Over the last decade or so, teachers are finding themselves under mounting pressure to produce high test scores for all students, particularly in the fields of reading, science, and math. We know that professional development and teacher practice is the number one predictor of student growth. When teachers get the help they need in the classroom; they thrive with their students, this is why we at Educational Innovation 360 love coaching teachers. Carol Connor (2017), does great research to examine the pros and cons of introducing “coaches” to help teachers navigate the challenges that come with the ‘common core’ teaching method, and any alternatives that may arise. Her 4 main ideas are:

1.  Help Improving: Sometimes teachers need help to improve their teaching methods, which helps their students to achieve their best results on various assessments.

2. Workshops: Subjecting teachers to workshops and lectures is less effective at motivating and empowering teachers than connecting them with coaches.

3. Feedback: No matter how many rules and training methods are put in place, they will always do better with copious amounts of observation and feedback.

4. Funding: Coaching is a money-heavy endeavor, but with the use of technology, coaching efficiency promises to increase, leading to cost reduction and more able to be widely used.

How Effective is Coaching? Does it work?

Coaching can help support teachers on a multitude of student concerns but what we are starting to see through coaching are students facing greater obstacles; outside of the teacher’s control, such as “health problems, personal or family problems, adjustment or developmental issues” (Eberly Center, 2021). These outside issues are so important; while coaches are there to seek out resources many schools do not have coaches to support their team. After several studies using coaches to help guide teachers, Connor (2017), found that -in combination with an individualized focus on each student- students were responding to individualized support and performing well on formative and summative assessments.

Yes, we focus on students but teachers need us too!

Additionally, not only do students need individualized focus and care but so do teachers. That is why empowerment is so necessary. Connecting teachers with a coach who thinks of them as a partner whose opinion and experience are valuable showed great results, as did create “community circles”. This is where teachers come together in groups to discuss concerns and learn from each other as peers. Another invaluable benefit to the e-Instructional Coaching System is the use of observation and feedback. Often teachers and principals were found to be unable to determine an effective vs ineffective teaching method when observing recorded teachers.

What is a “Steady Classroom Learning Environment?

Effective teaching methods often have two halves that go hand in hand, and coaches can help observe missing pieces and fill them in with effective feedback. Teachers need to provide both a steady classroom learning environment (CLE) via warmth towards students and their relationships and rapport with each. While this alone will not improve grades, the lack of it can detract from the success of other methods. Apart from having a good CLE, teachers must also focus on meaning-focused learning. Often a teacher can get so swept up they may not realize they are neglecting one or the other of these important approaches, an e-coach can provide them with the valuable feedback they need to get back on track. With the rapid advancements in technology, no longer does an e-coach have to meet teachers in person. They can simply observe the teacher’s classroom style via video, and use earpieces to provide real-time feedback. This, in addition to a vast library of videos showcasing expert teachers in action, can help teachers to become the best they can be, to help students become the best they can be.

 References

 Address Problematic Student Behavior. (2021). Eberly Center. Retrieved July 2, 2021, from https://www.cmu.edu/teaching/designteach/teach/problemstudent.html

Carol McDonald Connor (2017) Commentary on the Special Issue on Instructional Coaching Models: Common Elements of Effective Coaching Models, Theory Into Practice, 56:1, 78-83, DOI: 10.1080/00405841.2016.1274575