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.
For so long, educators have worked with the colleagues and the only feedback they receive is through evaluations. I love that instructional coaching is becoming prevalent in schools as it helps teachers to become better teachers. When teachers become better, students are more successful and learn more!
ReplyDeleteI love that the video states coaches are not evaluators. Marzano and Simms (2013) state "effective communication can only take place in a nonthreatening environment", "by encouraging coaches to focus on their feedback on inquiry rather than evaluation", and "the mentee will not be mentored by their boss" (p.9). While some administrators have great relationships with their faculty and staff, it is no the norm for teachers to feel comfortable enough to enter into a coaching relationship with an administrator and not feel as though they are being evaluated at the same time. It is obvious that Marzano and Simms agree. From the research you provided, a coaching relationship can be very beneficial when implemented correctly and in a nonthreatening environment. The end goal is for the students to benefit academically!
Marzano, R.J. (2013). Coaching classroom instruction. IN: Marzano Research.
I enjoyed your blog and what you are saying about coaches teaching teachers. I agree with what you said about "They will work together to become better in teaching in the classroom and helping students to learn." I think it is so important that the coaches are continuously going into the classroom and working with the teachers and modeling what to content and curriculum are supposed to look like and guiding them on how to use effective strategies and what goals to set. However, doing so in a none threatening way. Coaches are there to be a support to an evaluator. Its important for a coach to build trust as well. Marzano and Simms (2013) "explained that allowing someone to choose what to work on and how to work on it builds trust and keeps a coaching relationship from becoming manipulative" (p. 11).
ReplyDeleteMarzano, R.J. (2013). Coaching classroom instruction. IN: Marzano Research.