All teams have a coach whose job it is to bring success. This is nothing unusual to most of us, but I have most often been one of the players on a sports team, not the coach. For me to become the one who observes and provides feedback or models a strategy is quite a change from just being a trainer or adviser of all things technology. I see it as a major shift in my thinking about how I help teachers integrate technology and am curious about several models presented in our chapters. Since plenty of research has been done on instructional coaching, my focus for this post will be on relating coaching to technology and how we can help teachers make progress toward their goals. So, exactly how does a technology coach get teachers moving towards innovation? Several key factors that stood out for me were:
- Recognizing the nature of the coach-teacher relationship
- Selecting a model for coaching based on each situation
- Establishing a coaching perspective to help direct teacher actions
In preparation for stepping into the role of a technology coach, it is important to have both awareness and knowledge of these factors that will impact how I put coaching into practice. Each phase of the coaching process needs to be strategic and purposeful and may even require on-the-spot decisions and advice. I often deliver training sessions, provide technical assistance, and help teachers investigate their digital options to support what they are already doing in their classrooms. Taking more of a coaching role will require me to think differently as I prepare to work with them and be more proactive by finding out what technologies they currently use and what is available to them at their school.
Teacher-Coach Relationships
Marzano & Simms (2013) point out that the coach is not an evaluator or supervisor of the teacher and that take most of the pressure off of the development of a collegial relationship (p.9). If I were to sense that a teacher was not a willing participant in the improvement process, which does happen at times, then I would adjust my approach and carefully form my questions in attempts to build trust and establish a positive relationship. Working with teacher who are tech savvy and up-to-speed on the latest sites and tools is ideal, but I am always up for the challenge presented by those who claim to be ‘old school’ or tech newbies.
The Coaching Model
Choosing a model almost equates to selecting a play or a strategy in a game. I looked into the GROW model and found this graphic that illustrates the steps necessary to design a plan for improvement. Gallwey definitely started the ball rolling with bringing his tennis coaching principles into the business world, and he influenced Whitmore’s model which emphasizes a teacher’s potential and meeting their own goals (Marzano & Simms, 2013, p. 14). This will be my preferred model in coaching situations because it is driven by logical questioning techniques and is appropriate for even experienced teachers. The great thing about technology is it is always evolving and can bring new life to any classroom with the right implementation. Digital tools can provide a way to differentiate instruction, reteach missed skills, and enhance a traditional lesson so that all students are engaged and excited about learning.
A New Perspective
Probably the biggest adjustment any of us will make is to see ourselves as coach rather than trainer, mentor, or teacher. I guide teachers step-by-step in technology training sessions weekly, but being a coach means I will be listening way more often than I will be doing the talking. I believe my knowledge of how various digital tools and resources can enhance a lesson or allow efficiency in collecting data will benefit me in my new role as coach. I anticipate that many teachers will have content-specific goals they want to achieve, and they will want me to recommend the best, most engaging and effective resources to meet their needs.
Schools That Work, Hampton High School in VA video about their experience with instructional technology coaching: https://www.youtube.com/watch?t=2&v=4l5JBUacW1w
Coaches see the potential in their players and the goal is to win the game. The learning environment is like our playing field, so moving forward means we prepare our mindset, analyze the situation, and gather the tools we need to help teachers reach their potential.
References
Marzano, R. J. & Simms, J. A. (2013). Coaching classroom instruction. Bloomington IN: Marzano Research.
