Is Coaching a New Curriculum Trend?

In an age of educational accountability, schools are interested in using coaching as a tool for improving “the skills and performance of teachers and school leaders” (Tschannen-Moran & Tschannen-Moran, 2011). In the earlier 20^th century, schools had supervisors who would visit the classrooms and support the teachers by demonstrating lessons and giving advice. These supervisors are today’s coaches. They are experts in a certain area and are designated as literacy coaches, math coaches, technology coaches, and data coaches. Tschannen-Moran and Tschannen-Moran noted that some “use coaching as a data source for evaluation” (p. 13) which is a grave mistake. Evaluation grades teachers’ performance and insures that they meet certain standards of performance. On the other hand, coaching helps teachers meet their potential, improve their instructional strategies, and “better serve their clients” (p.13).

Coaching, essential to adult learning, helps educators improve and “provides the time and opportunity for learners to understand, interpret, and apply new strategies. It offers a means for transferring learning to classroom practice” (Bowgren & Sever, 2010, p. 65). Coaches must see themselves as equal with collaborating teachers and help them analyze their own practice. From collecting data to holding team meetings, coaches support teachers in improving their instructional skills, thus raising student achievement (Scherer, 2011).

Coaching is not a new curriculum trend. The need for coaching has intensified in recent years and teachers could greatly benefit from sharing ideas with their peers who have a new skill and job description: educational coach.

Bibliography

Bowgren, L., & Sever, K. (2010). Differentiated professional development in a Learning Community. Bloomington, IN: Solution Tree Press.

Scherer, M. M. (Ed.). (2011, October). Coaching: The new leadership skill. Educational Leadership, 69(2).

Tschannen-Moran, B., & Tschannen-Moran, M. (2011, October). The coach and the evaluator. Educational Leadership, 69(2), 10-16.