When you hear the word team, you usually think of a group of people who share the same interest (i.e., sport, ideas, goals, etc.). A team of teachers usually are individuals who want to see students succeed and grow in learning. However, over time, this team can dismantle, and some can lose the desire to work together. The coach has the job of bringing the team members back together to reach the common goal.
Coaches in sports and the classroom often have the same problems, team members that do not want to a coach. A coach is a person who helps “someone move from where he or she is to where he or she needs or wants to be (Marzano, Simms, Roy, Heflebower, & Warrick, 2013, p. 4). This situation can cause frustration and dissension on any team. What steps can be taken to overcome this issue in a school setting?
Schools often assign new teachers a mentor or “someone who is a friend or counselor” (Marzano, Simms, Roy, Heflebower, & Warrick, 2013, p. 4). This person is designed to help answer questions and get them started as they begin their teaching career. While this is a great resource, often a mentor does not guide the new teacher to being an effective teacher.
Is there a big difference between a mentor and a coach? In my personal experience, I have seen differences between the two. During my first year of teaching, my mentor was the department head. While she was very knowledgeable in our field, she seldom helped me improve my lessons or offer advice on how to reach the needs of my students in the classroom. On the other hand, our instructional technology coach has provided me more guidance and resources to improve my lessons in the last two years, than I received during my first three years combined. What was the difference? The coach worked with me one on one, observed my instruction and offered suggestions on how to improve. My mentor told me what to do with all the papers that came in on a weekly basis. Coaching may not improve student’s scores, but there is evidence that “coaching increased teacher’s efficacy” (Marzano, Simms, Roy, Heflebower, & Warrick, 2013, p. 7) which in turn will enhance student learning.
To be an effective coach, you must meet the teacher where they are at that time. Is there one right method to reach this, I would say no. However, the model of effective teaching mentioned in the text (Marzano, Simms, Roy, Heflebower, & Warrick, 2013, p. 19) is a great place to start. When working with teachers, it is vital that the students are clear on expectations of daily routines, presentation of new information, expectations, and consequences.
Over the past year, I have had the opportunity to assist in coaching a group of teachers as they incorporate technology into their instructional strategies. This professional development has been a challenge as some of the teachers did not want to be a member of this team. In spite of the rocky start, a tremendous amount of growth has occurred in this team of educators. This team has participated in hours of training, pre-lesson planning, executing planned lessons and reflection conversations after the lesson. The discussions reference back to the teacher’s comfort level, desires for student learning and student needs. Even though this team is small, the excitement in student success has carried over to other teachers throughout the school.
This video offers a different explanation between coach and mentor.
There is a fine line between the two and coaching is not an easy task. However, when a coach is open to listening and willing to accommodate the needs of the team members, success can be expected. I am excited to learn how I can improve in the area of coaching fellow team members.
There is a fine line between the two and coaching is not an easy task. However, when a coach is open to listening and willing to accommodate the needs of the team members, success can be expected. I am excited to learn how I can improve in the area of coaching fellow team members.
References:
Coaching vs mentoring. (n.d.). Retrieved from https://youtu.be/3fFQiLOtDkc
Marzano, R. J., Simms, J. A., Roy, T., Heflebower, T., & Warrick, P. (2013). Coaching classroom instruction. Bloomington, IN Marzano Research Laboratory.
Jaclyn,
ReplyDeleteYour blog encouraged me to reflect on my experiences with both coaches and mentors. I had a mentor my first year of teaching. She was there to help me navigate the day to day tasks and she also listened when I needed someone to vent or even cry to (I taught first grade and that's a great reason to cry! haha). There was no structure to our meetings or the mentorship. I think a big difference between coaching and mentoring is like what you said in your blog: mentoring is more of a counsel that you seek when there is a problem. The coaching cycle isn't always like that. The author of Coaching Classroom Instruction states that coaching "involves helping teachers transfer what they learn in professional development sessions and other experiences into classroom practice. Teachers' needs often stem not from a lack of knowledge, but from failure to operationalize their knowledge" (Marzano, 2013, p. 3). I think the coaching relationship is much more intentional and directed at improving evidence-based practices.
Marzano, R.J. & Simms, J.A. (2012). Coaching classroom instruction. Marzano Research Laboratory: Bloomington, IN.
I completely agree with you about the mentor teachers. When I first started teaching my mentor was a 30 year veteran who had actually taught me in high school. There were a lot of "tips" on how to survive, but very little that actually made me a better teacher. Marzano and Simms told us in the text that effective coaching has trust, feedback, and choice, (2012, p. 10-11). You do not always get all three of these in a mentor situation. Especially the choice, very rarely do new teachers feel like they have a choice when one of the school leaders gives them "advice".
ReplyDeleteReference:
Marzano, R. & Simms, J. (2012) Coaching Classroom Instruction. Marzano Research Laboratory: Bloomington, IN.