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.