Coaching

A New Dimension for Professional Development

 

Coaching goes much deeper than traditional professional development. Research shows that teachers need ongoing guidance and awareness of curricular connections to ensure successful technology integration (Zhao et al, 2002). Traditional professional development focus on the training model: i.e. one-shot in-service workshops.

Coaching focuses on:

  • the teacher's and students' needs
  • the curriculum, a specific topic, and standards
  • the individual classroom environment

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Coaching vs. Training

Coaching

Training
  • follows each teacher's integration development in the classroom and is based on the needs of the teacher and students.

  • recognizes the constraints and opportunities that each classroom environment presents.

  • looks at current curriculum and available and needed appropriate resources.

  • models best practices and develops management strategies.

  • co-develops standards-based projects that help them stretch their abilities and students' understanding.

  • encourages teachers to share, collaborate, and showcase their projects.

  • builds a community of learners.

  • provides ongoing support.
  • involves group workshops or institutes.

  • is designed by the leader of the workshop.

  • can often be skill-based with curriculum possibly folded into it.

  • usually is targeted to the median of the group.

  • can be designed for participants to work individually, in pairs, or in small groups.

  • does not normally provide ongoing support.

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Follow-through and support are essential for successful professional development . When a workshop is over, it is assumed that teachers will continue what they learned on their own. The reality, however, is that teachers don’t always end up using what is taught in a workshop because of any of the following:

  • lack of support and guidance
  • difficulty of applying model to individual classroom circumstance
  • not enough time to plan and create
  • insufficient resources

Training helps introduce a project, skill, process, or research, yet it does not go that next step. Follow-up ensures teachers use what they learned. Support makes sure the resources are available, work, and they know how to use them as part of the project. We found that coaching is most effective when we combine different opportunities (i.e. coaching, training, support materials, virtual support, and lots of empathy) because every teacher and their situation are unique.


Coaching leads to successful integration. Using standards and an essential question make it relevant. Spending time coaching makes it focused. Giving teachers time to plan, learn, research, collaborate, makes it work.

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Presented by the My eCoach team and teachers
Spring 2002 CUE Conference
NECC 2002 Conference, San Antonio, Texas
Fall 2002 CUE Conference

If you would like to see more projects or learn more about how coaching can work for you, please contact us at 800.633.2248 or info@my-ecoach.com

www.my-ecoach.com

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