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.