in July 2021, many things in New Zealand have returned to normal.  Our trans tasman bubble between NZ and Australia has opened, and closed... and opened again.  Vaccinations are slow to get to NZ... unsurprising when hundreds are dying in other countries daily.  Many here are still wary of a vaccine developed under accelerated timeframes due to the dire need for them.  

What will stick?

Will the lessons we learned during the lockdowns in NZ continue to be acknowledged, explored and applied in preparedness for future such challenges?  Or will we head back to our classrooms hoping never to have to undertake a Google Meet again?

What can we do differently?  What will we?