As a first-year math coach with a decade of classroom experience, my Observe-Participate-Lead (OPL) journey this year has centered on the intentional use of digital tools to strengthen math instruction, support teacher growth, and protect student privacy. Through a Kahoot mini professional development (PD) shared on X, a results-based coaching cycle, and Common Sense Media training on student privacy, I was able to move across all three phases of the OPL while grounding my work in the CETL framework.
Technology E-Panel with Alabama District Leaders (Participant)
I actively engaged in a technology e-panel discussion with technology specialists from multiple school districts across Alabama. As a participant, I asked questions related to technology implementation, infrastructure, instructional alignment, digital equity, and student data privacy. This dialogue provided insight into how district leaders evaluate digital tools, support teachers, and make policy-driven decisions.
CETL Alignment:
These leadership actions demonstrate Leadership and Vision through modeling and communicating effective technology practices. They reflect understanding of the educational environment by integrating digital tools to enhance math instruction and student learning. This also aligns with Managing Technology and Support Resources by reinforcing safe, ethical, and strategic use of digital tools.
Mini PD, Coaching, and Modeling Best Practices (Lead)
Throughout this experience, I created and shared a Kahoot mini professional development video on X, modeling strategies for using digital tools to promote number sense, mathematic discourse, collaboration, and formative assessment. This PD provided teachers with practical, immediately applicable ideas for their classrooms.
I am currently serving as a math coach at my school and implemented a results-based math coaching cycle supporting teachers through co-planning, observation, debriefing, and reflection. Within this cycle, I intentionally modeled how digital tools can be paired with hands-on manipulatives to support differentiated instruction to improve student outcomes. Coaching data demonstrated that purposeful, standards-aligned technology use contributed to measurable student growth.
In addition to leading a PD and facilitating a coaching cycle, I developed a math instruction infographic highlighting the benefits of digital tools, including visualization of thinking collaboration, differentiation, and accessibility. This artifact served as a leadership resource to communicate a clear vision for effective and responsible technology integration.
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CETL Alignment:
These leaderships actions align strongly with Leadership and Vision by clearly communicating and modeling purposeful, student-centered technology use. They demonstrate Understanding of the Educational Environment by integrating digital tools in ways that enhance mathematics instruction and support conceptual understanding. They also reflect Managing Technology and Support Resources by reinforcing safe, ethical, and strategic use of digital tools within instructional settings.
Reflection
This OPL experience demonstrates my growth as an instructional technology leader who can observe systems, participate in professional learning, and lead meaningful change. Moving forward, I will continue to align coaching, professional development, and digital resource selection to the CETL Framework by supporting teachers in using technology that is intentional, ethical, and impactful for student learning.
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