Over the past few weeks, some obstacles have emerged in the coaching situation causing me to shift and strategize in unexpected ways. I have found it necessary to make adjustments from time to time because I want to ensure I have made the strongest effort to inspire my teacher-coachee to take risks and to grow. The teacher I am working with is an experienced and motivated teacher who wants to reach her highest potential with integrating digital tools and mobile devices in her instruction.
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This coaching relationship has not moved along as quickly as I thought it would, but the main issue is simply time to connect often with my teacher-coachee. We have mostly communicated by email to establish growth goals since I work at a different location, but this week, I decided to try something a bit different. I used an Android tablet, like some in the school, and Google Drive to create a ‘1-take video’ and emailed her the link to the video. The dual purpose of this video was to share my thoughts on her element choices and what the research says about related strategies and to model a potential option to enhance a classroom activities. Both elements we chose fall under the area of ‘addressing content’ with the question: “What will I do to help students effectively interact with new knowledge” (Marzano & Simms, 2013, p. 41)? Recording video with no script, no rehearsing, and in one take is not easy, and those of us who have a perfectionist side, might have to fight the urge to edit. When time is short, though, I recommend trying out a podcast or video message, and the 1-take video works. Watch Dr. Lodge McCammon explain how 1-take videos work, and it might work for one of your strategies or suggestions.
Video retrieved from: https://youtu.be/kvBcEbM138M
Now that a certain level of trust has been built, I am providing support and guidance to my teacher-coachee so we can establish some action steps to help meet the growth goals. I find instructional coaching much more challenging than providing technology training to teachers. The shift I am focusing on most is to not share all of my ideas at once, but I purposefully phrase my ‘suggestion’ into a question about what might work or if the students might like to try this or that for a certain topic. Marzano & Simms (2013) point out that a coach can take a variety of approaches to differentiate, and every conversation I have with my teacher-coachee is vital to the relationship and to achieving the growth goals. In a recent reflecting conversation, I asked this teacher to consider which strategies have been used to build prior knowledge for students. My purpose in asking it that way was to prompt some thoughts about what has worked and whether it worked for all students or only some of them. I will continue to work on my coaching behaviors and how I phrase statements and questions so my teacher-coachee can reach applying and innovating in the selected elements.
References
Marzano, R. J. & Simms, J. A. (2013). Coaching classroom instruction. Bloomington, IN: Marzano Research.
Angela, I completely agree with your assessment that time is a factor in our coaching relationships. I have found the same to be true in my own coaching relationship. In my situation I am not at a different school, but I do have a different planning time. This is both good and bad. It's good because I have an opportunity to observe her, but bad because we do not have very much time to talk and reflect. However, we made it work by meeting after school at least once a week--between her coaching responsibilities and my boys' extra-curricular activities. Our conversations have basically been "reflecting" and "coaching" conversations. Some might find the "coaching" conversations difficult, as they "are designed to help the teacher understand why he or she is or isn't making progress" (Marzano & Simms, 2013, p. 213). In addition to this being a "teacher-initiated" coaching relationship, we also have a great trust relationship--two factors Marzano and Simms (2013) state are important to have a healthy coaching relationship. I like the way you put your suggestions into a question, and I can see how that would work in a difficult coaching relationship. I plan to add that idea in my "toolbox".
ReplyDeleteI enjoyed reading your blog. I find it interesting that instructional coaching is more challenging than providing technology training to teachers. I have also found that I am very eager to share my ideas, probably too many at once, instead of listening to the teacher. This is very easy to do in a small group or one-on-one setting. Marzano & Simms (2013) explain that coaching behaviors are critical to be effective. Sharing experience and offering advice are important aspects of learning. The coaching process should include plenty of time for reflection to improve professional practice. Allowing teachers to appraise their own performance, identify areas of improvement, and evaluating their success is key to a successful coaching relationship.
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