Coaching Conversations

In my previous blogs, I talked about coaching relationships with teacher/ faculty, and in my other blog I discussed coaching as a benefit to professional development. In this blog, I want to discuss coaching in a college environment with seasoned/ veteran faculty members through coach/ teacher conversations.

As you think about teacher coaching and mentoring, you think of administrators who create the coaching environments and the schools who implement coaching/ mentoring among their teachers. Most of the readings I have reviewed in my instructional technology studies emphasizes the K-12 teachers but not much regarding faculty/ instructors in the college environment. Considering I am in higher education, I strongly feel that it's possible to coach and mentor faculty, although it is known they are usually seasoned and know their particular subjects very well. I also think that because we sometimes become caught up with that idea that we forget faculty need continuous classroom training along with professional development. The text states that "coaches can use the processes outlined in the book with any teacher in any school to improve performance" (Marzano & Simms, 2013, p. 213). With this in mind, I feel coaching can be adapted and used in the college setting to enhance faculty teaching in the classroom.

Using coach-teacher conversations such as: "(1) reflecting, (2) facilitating, (3) coaching, and (4) directing", will allow faculty to be mentored by a faculty coach to help them become more effective in their instruction )Marzano & Simms, 203, p. 213) The video below provides a detailed description as outlined in our text:

As you consider the different kinds of conversations, one understands that many of the instructors are  considered experts or seasoned in teaching, however, being coached on strategies to use in instruction may have an impact on student performance. In our college setting, we have an open door policy, which means we accept all students regardless of their test scores or high school GPA. It is a known fact a large amount of our students are under prepared and require additional support in understanding and learning so they are ready for college courses. They are placed in fundamental studies course that measures where they are and then curriculum designed and taught on various levels to improve their performance, increasing their achievement and be able to move to college level coursework. With this in mind, the coach-teacher conversation can be used to see how effective the strategies are and the areas in which the instructor could improve to maximize student learning.

The coach-teacher conversation is used to improve teacher instruction and improve student performance. Coaches use strategies to help teachers to recognize their strengths and weaknesses and develop growth goals so they are able to be more effective in their teaching. The following quote gives a description of what a coach is and does:






Reflection on this quote, helps the teacher and coach see that the responsibility of the teacher is to create a learning environment for students where they can grow and increase their level of achievement. The responsibility of the coach is to show the teacher areas for growth and improvements to enhance their classroom instruction. I believe it would be a great idea to create a coach-faculty relationship on campus that uses coach-teacher conversations to help identify areas of improvement in classroom instruction that will in turn increase student achievement.

Sources

Marzano, R. J., & Simms, J. A. (2013). Coaching Classroom Instruction . Bloomington, IN: Marzano Research

PCG (2010, October 14). Improving Instruction through strategic conversations with teachers [Video file]. Retrieved from YouTube website: https://www.youtube.com/watch?v=vCyLeMH2Ucg&t=14s

Creating a coaching relationship with your teacher/ faculty

We are living in the age where all things have become technical, tech savvy, technologically advanced, electronic devices, a microwavable response to almost everything. In our homes, jobs, extracurricular activities, schools and colleges. Technology has grown and become a staple in almost everything we do and have made our lives simpler, easier, most things at the push of a button.

Watch this video to see how technology has changed over the years:

As you can see, we have evolved in many ways that has caused us to lead simpler, faster and more efficient ways in response to technological changes. We are what authors have called "digital natives" and have become "immersed in these technologies" (Conefrey, 2016, p. 37). So much so that these technological changes have spilled over into the field of education and within our classrooms.

Administrators and educators have answered the call to integrating technology into course curriculum, classroom instruction and in teacher professional development. This has created the push to develop initiatives and strategic goals to include plans in implementing and teaching technology in schools. One area that requires emphasis is in faculty training and professional development that will create opportunities for them to meet students where they are and have an engaging learning experience through technology integration.

In thinking about technology integration between teachers/ faculty, you have to consider the coaching/mentoring relationship that has been established. In my previous blog, I discussed "Coaching as benefit to Professional Development" (Bynum, 2017), and gave some insight in coaching theories and models, putting them into practice and how it becomes a benefit to teacher growth and development and student success. This is done by setting growth goals and the coach works with the teacher to progress on a scale. The five levels of the scale are:

• Not Using (0)
• Beginning (1)
• Developing (2)
• Applying (3)
• Innovating (4)

In establishing these growth goals a coach must assist the teacher in moving from one level of the scale to the next. In order to progress through the scale, the coach must ensure the teacher can "understand the research and theory for his growth-goal element" (Marzano & Simms, 2013, p. 37) and apply a strategy that can be implemented in the classroom. Then the coaching relationship moves to the next level of the scale to helping the teacher identify parts of the strategy that may not work and correcting any mistakes. Once this has been determined then the teacher moves on to the next level and the coach assists the teacher in applying and integrating several strategies that meet students "unique needs" (Marzano & Simms, 2013, p. 155).

There are several ways to continue the coaching relationship with teachers/faculty. Conducting a self audit and establishing growth goals, helps the coach to assist the teacher in moving through a measurement scale that monitors their progress in implementing strategies in the classroom. The coach must mentor the teacher so that they are providing innovative strategies where students are growing and learning while at the same time building trust and strengthening the coaching relationship.

Conefrey, T. (2016, July-August). Technology in the college classroom: Crisis and opportunity. Educational Technology, 56(4), 37-40.

Marzano, R. J., & Simms, J. A. (2013). Coaching Classroom Instruction . Bloomington, IN: Marzano Research.

Coaching as a benefit to Professional Development

When we begin to think about coaching, several things come to mind: sports, teams, athletes, singers, dancers, etc. These groups uses coaches to help them in getting better at their craft or talent. Coaches work with them to help them to reach success.  In education, when one speaks of coaching, they are referring to the act of providing professional development, guidance, mentoring and help to novice, experienced and/or veteran teachers. Coaching has now become an increasing useful training tool that assists educators in becoming better teachers, developing their growth potential, and enhancing their skill coaching relationships. As the realm of education continues to evolve, many practices are being developed to make sure teachers have the skills they need to ensure their students are engaged in learning and are successful. In order to do that, teachers need coaches to help them establish goals, put those goals into action, and then evaluate their effectiveness.

Administrators are seeking new and innovative ways to train teachers in becoming better educators for their students. Various forms of professional development are being developed to increase teacher skill and training. Instructional coaching has become one of the tools being implemented to assist teachers in their development. The following video gives a brief description of instructional coaching and how it is useful:

After watching the video, one may wonder how many schools, principals or administrators should develop instructional coaching as a means of professional development for teachers. The question could be answered based upon data that may reveal that students progress increases and teachers overall are happy and seem fulfilled. Well, before you can make that determination you must conduct coaching research before you can actually begin to practice and measure its effectiveness.

"The term coach generally means helping someone move from where he or she is to where he or she needs or wants to be (Marzano & Simms, 2013, pp. 4). Coaching research are theories and models that are used to help with teacher growth and development. It supports coaches understanding on how to create effective relationships with teachers and work with them in developing strategies and tools to be more effective in the classroom. Just as you think of a coach helping it's team to play,giving them instructions and advice which will guide them in playing and ultimately winning. (The animated illustration shows how coaching can sometimes be misunderstood but at the same time still give you the tools needed to move ahead)

Coaching practice is when the coach guides the teacher to in implementing the theories and models learned from coaching research. They will work together to become better in teaching in the classroom and helping students to learn. In coaching practice, the coach and teacher form interactions that help with an effective coaching relationship. "When working together, a coach and teacher must establish a set of shared understandings and conditions that will drive the rest of their interaction" (Marzano & Simms, 2013, pp. 19). This interaction establishes the relationship, allows for them to create growth goals, and then measure those goals for effectiveness.            

                                            

When thinking about implementing teacher coaching, think about the ways in which you want your teachers to benefit from the coaching relationship. Think about the goals you are wanting to accomplish, how you want teachers to be more effective in the classroom, and most importantly think about how you want your students to be engaged in learning and achieving success. Understanding the theories and models in coaching research and then implementing them into coaching practice, will be a great benefit to teacher growth and development, which in turn becomes a benefit to successful students.

Sources

Johnson, J. (2016, August 22). What is an instructional coach [Video file]. Retrieved from Youtube website:  

        https://www.youtube.com/watch?v=kYWNV9nAcOo

Marzano, R. J., & Simms, J. A. (2013). Coaching Classroom Instruction . Bloomington, IN: Marzano Research.

My Voicethread about FERPA

This podcast will provide details on understanding the Family Educational Rights and Privacy Act and how it affects student records once the student reaches the age of 18. Understanding this law and how records are to be disclosed and protected are discussed in more detail. Take a look at the video below to learn more about the FERPA law and how it applies to you.




 

Engaging Our Students Podcast

In this blog, I will embed a video that provides insight on how to engage our students through using technology creatively in the classroom. By engaging our students we open their minds to use what they already know how to use and change the mindset by integrating technology in their learning. Take a listen to the Engaging Our Student Podcast below: