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.
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.
from https://www.youtube.com/watch?v=x8lqvaiSglA
Marzano, R.J. & Simms, J.A. (2012). Coaching classroom instruction. Marzano
Research Laboratory Bloomington, IN.
You made several valid points in your post about how important it is to develop trust in a coaching relationship and to provide feedback to the teacher to help him or her meet the growth goals. I think in order for a teacher to take the ‘coaching criticism’ from me and take immediate and appropriate action to adjust depends a professional and caring approach. It seems like our successes as a tech coach are heavily based on how we present our opinions and phrase our feedback or suggestions making sure to be positive and focused on student response to teacher actions (p. 111). A teacher may only move up one level per year, but if we have helped them build their confidence in any technology area, I believe that is a coaching success.
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