ABSTRACT
This chapter focuses on how tech coaches can develop clarity about their role, what is expected of them, and how to begin developing the critical relationships with teachers' necessary to work together on new initiatives. It explores how to work from a stance of curiosity as a coach, determine a coachee’s level of will and skill with technology, and how to adapt coaching stances and language to create a coaching scenario that is just right for a colleagues’ level of readiness. Coaches must operate in a similar fashion. A critical underlying assumption of good coaching is Positive Presupposition. With a coaching focus on supporting skill development, an experienced educator will really fly. Coaches may see technology being utilized mainly as a replacement for paper and pencil tasks, or see a comfort with the technology they use already, along with an understanding of how the applications connect with their outcomes.
