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.

I can do it!

As I roamed the classroom, I wasn't quite sure I can really help these children. I've spent a lot of time with some to get them organized or to reach them where they are academically. The outcome-- still missing things and still continued apathy.

I started wondering about my purpose in the classroom, and then I heard an inner voice whispering, "I can do all things through Him who strengthens me." All means all, including doing my job as a teacher as best as I can.

It's not easy, but I find comfort in knowing I am not alone. I thank God for giving me the strength to do my job every day.

Free from petty problems

"A man's steps are directed by the Lord." Proverbs 20:24 so well words it. Today I will focus on where He leads me and help out so His glory is shown through my actions and words. I might encounter frustrations with my students or co-workers, but I will keep in mind that these are temporary.

Footprints

A brand new day is opening ahead of me. As I am getting ready to start my first day this school year, I pray for the students and teachers I will work with today. There is a constant reminder that what I say and do will mark, in one way or another, their lives forever. Just like footprints in the sand, my words and actions can stay or be washed away. I choose today to make my footprints last.

Frustrations

I know it's not easy to be a co-teacher, but with the new demands on teachers it makes it even harder to thrive as an educator.

Good thing though that I can make a difference in children's lives. That is the only incentive I foster in my heart to keep me going despite of the daily frustrations and job demands.