The Coaching Relationship

In the 21st century classroom, teachers are very overwhelmed with the requirements placed on them, and are frequently asked to do more. Many are often left feeling they are no longer in control of their classroom due to heavy curriculum requirements. When change is enforced from the district level that requires coaching, teachers may feel like they are being graded, and hesitant to share areas they consider weaknesses with their coaches. Currently, my school district wants teachers to incorporate Google into the classroom. Very reasonable expectations have been established on the school level, allowing teachers to ask for help when needed. Over the summer, a Google training course was offered to all teachers. As an incentive for sharing knowledge with others, teachers were awarded with a Google Elite status when they trained at least one teacher. After the training this summer, I implemented a Google Basics class for all teachers. The teacher I am coaching is excited to incorporate new technology into her teaching practice. She is fairly new to Google, and wants more information to utilize it effectively. When positive coaching relationships are encouraged by the district, teachers will have positive attitudes to try new skills in their classroom. Whether a new initiative is introduced on the district level or a teacher wants to implement a new strategy in the classroom, an attitude that is ready for change is key.

Coaches must form a positive rapport with the teacher as quickly as possible to build trust; however, some teachers are very reluctant to establish a relationship if the coach is viewed as an authoritarian. According to Marzano and Simms (2012), getting to know teachers by inviting them to lunch or grading papers with them after school is a great way to build a relationship. Additionally, using positive nonverbal cues, meeting in a neutral location, and explaining information that will be kept confidential will help build trust between the coach and teacher. Coaches set the tone when building a relationship of mutual trust and respect so that teachers are comfortable asking questions to improve their teaching practice. When teachers trust coaches, learning occurs on a much more meaningful level.

Teachers have limited opportunities within the school day to be observed, to observe other teachers, to pause and reflect on the details of specific classroom moments, and to receive support from colleagues. Teachers may find themselves flying solo when trying a new technique, refining practice, or facing challenges in their classroom. Marzano and Simms (2012) share that modeling and feedback are key areas when coaching a teacher. Modeling a lesson is much more meaningful than simply explaining the concept. Teachers can take notes on how the lesson was executed, as well as observe student engagement and participation. After the lesson is modeled, teachers can try the new technique or skill while the coach observes. Marzano and Simms (2012) explain that feedback has to be timely and specific to areas that need improvement. Regardless of whether the feedback is instant, formal, or informal, teachers need consistent feedback throughout the coaching process. Starting with informal positive feedback, a casual email or note builds trust and strengthens the coaching relationship. More thorough feedback during a scheduled time allows the coach to dive deeper into the progress of the teacher and allows the teacher to ask questions.

Aguilar, E. (2013). Coaching new teachers: The importance of modeling.

          Retrieved from: http://blogs.edweek.org/teachers/coaching_teac

          hers/2013/00/coaching_new_teachers_the_impo.html

Marzano, R.J. & Simms, J.A. (2012). Coaching classroom instruction.

          Marzano Research Laboratory Bloomington, IN.

Beginning to Innovating Instruction

Marzano and Simms (2012) explain that a common thread for coaches and teachers is incorporating research to improve instructional practice. Incorporating researched-based strategies is essential to move toward the growth goal. Coaches and teachers must work together to build strategies to transition from level 0, not using, to level 4, innovating. Engaging in research to build a solid foundation of skills, specifically skills that are technology-based, is essential to improve instruction. Working closely together to transition to a higher level of instructional practice requires support. Coaching requires a mutual bond with teachers, allowing a relationship founded on trust to emphasize growth and learning.

                                                       

As part of Marzano and Simms (2012) coaching continuum, coaches must transition between consultant, collaborator-mentor, and coach. Reviewing relevant research to meet the needs of students allow teachers to move from level 0, not using, to level 1, beginning. Marzano and Simms (2012) explain that teachers transition from level 1, beginning, to level 2, developing, when a teacher corrects errors or omissions within the strategy that is chosen. Immediate corrective feedback is extremely beneficial for teachers. Marzano and Simms (2012) state that coaches can observe instruction in real-time and provide immediate feedback through bug-in-ear technology to assist teachers as they monitor students’ responses to a certain strategy. This allows teachers to instantly identify errors within the practice through a hands-on application.

The following video, presented by Edward Barnes (2013), demonstrates an effective way for coaches to communicate successes and techniques to adjust instruction with teachers through a coaching continuum model. Barnes (2013) explains that working with teachers should be a collegial experience, focusing on the positives first, and growing through a reflective process. Coaches and teachers engage in these conversations with a face to face meeting or through a virtual application such as Skype or Google Hangouts.

                                                       

Providing feedback on the growth goals is key as teachers transition from a level 2, developing, to a level 3, applying. According to Marzano and Simms (2012) teachers are applying instructional strategies when they are fluently assessing the needs of the students and adjusting the instruction accordingly.

  

Marzano and Simms (2012) explain that "a macrostrategy is a set of instructional strategies uses for a specific purpose" (p.155). Macrostragies are typically researched-based strategies that are proven to be effective for teachers on the applying level. Once a teacher is actively engaging in multiple strategies, a macrostrategy can be developed through a combination of the skills. When teachers are utilizing a plethora of combined strategies, they transition from the applying level to the innovative stage. As a special education teacher I am constantly adapting strategies to individualize instruction to meet the needs of all learners. Marzano and Simms (2012) explain that on the innovating level, teachers adapt research-based strategies to benefit diverse learners. Examples of differentiation strategies include small-group instruction, alternative assignments, and scaffolded assignments.  

References

Barnes, E. (2013, October 10). Teacher coaching conversations [Video file]. Retrieved

          from https://www.youtube.com/watch?v=x8lqvaiSglA

Marzano, R.J. & Simms, J.A. (2012). Coaching classroom instruction. Marzano

          Research Laboratory Bloomington, IN.

As I researched for articles and videos to learn more about effective coaching for teachers and administrators, I found several mentor scenarios for first year teachers. While first year teachers need additional support and resources to establish a strong foundation in the classroom, all teachers will benefit from an instructional coaching model. The terms coaching and mentoring seem as if they could be used interchangeably, but there are very significant differences. Marzano & Simms (2012) explain that a mentor assists a new teacher in the school environment by gathering resource or explaining administrative procedures. On the other hand, the sole intent of coaching is promoting instruction.

          Determining strengths and areas of need are a major contributing factors when coaches are assigned to teachers or administrators. Marzano & Simms (2012) found that the process for coaching should be systematic and driven by goals to establish change. The benefit of knowledge and experience is critical to engage others in new instructional strategies. Continuing instructional support in the training process allows teachers and administrators to engage in new strategies to move toward best practices through a hands-on approach. The following video explains instructional coaching as an opportunity to learn from mistakes and failures through a collaborative approach to professional growth.

According to Marzano & Simms (2012), there is limited research that links teacher coaching with higher student achievement; however, it is reasonable to assume that effective coaching will provide a positive impact for teachers. Increasing student achievement should be a major focus during the coaching process. Aguilar (2013) states that the Annenberg Foundation for Education Reform exhibits the most in depth study on teacher coaching. According to the study, beneficial coaching inspires collaboration and reflection between the coach and trainee. Throughout the coaching process, detailed data should be gathered to monitor and assess teacher and student growth. Beginning with clear goals for coaching is key for successful implementation. According to Aguilar (2013), the Annenberg Foundation for Education Reform also found that teacher coaching encourages positive cultural change, utilizes data to drive instruction, promotes the implementation of learning and mutual accountability, and supports collective leadership. As more studies emerge on teacher coaching, the process of reflection and data collection will prove to be extremely beneficial to improve professional practice; therefore providing meaningful and engaging learning experiences for students. 

References

Aguilar, E. (2013). How coaching can impact teachers, principals,

            and students. Retrieved from http://www.edutopia.org/blog/

            coaching-impact-teachers-principals-students-elena-aguilar

Gardner, A. (2014, August 12). Instructional Coaching [Video file].

           Retrieved from https://www.youtube.com/watch?v=32a5pR3CUEc

Marzano, R.J. & Simms, J.A. (2012). Coaching classroom instruction. 

            Marzano Research Laboratory Bloomington, IN.

Instructional Design 101

         Instructional design can be very overwhelming. Before this course, I was unsure of the best way to pinpoint the needs of a school, or on a larger scale, a school district. Where does an instructional designer start? How can the instructional designer determine the most important elements to include in a training?

         Instructional design requires an in depth analysis of the learners, content, and training materials. According the Larson and Lockee (2014), the Addie model focuses on instruction with the end in mind; therefore, instructional designers should evaluate instruction throughout the training. Formative and summative assessments will ensure that the training is benefiting the learners, as well as meeting their instructional needs. Larson and Lockee (2014) explain that instructional design projects are implemented to solve a need, or address an instructional challenge. A needs analysis to collect data and make informed decisions will assist the instructional designer to prioritize the needs identified. While this is my first time planning a training session, in the future, I will make the designing process as collaborative as possible. Instructional design requires perspectives from multiple sources to create effective and meaningful instruction. By collaborating with others in different roles, designing and implementing instruction will be less overwhelming and more beneficial to the learners.

         A district wide initiative to incorporate Google in K-12 classrooms will be implemented this year. I work in a K-5 school, and most teachers are new to Google. I will provide a basics of Google training at the beginning of the year to provide an overview. I am planning to use Google Slides to introduce Google by navigating through the main features. Once the basics of Google have been presented, I will divide the learners into the groups to explore one component of Google. The learners will focus specifically on Google Docs including formatting tools, researching tools, and extensions. Groups will be given a specific task to explore and discuss with guided questions. The extensions group will search for at least one extension and discuss in group. The formatting group will try at least three different formatting tools and discuss similarities and differences to MS Word. The researching group will research a picture, quote, and word in dictionary as well as cite a source. While the groups are exploring their topic, they will discuss the specific feature in relation to instruction. By the end of the training, my goal for learners is to successfully answer the question "how can I use this in my classroom?" Screencasts will be available for the learners to practice creating a Google Form, creating a slide in Google Slides, using Flubarroo to assist with grading in Google Sheets, setting up a class in Google Classroom, and creating announcements and assignments in Google Classroom. All of the training materials will be available on this folder in Google Drive.

References

Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to 

          Instructional Design. New York: Routledge.

Plan, Plan, Plan

          Planning, one of the most common words for educators. We plan everything from lesson plans to field trips. Planning, a never ending cycle to ensures all students are receiving quality instruction. But how can instructional designers predict technological factors that will influence the design of instruction? Larson and Lockee (2014) provide numerous technological factors to consider when planning for instruction including consulting project analysis data, support requirements, and media affordances. Identifying and considering these factors is essential to determine advantages and challenges. Planning is required, but where do instructional designers start?

          When providing training, not all learners will have the same prior knowledge; some learners may be very advanced, while others need basic instruction to build a solid foundation. Larson and Lockee (2014) explain that instructional designers should apply information from the project analysis data to design instruction around prior knowledge, interests, and goals. Surveys that ask learners to rate their own ability level, as well as identify strengths and interests, will allow the trainer to target specific instruction to cater to the learner's needs. While this requires additional planning, this feedback will provide valuable information to ensure the topic of instruction is relevant and beneficial for the learners.

          Instructional designers must also consider the delivery mode of their presentation. Will the instruction occur face-to-face, online, or blended? Larson and Lockee (2014) state that considerations of content, strategies, and characteristics of learners are necessary when selecting media. By determining the delivery mode, instructional designers can focus on the most effective technologies to incorporate into the training. For example, a face to face training session may utilize Chromebooks to learn a new feature on Google, while online learning may utilize Google hangouts to inquire new skills. The technology options are endless; therefore, planning for technology integration in instructional design requires a deep understanding of instructional strategies. 

          Technology is constantly changing. Applying current technology as well emerging technologies will ensure the instruction is relevant. However, this is a very overwhelming task for instructional designers. Larson and Lockee (2014) explain that guidelines such as Churches' Bloom's Digital Taxonomy will assist instructional designers to make informed decisions and assure learners are developing a higher order skill set. This requires instructional designers to continually research and plan for advancing technology. Online tools such as journal articles, e-books, blogs are valuable resources to manage the information overload. 

         While reviewing the list of technology tools, I chose Kahoot. Kahoot is a free game based platform that provides the option of creating a game or using games previously created by other users. This technology tool is very practical because learners can work individually or in groups when technology is limited. I think it would be a quick way to formatively assess learners during a training session or in the classroom. Kahoot will engage all learners as well as motivate them during instruction.

References   

  

 Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to Instructional 

         
          Design. New York: Routledge.  

Roberts, C. (2011). Bloom’s digital taxonomy. Retrieved from   

          http://digitallearningworld.com/blooms-digital-taxonomy

The Heart of Instructional Design

When I start a new class or attend a training, the first thing I look at is the syllabus or agenda. I want to know the purpose of the class as well as the instructor's expectations.  Larson and Lockee (2014) explain that creating effective instructional design requires the instructor to write objectives from the viewpoint of the student. Well designed objectives includes an accurate picture of what the learner should know by the end of instruction. According to Larson and Lockee (2014), Bloom's Taxonomy is a set of thinking skills that has been widely used to define outcomes and communicate expectation to learners. As educators, we have all seen the Bloom's chart a thousands of times, but look at the adjectives to measure learning. Bloom has determined the sequence of learning objectives in a logical sequence; however, the pyramid is upside down. To promote higher order thinking, the most emphasis should be placed on creating, not simply remembering. What is the best way for instructional designers to turn the triangle the correct way to ensure all learners are engaging in content in meaningful ways?

Larson and Lockee (2014) state that instructional strategies are the heart of instructional design. To plan with the learning objectives, or end result, in mind, designers need to determine the desired results, identify evidence that the learners achieved the objectives, and plan learning experiences toward reaching the results. Implementing effective strategies with any training session is necessary to engage learners as well as monitor progress. As I prepare for the professional development in the fall, I want to ensure all teachers have a chance to provide feedback on what they would like to learn as well as what they already know. Because I am introducing features on Google, I will send out a survey through Google Forms to collect data from teachers. This information will drive instruction so that the training is not too repetitive or too advanced.

So let's go back to Bloom's Taxonomy. Analyzing, Evaluating, and Creating should be occurring frequently during instruction. Learners need useful and relevant information and skills to implement in the classroom once the training session is over. What are some strategies to implement that require learners to analyze, evaluate, or create? Even during an introduction training course, teachers can create a product that is beneficial in the classroom. For example, another strategy to foster learning during Google training is creating a product in Docs, Forms, or Slides. When introducing Docs, teachers can create a document and share it with their grade level. Outlining specific criteria before teachers create a document such as uploading previously created lesson plans from Microsoft Office to Google Docs, incorporating different fonts, or inserting a picture will ensure teachers are exploring different tools available. This collaborative approach to learning ensures teachers are learning while working with their peers to gain a better understanding of the program.

References   

  

 Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to Instructional 

          Design. New York: Routledge.  

  

Instructional Strategies (2011). Simple yet effective instructional strategies for 

          teaching. Retrieved from http://instructionalstrategies.org/.

ED 601 Module 1 Reflection

          Learning experiences must provide a link to previous knowledge to learn and apply new information. The most memorable learning experience I had growing up was learning how to cook. I was most interested in recipes that included a picture of the final product, and turned to my mom to teach me. She provided me with the basics of cooking through hands-on, step by step instruction. According to Larson and Lockee (2014), "Well designed instruction captures the attention of learners and prompts them to interact with the content" (p.31). Beneficial learning experiences, regardless of content, require good instructional design. But where do we start?

          As I read through the text, I thought about the most important technology needs within my school as well as how to deliver the information without going over someone's head or boring them with repetitive information. Larson and Lockee (2014) explains that the ADDIE model, acronym for Analysis, Design, Development, Implementation, and Evaluation, is an instructional design model representing activities to be accomplished to form an effective "recipe." In the analysis phase, clear goals need to be established, steps to achieve goal should be determined, evaluate what the learner already knows, and determine the learning objectives. The following video explains the first part of the ADDIE model, analysis, by comparing the activity to cooking.

         
          As a special education teacher, I am constantly designing accommodated, modified, and individualized instruction. As I read this text, I wondered how an instructional designer would plan ahead to ensure all learning needs are met. A wide range in ability, differing learning styles, and varying attention spans should be considered when analyzing the instructional design. This includes different learning styles, but also a wide variety of experience with technology. Hands-on instruction ensures students are receiving auditory instruction, a visual, and an opportunity to engage in the content. While hands on learning is essential, more diverse instruction is necessary. When new information is introduced, it can seem very overwhelming. Providing handouts to review the information and share resources is very beneficial to those learning the material. Additional resources can be compiled on a website for an efficient reference for students. While it may seem overwhelming to create a variety of resources, ultimately each student will understand the concepts, reducing the amount of additional instruction in the future.

 

 

                                                       References

jclarkgardner. (2011, September 25). The ADDIE analysis phase [Video file].
           Retrieved from https://www.youtube.com/watch?v=JZdv5lrJs4U

Larson, M., & Lockee, B. (2014). Streamlined ID: A practical guide to
          Instructional Design. New York: Routledge.

Planning for the Future-Centralized vs. Decentralized Computer Labs

               When I was in elementary school, I remember going the computer lab to learn how to type. A computer teacher would supervise the class as we played numerous typing games. There were two or three computers in the general education classroom, but they were not utilized to their fullest potential. Not much has changed since I was in elementary school. In the 21^st century, students go to the computer lab to learn how to use the computer on a weekly basis. Typically, teachers drop their students off at the computer lab, and receive a 30 minute planning session. This approach is not working because teachers are not facilitating 21^st century instruction.

                Picciano (2011) explains that decentralization of computer labs is necessary to solve issues of accessing the equipment, to integrate computing with instructional activities, and to avoid the logistics of scheduling and moving students to the computer lab. With new technology standards, educators must integrate technology in all instruction. Students should not be able to identify the specific time when they use technology. Instead technology must be embedded in the curriculum and utilized in all content areas.

                While school leaders should be planning to move toward decentralizing computer labs, Picciano (2011) explains that there are significant budgetary ramifications. It is much more cost effective to keep a centralized computer lab; however, the trend is moving toward decentralizing computer labs through the use of mobile devices. Picciano (2011) states that planning for more devices must include the total cost of ownership; including installing, operating, and maintaining the technology. A contract for common hardware maintenance including all equipment is more cost effective than having each computer location handle repairs on an individual or as-needed basis. The use of networks at the building level to share software, data, and documentation can also be efficient. Planning for mobile devices also requires a strong infrastructure to support all wireless devices; therefore, school leaders must determine the amount of devices the network will support.

                Planning for a decentralized computer lab also requires support from all administrators and teachers. Integrating technology into all instruction can be very overwhelming. Picciano (2011) explains that by providing continuous, ongoing support will create a positive technology culture. Teachers need support from the district and school level. Flickinger (2012) shares effective practices to teach teachers about technology. Providing professional development will ensure all teachers integrate technology into the classroom effectively. Teachers can also collaborate together to share lesson plans with integrated technology that were successful. District and school leaders must work together to create a culture with positive attitudes to facilitate instruction focusing on 21^st century skills. 

                                                     References

DigitalLearningNow (2013, December 18). Common core and digital learning. [Video file].

               Retrieved from https://www.youtube.com/watch?v=D1HcMYOL7tU

Flickinger, M. (2012). Ten ideas for teaching teachers technology. Retrieved from

              http://www.edutopia.org/blog/teaching-teachers-technology-monique-flickinger

Picciano, A. G. (2011). Educational leadership and planning for technology  

              
              (5th ed.) Upper Saddle River, NJ: Pearson.