Coaches: We Need Them

According to Sir John Whitmore, “Coaching is unlocking people’s potential to maximize their own performance”. This quote resonates with me because it is relevant in so many different situations. The Marzano Focused Teacher Evaluation Model is designed to allow administrators to discriminate between levels of teacher performance fairly and objectively (Marzano, 2017, pg.5).The four components of the model are: standards- based planning, standards-based instruction, conditions for learning, and professional responsibility, with each housing at least 10 elements. Because of this evaluative tool that administrators use with educators, coaches are greatly needed.

Coaches provide support for teachers as they “progress through the five levels of the scale: Not Using (0), Beginning (1), Developing (2), Applying (3), and Innovating (4)” (Marzano & Simms, 2013, pg. 35).  As I reflect on the reading, I think about the coaching that takes place in my school. As the lead teacher mentor, I spend a lot of time with new teachers and the number one concern has been classroom management. New teachers come into the classroom with textbook knowledge and they lack the on the job training; therefore, the first thing I notice while inside their classrooms is the lack of classroom norms as well as processes and procedures. As I debrief with teachers, they immediately talk about the things they noticed and they complete the self- audit. As a result, they set their goal. I then provide them with what the research says about establishing and maintaining classroom rules and procedures. Since this element was not evident within their class, they received a (0) for not using. Action steps are given to the teacher, so they can move from Not Using (0) to Beginning (1). As Marzano & Simms (2013) state, “Once a teacher understands the research and theory for an element, the coach provides him with a list of strategies for the element” (pg. 37).

It is the coaches charge to continue to develop teachers; therefore, monitoring teachers as they perform the strategies and providing constructive feedback enables teachers to adjust what they are not doing. Once they are performing the strategies correctly, they move from Beginning (1) to Developing (2). As the teacher(s) and the coach begin to focus on students’ responses to the strategy and the teacher adjusts obtain the desired results, the teacher now moves from Developing (2) to Applying (3). In order to move from Applying (3) to Innovating (4), a teacher must have mastered several strategies for a given element. When I witness a class where the students are holding each other accountable for their actions, applying problem-solving strategies, and creating an environment that is conducive to learning, I have evidence that the teacher has progressed from Not Using (0) to Innovating (4).

This process works with technology coaches as well. Technology coaches who work with educators collaboratively during PLC, using the Technology Integration Planning Cycle (TIPC) can coach teachers on how to select the proper device and/or tool based on the learning targets for the lesson.  As technology coaches continue to work with teachers, teachers will progress in their ability to effectively integrate technology, which will have a positive impact on students’ ability to properly utilize technology for their learning needs. “Just like with teaching, integration specialists need to differentiate instruction and support to meet the needs of the teachers. There is no one-size-fits-all approach. It is a collaborative cycle of support that should consist of setting goals with the teacher, co-planning lessons, observing the teacher in action and then debriefing after the lesson” (Joseph & Fisher, 2018).

References

Joseph, M. & Fisher, E. (2018). The 6 fundamentals of technology: Coaching educators must be properly trained before integrating a new device or software into their classrooms. Retrieved from https://edtechmagazine.com/k12/article/2018/06/6-fundamentals-technology-coaching.

Marzano, R.J. & Simms, J.A. (2013). Coaching classroom instruction. Marzano Research Laboratory: Bloomington, IN.

[Edutopia] [2015, June 24]. Instructional Coaching: Driving Meaningful Tech Integration [Video File]. Retrieved from https://www.youtube.com/watch?v=4l5JBUacW1w.

Coaching: "The Process"

Anyone who really knows me knows that I am an Alabama fan and I love college football. Being a fan of Alabama football, it is natural for me to admire Coach Nick Saban. My admiration for him comes as a result of what he has done as the head football coach at The University of Alabama. Not only has he produced successful players, he has mentored other coaches who have since moved on and received head coaching positions. I mention Nick Saban because of “The Process” that he follows as a coach and the buy-in he gets from his players. In education, coaching is a process and it requires buy-in.

According to Marzano and Simms (2012), “With a complex endeavor such as teaching, it is extremely difficult to reach and then maintain the highest levels of performance without help. The most effective help commonly comes in the form of coaching” (pg. 3). As previously stated, coaching is a process that requires buy-in. As an instructional coach, I understand the importance of buy-in. Teachers want to know that you care, and you are present to assist them in becoming the best. Coaching supports teachers to improve their capacity to reflect and apply their learning to their work with students and in their work with each other (Aguilar, 2016).

My reason for becoming an instructional coach was/is to have the ability to positively reach more students through coaching teachers. There is not a lot of research regarding coaching and the impact it has on student achievement; however, there is research pertaining to coaching and the impact it has on teachers. Joyce and Showers (2002) found that coaching helped teachers transfer their training to the classroom (Marzano & Simms, 2012, pg. 5). Additionally, Aguilar states in her blog that “Coaching is an embedded support that attempts to respond to student and teacher needs in ongoing, consistent, dedicated ways. The likelihood of using new learning and sharing responsibility rises when colleagues, guided by a coach, work together and hold each other accountable for improved teaching and learning.”

So, when we think about coaching and the research regarding the effect it has on teaching and learning, we cannot ignore “The Process”. For effective coaching to take place, it must be properly implemented. Implementation begins with building a relationship grounded in trust.  Secondly, is to provide teachers with timely feedback that is nonevaluative. Lastly, providing the opportunity for teachers to choose what they work on. Coaching enables others to see things in themselves that they once could not see. As you watch the video below, think about “The Process” and what this coach does to motivate all players. Is this not what coaches do in schools every day? They are in the trenches (they understand), they push teachers, while letting them know that they understand their frustration, but they are going to keep moving.Watch the video two or three times, so you can notice something different each time.

                                                            References

Aguilar, E. (2016). The Art of Coaching Teams: Building Resilient Communities that Transform Schools. Jossey-Bass: San Francisco, CA.

 Marzano, R.J. & Simms, J.A. (2012). Coaching classroom instruction. Marzano Research Laboratory: Bloomington, IN.
[Workout Naturally]. [2011, July 15 ]. Motivational Coach Teaches How to Overcome Our Limits! [Video File]. Retrieved from https
https://www.youtube.com/watch?v=VaEgT0hVuS0