The old adage, nobody is perfect, applies to instructional coaches. It is this understanding and the humility of adopting this belief that makes a great coach. To lead others, you must be willing to follow. In my opinion, the coaching process is a guide to assist someone in attaining a goal or purpose. Instructional coaching essentially "focuses on personalized goals that are directly generated from, not opposed to, the needs of teachers" (Desimone & Pak, 2017, p. 8). This assistance will provide a coach with information/data providing what worked to achieve a goal and what the coach can do to replicate this process of assistance to others. In my belief, the individual being assisted actually assists the coach in becoming better at coaching. I wonder how many coaches believe the individual they are trying to help can't be helped. It seems to me coaches should be saying, what am I not communicating to this individual toward attaining their goal. Better yet, coaches should be evaluating if the miscommunication or guidance is directly associated with the coach's influence. The video below lists the qualities of successful instructional coaches.
I am drawn to the idea that instructional coaches must conceptualize the dynamic of the coach and the individual they are assisting. The coach does not exist without the individual they are coaching. It is in this symbiosis that understanding occurs by realizing "all energy moves in cycles—the energy in a classroom, in a school, and in our education system is in some phase of a cycle" (Aguilar, 2013, p. 54). While multiple sources may agree that the individual's desire to seek assistance from a coach weighs heavily on successful coaching, perhaps coaches need to request what they give to others, feedback. When it comes to feedback, "one of a coach's most important functions is to provide teachers with feedback on their performance" (Marzano & Simms, 2012, p. 10). Equally, perhaps the coach needs feedback from the teachers they assist in evaluating their own skills.
Research shows the validity of instructional coaching, but there are still many challenges. Instructional coaching intertwines research-based findings of professional development practices by the "fulfillment of five key features of effective teacher learning—content focus, active learning, duration, collective participation, and coherence" (Desimone & Pak, 2017, p. 8). While these five features clearly define the advantages instructional coaching can offer, they make no suggestion for the instructional coach to mitigate the deficits they might face. I believe the instructional coach will inevitably deal with educators unwilling or unable to participate in coaching sessions due to time constraints. Also, the cost of removing a teacher from the classroom to comply with coaching sessions demands that administrators understand the value of this type of professional development. Administrators may not always act with fidelity to district initiatives to include instructional coaching. If an instructional coach is selected without regard for their skill level, they may demonstrate "less subject-matter knowledge than those they are hired to instruct, and they end up being less successful" (Desimone & Pak, 2017, p. 6). Instructional coaches will provide the professional development educators need as long as they adhere to their blueprint for success.
I agree with many researchers' desire to create a blueprint for interaction between the coach and the individual they are assisting. Marzano & Simms (2012) describe the features of an effective instructional coaching relationship, "(1) establishing a model of effective teaching, (2) using a scale to measure teachers' progress, (3) conducting a self-audit, and (4) establishing a coaching perspective" (p. 19). I humbly want to add what I feel is the most significant feature, yet not listed, a personal relationship. Over time, the relationship between the coach and the individual they are assisting must be developed into a relationship of trust, amicable behavior, and the highest of professional ethics. Anything less than the highest ethical conduct by a coach will destroy any assistance they wish to provide. As long as instructional coaches receive the feedback they need, instructional coaches will get better and so will the educators they serve.
Aguilar, E. (2013). The Art of Coaching: Effective Strategies for
School Transformation. Jossey-Bass: San Francisco, CA.
"Business man shows success abstract flow chart" by ffaalumni is licensed under CC BY-ND 2.0
Desimone, L. M., & Pak, K. (2017).
Instructional Coaching as High-Quality Professional Development. Theory Into
Practice, 56(1), 3–12. https://doi-org.ezproxy.montevallo.edu/10.1080/00405841.2016.1241947
Eduro Learning (2019, January 3). 6
Qualities of a Successful Instructional Coach [Video File]. Youtube. https://youtu.be/ZfZIW8Wg4H4
"Feedback" by Giulia Forsythe is licensed under CC BY-NC-SA 2.0
Marzano, R.J. & Simms, J.A.
(2012). Coaching classroom instruction. Marzano Research Laboratory:
Bloomington, IN.
"Oliver Twist" by Susanlenox is marked with CC PDM 1.0
Commenting as: scolley@shelbyed.org
ReplyDeleteSuzy Colley
I agree with you, Darren, that “the instructional coach will inevitably deal with educators unwilling or unable to participate in coaching sessions.” Unless the teacher is willing to adapt and grow, no amount of coaching will affect change in a teacher or in their students’ performance. Our text states that “the client needs to be a willing volunteer, open to change, and brave...as well as, motivated to learn, grow, and change” (Rogers, 2011, p. 342 as quoted by Marzano, 2013, p. 9). Last year, in our district, our instructional coaches invited teachers to collaborate, met with them on a regular basis, and were available to co-plan and co-teach lessons with our teachers. As far as I know, teachers were encouraged to seek out coaching opportunities which were completely voluntary, not mandatory.
In our current environment of COVID health risks, teachers not only have to be willing, they may even need to actively seek out coaching opportunities. This year, because our district’s instructional coaches are not allowed to physically come to the building, Future Ready Schools offers a “new Future Ready Coaches video series, Coaching Through COVID, (which) offers real-time responses to our evolving educational environment” (Future Ready Schools, 2020, para. 3). According to FRS, “Future Ready Instructional coaches support teachers with current and effective methods for providing the best instruction for students through their leadership in professional development, modeling instruction and coaching support for teachers” (2020, para. 8). Not only do we as teachers have to teach while caring for our students’ health needs, we now have to work harder to find the support that normally comes knocking on our door. But, in true teacher fashion, we continue to step up and provide our students all they need to succeed. Darren, thanks for your thoughtful insights about coaching, and I look forward to working with you further in this class!
References
Coaching Through Covid. Future Ready Schools. (2020). https://futureready.org/thenetwork/strands/future-ready-instructional-coaches/.
Marzano, R. J., Simms, J. A., Roy, T., Heflebower, T., & Warrick, P. B. (2013). Coaching classroom instruction. Marzano Research.
Hey Darren!
ReplyDeleteI enjoyed reading your post. I think that one of the greatest advantages of having a coach is the valuable feedback they provide, which you mentioned. Marzano et al. (2013) stated, "Feedback that is immediate, specific, positive and corrective holds the most promise for bringing about lasting change in teaching behavior" (p. 16). According to Wiggins (2012), "Helpful feedback is goal-referenced; tangible and transparent; actionable; user-friendly (specific and personalized); timely; ongoing; and consistent." Ultimately feedback is an essential part of coaching!
References
Marzano, R. J., Simms, J. A., Roy, T., Heflebower, T., & Warrick, P. B. (2013). Coaching classroom instruction. Marzano Research.
Wiggins, G. (2020, September). Seven Keys to Effective Feedback. Seven Keys to Effective Feedback - Educational Leadership. http://www.ascd.org/publications/educational-leadership/sept12/vol70/num01/Seven-Keys-to-Effective-Feedback.aspx.