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:

Strategic Planning

During our group discussion regarding chapters 12 and 13 in the textbook: Educational Leadership and Planning for Technology, one of my questions to those who are apart of my group was how did school districts determine their budgets for technology, and if anyone knew exactly how much does a school district spend. I wanted to find out so that I could have a clear picture in my mind about the true costs and how some districts may go about funding their technology initiatives on a yearly basis.

The textbook tells us that as school districts begin to develop and plan their proposals for technology they should use a variety of sources. Picciano tells us "there are four major funding sources: school district budget, bond issues, governmental entities, and gifts and grants" (p. 260). In reading the text, I thought about how often I hear how the state of Alabama education lacks funding or there will be a budget shortfall etc., and/ or how school districts are not getting the same amount of funds from previous years. The question still remains on how does a school, district, board, or state fund any of its technology programs?

 I learned during our group discussion that the monies could reach into the millions, especially if  a district needs upgrades or replacements, purchase supplies, ongoing maintenance or just placing laptops or Chromebooks within each schools classrooms. Also, I learned that districts break down their costs from a per student basis. (see caption that shows total revenue per student in Jefferson County, Alabama for fiscal year 2012-2013, (Technology In Schools, 2002)). That's a lot of money to consider when creating your budgets, but I'm curious as to why some school districts seem to fall short or not have enough or at all to implement, develop and run full updated and maintain technology programs.


Planning. Strategic Planning. Throughout the text we've read how to plan for technology within school districts and how to evaluate your hardware, software, creating budgets, and sources of funding. "One of the major issues impeding the establishment of successful technology programs is the schools lack of careful and effective planning" (Picciano, 2011, p. 10). The video below gives administrators a look into 5 tips to create a strategic plan for your school district:

"In the planning process, budgets can inform the allocation of resources. Knowing what has been expended supports future planning by comparing prior inputs to expenditures and allows decisions to be made about relative priorities" (Technology In Schools, 2002). To begin this process school districts can use the tips as a baseline idea of what and how to get started with planning their budgets and seeking sources for funding. Picciano states that"The school district budget, generally, is the primary source of funds for implementing technology applications" (Picciano, 2011, p. 260).

 Through additional research I found a school district technology template that could be used to start the planning and begin to establish a budget to fund district computer technologies. Districts can then focus on getting support from their boards of education and seek out additional funding sources.

http://www.scilearn.com/sites/default/files/imported/alldocs/cp/school-district-technology-plan.pdf

Sources:

NJASA (2012, November 8). Five Tips to Create A Strategic Plan For Your School District. Retrieved April 27, 2016, from Youtube website: https://www.youtube.com/watch?v=F7YW6DWn8v4

Picciano, A.G. (2011). Educational leadership and planning for technology (5th ed.) Upper Saddle River, NJ: Pearson.

Technology In Schools. (2002, November). National Center for Edcuational Statistics. Retrieved April 28, 2016, from https://nces.ed.gov/pubs2003/tech_schools/index.asp

Intentional

Researching for an education topic to blog about was not an easy task. I thought randomly looking at tweets, Facebook pages, newsfeeds on Flipboard, etc., would be a simple search to find an education topic that showed social interaction on the Web. It was not as simple as I had thought. Research has never been simple, it does take time and it's not a hurried, look it up quickly task. As I pondered on what I was going to look for and from where, I had to remember the general idea when it comes to crafting digital writing. The MAPS heuristic comes to mind and on page 20 of Crafting Digital Writing: Composing Texts Across Media and Genres, Troy Hicks states that when we craft we should consider:

• Mode: the genre of a text
• Media: the form(s) in which a text is created
• Audience: the reader, listener, or viewer of the text, both intended and incidental
• Purpose: the action the author takes, in both an academic and a personal sense
• Situation: the context for the writer herself or himself, as well as the demands of the writing task

This framework provides a guide in helping students to be intentional in their writing or 'craft'. "Being intentional with the writing, we need to ask: What is the purpose of the message?" (Hicks 2013, pg. 46). As I looked for educational topics, I kept saying over and over to myself, what is it that I want my readers to see from this blog and how the MAPS heuristic is being applied. 

I chose to review the website of Alabama Education Association Facebook page and view their posts and responses. This particular post caught my attention:

https://www.facebook.com/AlabamaEducationAssociation/posts/1218022601541198

In reviewing this post and the responses to it, I thought about what was the writers intent when she begin writing? What was her purpose when she began writing? And who is her audience and was she expecting the responses she received? In reading the post, I can see that she was very intentional in getting her point across about her thoughts and feelings on the ACT Aspire testing policies and procedures with regards to teacher evaluations. She provided several examples on how it can become a huge problem and how the test results be  unfairly used to evaluate teachers. She encouraged all educators to contact the Senators and State Board of Education by providing a link to a Google doc listing the Senators contact information, as well as the email contacts for the State Board of Education at the end of her post.

  I do believe the writer's intent was to inform and cause her audience to act. She provided her thoughts and supported them with examples. She then provided additional information to provoke her audience to take action. To make this post more digitally enhanced, I would suggest she make a video using an online video editor such as WeVideo (www.wevideo.com), with her voice recording and speak her concerns. The content of the video could be different photos of students testing, teachers being shown as proctors, and/or students with thought bubbles over their heads showing the comments the students made to her about the test. As the video moves through these 'scenes', you will hear her voice recording. These scenes could be a series of panning in and out, zooming in/out, rotating scenes, showing emphasis on certain photos, and maybe adding some text to photos as they changed throughout the video. (view example personal narrative video)

At the end of her post, I would keep the doc with the contact information and the BOE contact list but making sure that the hyper links are activated on the doc so that it would be easier to just click and create the email she suggested. 



I would also suggest she start a Twitter feed and use a hashtag#, for example #VotENoSB316, to reach more people and get buy in and began a continuous conversation about the bill as well as generate other ideas to get others to act quickly. (see video on how to create a hashtag#)

I'm sure there are other ways that this writer could have done to be more digitally enhanced in her posting. These are just a few suggestions that I thought of as I reflected back on the text written by Troy Hicks. Focusing on the MAPS heuristic while developing your text or video allows the writer to become intentional and allowing them to think deeply and creatively. While this writer is a professional educator she could have created her post as Hicks suggests on page 144, to "Analyze.Discern.Participate". She could have employed these concepts and her voice could have made a huge impact and touched a larger audience. 

References:

Hicks, T. (2013). Crafting Digital Writing: Composing Texts Across Media and Genres. Portsmouth, NH: Heinemann.

https://www.youtube.com/watch?v=4Ml331sbWtE

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