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.
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.
I am surprised to learn that there is limited research linking coaching to student achievement. In my personal opinion, they are very much linked. For instance, the GROW Model is described in chapter 1 of the text as "the essence of coaching" (Marzano & Simms, 2013). The GROW model includes setting goals, exploring the current situation, determining alternative strategies, and the who, what, when, and where of the strategies. As teachers working with struggling students, we set goals for improving their achievement based on their current situation. We work with coaches to determine and use alternative strategies during instruction. I am curious to look for more information and research regarding coaching and student achievement. It sounds as though this may be an area to research in the future.
ReplyDeleteI agree with Bethany, more research will be done on coaching's impact on student achievement as more coaches are utilized in the classroom. When I read about the lack of evidence related to coaching, I wondered if that is mainly because coaching whether instructional or technology is still very limited in our schools. I taught in the classroom for over 16 years, and not one of the schools I was in had an instructional coach. I hope we see more teacher leaders step into that role in the future.
ReplyDeleteI agree with both of you- I think we will see a lot more information in the future as we see more systems gain coaches. The district I am in has instructional coaches, but there is not one assigned to my school , strangely enough. I wonder if the lack of evidence comes from a lack of understanding on how to measure the actual effectiveness of the coaching model due to the fluid nature of the job itself? Coaches in my district seem to have many focus areas with little true direction and vision for implementation. There has been much change in our central office, so guidance has changed many times, making it tough to measure the actual effectiveness. I'm curious now, after reading your blog, and i would like to research how more districts are measuring/ evaluating coach effectiveness.
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