Technology is prevalent in today’s classroom. Coaches should empower teachers to utilize technology and create more meaningful learning opportunities. i-Ready is one online component we already use in our school. It can be used to access data in both reading and math. It gives you a plethora of disaggregated information about your students strengths and weaknesses. This can be used to improve instruction and close gaps. Recording a lesson is a great way to help improve instruction. Although I will admit, I do not like watching myself. Knight (2018) states, "after a teacher and coach watched a video lesson, the focus for coaching is often easy to identify" (p. 31). There is an abundance of technology tools that help facilitate learning. Smart panels, i-Pads, and chromebooks, to name a few, can all be used to develop engaging lessons to help elevate a lesson. Having intentional discussion is pivotal. Hilaire & Gallagher (2020) state, “to implement technology into instruction to bolster student reading development; has proven to be a timely focus in this rapidly changing world (p. 25). However, if teachers feel inadequate on how to use said technology then chances are they probably will not. Having instructional coaching on the use of technology and how to use it to be effective, is critical in helping teachers. According to Hilaire & Gallagher (2020), “as educators differentiate for their students, they appreciate the same differentiation when it comes to their professional learning (p. 14). Coaching is not one size fits all. Careful consideration and planning should go into coaching. Getting to know your teachers’ needs can make professional learning more impactful.
So to coach or not to coach?
COACH! I aspire to be an instructional coach. I want to collaborate with teachers and help ignite a fire for learning that directly affects the students. As Robert John Meehan once said, “the most valuable resource that all teachers have is each other. Without collaboration our growth is limited by our own perspectives”. Utilizing a coach within the school can be very beneficial and inspire growth in teachers. When teachers are growing in their own learning, so are the students. This is the ultimate goal in education.
References:
Gardner, A. ( 2014, August, 12). Instructional Coaching. https://www.youtube.com/watch?v=32a5pR3CUEc
Hilaire, R. S., & Gallagher, T. L. (2020). Coaching kindergarten educators through design-based research to enact technology-enhanced reading instruction. International Journal of E-Learning & Distance Education, 35(1).
Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin
Knight, J, (2019). American Association of School Administrators. The School Superintendent Association. https://www.aasa.org/schooladministratorarticle.aspx?id=9584
The Education Hub. Instructional coach infographic. https://theeducationhub.org.nz/instructional-coaching-infographic/
Erica,
ReplyDeleteCoaching is definitely not for the faint of heart and it is only for those with a great passion for leading and guiding others. The most important and actually the absolute first thing instructional coaches should strive to do is build relationships with teachers. Instructional coaching is a partnership and the more teachers realize that we are not in their classrooms to evaluate them, the better results we will have with our coaching cycles. "One way to provide the necessary support is by organizing coaching into cycles to create a structure that allows for sustained collaboration over a period of time. These coaching cycles provide a framework for designing ongoing and in-depth work with teachers" (Sweeney, 2021, para. 3). Students are at the center of every coaching cycle and every collaboration. Coaches and teachers should see one another as equals and coaches should "encourage coachees to to share their ideas openly by listening with empathy, paraphrasing, and asking powerful questions" (Knight, 2017, p. 10). I have also noticed that many of the powerful questions come directly from data but then transform into better teaching practices and delivery. Thank you so much for your insight!
References
Knight, J. (2017). The impact cycle: What instructional coaches should do to foster powerful
improvements in teaching (1st ed.). Corwin.
Sweeney, D. (2021, September 21). Student-Centered coaching cycles. Diane Sweeney
Consulting The Place for Student-Centered Coaching.
https://www.dianesweeney.com/student-centered-coaching-cycles/
Erica,
ReplyDeleteYou’re right about teachers not being receptive to the idea of coaching. This is a major thing to consider when approaching someone with the offer of help or improvement strategies. The more seasoned teachers have a “their way has always worked attitude” and do not like much change. Covid really threw them for a loop. As an inclusion teacher, I have been able to be in classrooms with some of those teachers and have gotten to help them with some of the technology side of things. It would be an easy transition to coach one of them since we already have that relationship and rapport. The most important thing is to keep everything student-focused. Knight (2020) says, “student-focused goals carry with them a built-in measure of quality. If a teacher ineffectively implements a teaching practice, it is unlikely that he will achieve the goal.” (p. 71). I hope that you reach your goal of becoming an instructional coach. I have similar goals for my career as well.
Knight, J. (2018). The impact cycle. Corwin.