Research continues to support the theory that coaching enables individual to achieve performance improvement. According to Yirci, Karakose, and Kocabas (2016), "Reviewed literature findings show that coaching in education and business organizations provides significant benefits such as ensuring a more competitive and efficient, organizational structure, increasing employee motivation and strengthening the capacity of employees towards working as a team" Yirci, Karakose, and Kocabas (2016). Instructional coaching has a history of going through many changes, however, within each change, the end result remains the same. Each coach anticipates improved employee motivation and effective teaching.
Coaches must use several steps to help teachers improve student achievement. Implementing the coaching continuum requires the coach and the teacher to perform a self-audit to help select a goal element, reviewing research and theory about that element, and the coach and the teacher examining various strategies to work Marzano and Simms (2013). I believe it is safe to say that coaches can be looked at as portable professional development. I have heard them referenced as "critical friends". When coaching is done right, relationships are built and goals are attained.
As technology continues to evolve, so must our knowledge of effectively integrating technology into our curriculum. This is where coaches can play a major role. Often times new teachers are only equipped with the knowledge they obtained in college. Instructional coaches are continuously in professional development involving the latest trends in education and technology, however, it means nothing if they do not come back to school and turn around their training.
As times have changed and technology has evolved, so has many school systems. Many now have instructional technology facilitators whose primary role is to work directly with the teachers in planning lessons that incorporate technology.
References
Kocabas, I., Karakose, T. (2016) Coaching as a performance improvement tool at School.
Journal of Education and Practice, 7(14), Retrieved from
http://files.eric.ed.gov/fulltext/EJ1102816.pdf
Marzono, R.J. & Simms, J.A. (2012). Coaching classroom instruction. Marzono Research
Laboratory: Bloomington, IN.
Laboratory: Bloomington, IN.
"In educational coaching, this knowledge sharing involves helping teachers transfer what they learn in professional development sessions and other experiences into classroom practice" (Marzano & Simms, 2013, p. 3). So, not only is it important for coaches to attend professional development, especially involving up-and-coming technological tools, but it is important for teachers to gain this professional development, too. The training for the teachers can definitely be provided in the form of the coach, or "portable professional development" like you stated. It would be wonderful for all districts to invest in technology coaches. Technology is ever-changing, so it would be beneficial to have someone whose main job is to focus on improving technology. Teachers are required to implement “best practices” in their teaching; so in my opinion, they should be using the “best” technological tools, too. Having a technology coach could greatly benefit districts in ensuring teachers are using the best technological tools available to help the students.
ReplyDeleteKeonna,
ReplyDeleteI really like the point you made in regard to coaches being a portable professional development. In order to develop appropriate professional development, coaches have to be aware of the teachers needs, which explain as being attained through self-assessment. Likewise, Marzano and Simms (2013) explained that coaches need to be aware of where teachers fall within the continuum. I believe this is best achieved through self-assessment as well.