So in my last blog we discussed the art of coaching and how research shows that coaching can transform teachers. But what exactly is a coach? I’m sure if you work in education you’ve heard coaches used very loosely. Sometimes a mentor can be referred to as a coach and oftentimes districts hire coaches expecting them to enforce implementation of the district’s initiatives (Aguilar, 2013). Aguilar (2013) suggests that coaching is not:
- A way to enforce a program
- A tool for fixing people
- Therapy
- Consulting
The two models of coaching which are directive and facilitative. Both models fit into the category of being transformative. Classrooms exist within a school, which exist within a district, and so on. Coaches don’t coach in a vacuum. Rather, they are in an environment that is always influenced by and acted upon by systemic issues beyond the classroom. Transformational coaching takes this into account, finding the connections between the individual teachers beliefs, the schools and systems within which the teacher works, and the broader educational system in which we live. Therefore, the goal is not simply individual change (say, in a specific teacher or a specific student) but broader, more significant change that transforms the very craft of teaching.
Teachers go through these three phases in the coaching process:
- Beginning- This stage of the process relates to the analyze and design phase of the ADDIE Model. In the analyzing phase of the Addie Model the instructor looks as the audience, instructional strategies, and required resources. In the beginning phase a teacher understands why a particular strategy is important and is actively trying it in her classroom. For example, when I learned about number talks during a professional development, I tried it with one class for 15 min just to see how it would go (Roy, Hafflebower, & Warrick, 2013).
- Developing- This stage if the coaching process relates to the developing and implementation phases of the ADDIE model. During these phases a pilot test is conducted, revisions of the strategies are being made and the process of engaging all students is secured. According to Roy, Hafflebower, & Warrick (2013), a teacher must execute all strategies free of mistakes in the stage. For example, not that I have done number talks with one class, I can not do it with multiple classes and include hand signals and anchor charts as part of the discussion.
- Applying- The applying stage is equivalent to the evaluation stage of the ADDIE Model. In this phase the instructor evaluates the quality of learning that took place. Roy, Hafflebower, & Warrick (2013) states that a teacher must monitor student progress and see if the goals are being met. So now that I have actually fully implemented Number Talks, I can start looking at data and revise the strategies based on the instructional goals being met.
As I tell my colleagues, the processes in which we teach remotely are not very different from the traditional processes. The main difference is, if you are teaching remotely you better have a backup plan for WHEN technology fails.
References:
Aguilar, E. (2013). The Art of Coaching: Effective Strategies for School Transformation. Jossey- Bass: San Francisco, CA.
Roy, T., Hafflebower, T., & Warrick, P. (2013). Coaching Classroom Instruction. Bloomington, IN: Marzano Resources.