EDUC 5243: Week 2 Blog

 

Quote graphic with a beige background. On the left, large bold text reads: ‘Education first, technology second.’ – Liz Kolb. On the right, a boy wearing a virtual reality headset looks upward, symbolizing the use of technology in education.
(Graphic created in Canva, n.d.)

Coaching a Peer to Develop SMART Goals

For this week's assignment, I worked with Joanne and Sarah. For the purpose of this BLOG, I will be reflecting on Joanne’s SMART Goal. Joanne’s area of weakness was one I see all the time in schools, that is most teachers don’t know about technology resources that support students with learning disabilities, or they don’t know how to use them effectively. Joanne’s SMART goal is to research and share one new technology resource each month with her teaching colleagues throughout the school year, while also modeling the tools in her own classroom.

I think her goal is really practical and needed. Teachers are busy, and often professional development comes in overwhelming bursts. Sharing just one resource per month feels doable, and I like that she’s committed to using the resources herself before passing them along. That gives her credibility and shows the tools actually work in practice.

Looking at this through Kolb’s Triple E Framework, I can see how well her goal fits. She will: 

  • Engage teachers by showing them tools that make lessons more accessible and meaningful.

  • Enhance instruction by demonstrating how technology can remove barriers for students with learning differences.

  • Extend learning by encouraging colleagues to use these resources with a wider group of students, not just those with IEPs.

Her SMART goal also ties in strongly with the ISTE Standards. On the coach side, it connects to 4.4.c Collaborate to Accommodate Learner Needs, since Joanne is directly partnering with colleagues to design accessible digital environments. On the educator side, it fits 2.5.a Accommodate Learner Differences, because she’s helping teachers personalize learning through technology. And on the student side, it supports 1.1.b Customized Learning Environments, which emphasizes students building networks and customizing learning to meet their own needs (ISTE, n.d.-a; ISTE, n.d.-b).

If I could suggest one tweak to her SMART goal, it would be around the measurable piece. Right now, “one resource per month” is measurable, but it doesn’t show whether colleagues actually tried the tools. To make it stronger, Joanne could add a step like collecting quick feedback or aiming for a certain percentage of teachers to implement a resource.

Here are a few action steps that could support her goal:

  1. Create a shared document or folder where all resources are stored in one spot.

  2. Pair each monthly share with a short example of how she used it in her own classroom.

  3. Collect teacher feedback through a quick survey or informal check-ins to track what’s working.

  4. Share at least one student success story connected to each tool, keeping the focus on students, not just the tech.

Reflecting on this process, I realized how much I was stepping into the ISTE Coach Standard of Collaborator by working with Joanne. My role wasn’t to “fix” her goal, but to help refine it and add pieces that make it stronger and more measurable. Using the Triple E Framework gave me a great way to frame why her goal works and how it will impact both teachers and students. I also thought about ISTE’s Essential Conditions, especially the importance of ongoing professional learning and support. If Joanne has consistent opportunities to share, model, and get feedback, her colleagues are more likely to actually use and implement the tools she shares with them.

Overall, I think Joanne’s goal is a great example of something realistic but impactful. It keeps the focus on students while also building the capacity of teachers in her building.

References

Canva. (n.d.). [Infographic of the Triple E Framework created by Dana Setchell using Canva
elements]. Canva. https://www.canva.com

Kolb, L. (n.d.). Triple E Framework. Triple E Framework. https://www.tripleeframework.com/

ISTE. (n.d.-a). ISTE Standards for Students. https://iste.org/standards/students

ISTE. (n.d.-b). ISTE Standards for Educators. https://iste.org/standards/educators

ISTE. (n.d.-c). ISTE Standards for Coaches. https://iste.org/standards/coaches





Comments

  1. Alex FacciponteAugust 30, 2025 at 8:34 PM

    Hello Dana,
    I think Joanne pointed out an important goal. This issue of having difficulties supporting students with disabilities through technology is an issue in my district as well. There are many instances in which the student does not know how to use the assistive technology provided to them. Yet, the adults in the room do not know much in order to help them effectively. I like your idea in checking in on progress. I think many times a goal is set and everyone is looking towards the end instead of going through the growing pains which is an important step in accomplishing a goal. I think you provide great ideas for Joanne to help her accomplish her SMART goal. Overall, great post.
    Best,
    Alex Facciponte

    ReplyDelete
  2. Michael HeumannAugust 31, 2025 at 5:54 AM

    This is an exciting goal and fun experiment. I believe your approach is a good example of a Coach adhering to ISTE standards and exploring new instructional strategies. Having teachers able to conveniently share experiences, and give feedback is crucial to implementing any new module in the curriculum. I wonder if giving specific dates to submit or review a new technology, even implementing a reward/recognition system in place would motivate more educators to engage in the experiment.

    ReplyDelete
  3. Katrina LiferSeptember 3, 2025 at 1:14 AM

    This is such a wonderful way to enhance the classroom learning environment for these students. I agree with you on adding a way to measure if the teachers have used the tools in the classroom and checking on their progress with it, rather than just giving out the information on the tools. This is a great way to help fellow educators along with the students.

    ReplyDelete

Post a Comment

Popular posts from this blog

EDUC 5313: Week 3 Blog

Image
  Motivated to Learn: What Educators Can Take from How People Learn II This infographic shows key concepts from Chapter 6 of How People Learn II: Learners, Contexts, and Cultures . It shows how learners' cognitive beliefs, social identity, cultural context, and the learning environment itself all affect their motivation. The study stresses how important it is to encourage growth mindsets, create a curriculum that supports students' identities, and give students more freedom to learn. These ideas fit with Gura's focus on creativity in education, especially the idea that giving students a say and a choice might help them get interested in what they're learning. Rivero's ideas, such scaffolding for mastery and creating culturally responsive learning spaces, give teachers real tools to use to get their students interested in learning. The ISTE Empowered Learner standard follows these ideas by telling students to set their own goals, work toward mastery, and take charge ...
Read more

EDUC 5313: Week 1 Blog

Image
  Week 1 Blog: Introduction, Standards Integration, and Triple E Reflection Part 1: Who I Am and My Professional Goals Hey there! My name is Dana Setchell, and I currently teach middle school special education math (Adapted Math), working with students on IEPs in a pull-out classroom setting. I recently completed my master’s in Special Education Administration and am now working on my second master’s in Curriculum & Instruction with a focus on Educational Technology, both from Southeastern Oklahoma State University online. In the future, I hope to transition into a role where I can support teachers in using technology to enhance student learning while also promoting accessibility and differentiated instruction for diverse learners. I am passionate about empowering teachers to use technology to enhance learning while keeping it relevant for all students. Part 2: ISTE Standard, State Standards, and a Learning Activity ISTE Standards for Students with the Kansas College and Caree...
Read more

EDUC 5313: Week 2 Blog

Image
Image Source: https://images.app.goo.gl/a5TNEnX5Qa9QhUdj7 AIW, NETP, and the Triple E Framework Part 1: Authentic Intellectual Work (AIW) Authentic Intellectual Work (AIW) involves students engaging in meaningful, disciplined inquiry that produces work with value beyond school. Unlike traditional instruction, which often emphasizes memorization and isolated skills, AIW encourages students to apply knowledge to real-world problems, requiring critical thinking, construction of knowledge, and elaborated communication (Newmann et al., 2007). The three components of AIW are: Construction of Knowledge: Students organize, interpret, and analyze information. Disciplined Inquiry: Students apply prior knowledge to develop in-depth understanding. Value Beyond School: Work connects to real-life contexts. In Chapter 2, empirical evidence from Newmann et al. (2007) shows that when students engage in work emphasizing construction of knowledge and disciplined inquiry, they demonstrate higher level...
Read more