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).
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.
Lisa, I enjoyed reading your personal perspective on the coaching model. I agree that coaching is not a one-size-fits-all scenario. It is often easy to see the growth and impact of coaching with newer teachers. Marzano and Simms point at, "Just as there are many aspects of coaching, so too are there many views of the goals of coaching" (p. 8). They go on to illustrate multiple coaching goals. Sometimes, the goals and coaching effects may be less visible or more difficult to achieve with teachers who have been in the game longer. I think the same can be said for technology coaching.
ReplyDeleteResource
Marzano, R.J. & Simms, J.A. (2012). Coaching classroom instruction. Marzano Research Laboratory: Bloomington, IN.
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ReplyDeleteI agree! When it comes to new teachers, classroom management typically is what most new teachers need coached in. I am fortunate to be a part of a system that recognizes this and as a result has developed a New Teacher Mentoring Program. The program consists of four components: Collaboration Calendar (used weekly to guide collaboration and document meetings), New Teacher Self-Reflection Video (New teacher shares video with mentor), Teacher Observation (New teacher observes another teacher), and COMP/ Classroom Management Training. According to research conducted by Joyce and Showers (2002), assistance by a peer or outside source, resulted in greater classroom implementation than what was achieved by teachers who were trained, but did not have the long term support of coaching. This new teacher orientation provides just that throughout the school year. No matter how well a teacher is trained, few can sustain their best performance on their own (Marzano and Simms, 2013).
ReplyDeleteReferences
Joyce, B. & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Marzano, R. & Simms, J. (2013). Coaching classroom instruction. Marzano Research Laboratory: Bloomington, IN.