As we know, the demands on our classroom teachers have increased tremendously over recent years. Teachers are required to provide high-quality instruction for a multitude of students with varying academic and social needs to produce highly competent learners who can meet the demands of the 21st century. Many principals support the effectiveness of Instructional Coaching as a most effective method to support teachers with successfully meeting these demands. “Efforts to improve student achievement can succeed only by building capacity of teachers to improve their instructional practice and the capacity of school systems to promote teacher learning.” (Darling-Hammond et al., 2009). Fortunately, administrators of school districts have come to realize the positive gains that in-school coaching provides. Gone are the short-sighted theories that professional development only requires 1 day to be effective.
The research has supported the efficacy of mentoring/coaching as an effective means of support for teachers (Appleby, 2021). Coaching provides teachers with emotional support, pedagogical methodologies, classroom management and self-efficacy, all of which will increase the probability of greater teacher retention and higher student achievement. In addition, research has shown “coached teachers are more likely than non-coached teachers” to transfer newly acquired teaching practices into classroom use.” (Cornett and Knight, “Research on Coaching,” p.198).
There are many ways that coaches and experienced teachers can provide effective mentoring support. At our company, Elevate Educators, we provide direct coaching support with best methods of instruction for optimum success. Training is job-embedded and context-specific. The model includes one-on-one coaching, group coaching, side-by side coaching with methods to meet the district’s needs. With this support, coaches are prepared to apply most effective methodologies with their students and the ability to “turnkey” these techniques to share with other teachers in their schools for optimum application. We utilize the recommended models supported by research that is targeted and individualized to meet each teacher’s needs in learning and implementation (Annenberg Institute for School Reform, 2010). Most importantly, we advocate a shared responsibility and collegiality between the coach and the teacher(s) to make necessary adjustments in instructional methods where needed. Coaches help teachers to identify areas of concern, observe the teacher in the classroom setting, discuss ideas to target instruction, demonstrate methods and set up a system for evaluating the outcomes.
The following is the coaching model followed by coaching suggestions and tips that we recommend meeting teachers’ needs for maximum support and learning.
Premier Coaching Model
Educational Support Teachers (EST)
The above model is a recommended framework for which the coaching model intersects. Coaches focus on building the instructional practice of those teachers they work with which is 60% of the framework. Coaches often meet with district administrators as consultants to provide suggestion after viewing data and to collaborate on ideas for school improvement before they begin working with teachers. The following are the recommended steps when coaches work with teachers:
Observe
Model
Co-plan
Co-teach (gradual release of responsibility from coach to teacher)
Reflection
Collect and analyze data
Support PLC’s (at times)
During the coach’s initial meeting with the teacher, it is paramount to develop positive rapport for building a comfortable, collaborative relationship. This is one of the most parts of the process. Without rapport, it will be very difficult to work together and achieve intended goals. It is a good idea to share background experiences and information. The beginning meeting should set the teacher at ease as the coach explains that this will be a collaborative sharing of knowledge from both sides to work together as a team. After all, it can be an intimidating experience to meet an unknown person who may have a negative view of one’s teaching. Discussion with the teacher then focuses on the areas that are concerning. There can be several areas that may need attention at once, so it is best to prioritize the most important as a beginning point. Educators who are observed frequently utilize more instructional methods than those who are not coached. (Matsumara, Sartoris, Bickel and Garnier, 2009). The average coaching session lasts one year; however, some last a few sessions and up to a few years.
Since the relationship between the coach and the teacher is extremely important for the success of the model, below are coaching tips to help create a successful experience:
Build rapport and trust.
Be positive and enthusiastic.
Create a mutual action plan w/goal for the coaching session(s).
Demonstrate empathy, as it is difficult to be a teacher.
Assume a non-directive stance.
Use appropriate tools and methods.
Give constructive feedback.
Continuously improve your coaching skills.
Demonstrate and model explicit instruction, strategies w/ gradual release for the teacher.
References for Coaching
Annenberg Institute for School Reform (2010). Instructional coaching: Professional development strategies that improve instruction. Providence, Rhode Island, Brown University.
Appleby, D. (2021). Examining the efficacy of a mentoring program as an effective means of support for novice teachers [Doctoral Dissertation, Saint Elizabeth University]. ProQuest.
Cornett, J. & Knight, J. (2009). Coaching: Approaches and Perspectives. Thousand Oaks, California, Corwin Press.
Matsumara, L.C., Satoris, M., Bickel, D.D, & Garnier, H.E. (2009). Leadership for Literacy coaching: The principal’s role in launching a new coaching program. Educational Administration Quarterly. 45 (5), 655-693.
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