As directed by
Board Motion 8/05BOD12 in reference to 8/05CCL12, the following draft
of a framework for an elementary science coaching model is respectfully
submitted to President Michael Padilla by Richard Hogen, Division Director
for Preschool/Elementary Science and the Preschool/Elementary Science
Committee. 2/22/06
The following is
a synopsis of websites, articles, and books related to instructional
coaching. Where appropriate, elementary science has been specifically
addressed. There is, however, not a lot of information that addresses
this exclusively.
Background:
Instructional coaching is currently enjoying an increase in popularity
in the educational community. The primary motivation for this increased
use is that it shifts the emphasis for improving classroom instruction
from outside sources (conferences, workshops, or extended out-of-school
time) to more discipline-specific opportunities on a one-on-one basis
between teachers. In the area of science, the coach is usually an experienced
teacher who has a strong background in science content and knowledge
of both school and state standards. The goal is continuous professional
growth for both individuals and the school as a whole.What is a science
coach?
In its broadest sense, a science coach is a fellow teacher working alongside,
or “coaching,” a colleague to improve his or her science
teaching. This personalized assistance is often based on needs specified
by that particular teacher or an administrator.
Science coaching differs from mentoring in that it usually involves
a coach working with more experienced teachers rather than novice educators.
Those chosen to be coaches should have good content expertise and organizational
skills. Because the coach will be working with a variety of teachers
in different settings, he or she should also have a demeanor that allows
for multiple learning styles and personalities of the teachers under
his or her tutelage.
“An essential feature of coaching is that it uses the relationships
between coaches, principals, and teachers to create the conversation
that leads to behavioral, pedagogical, and content knowledge change.”
(Instructional Coaching, Annenburg 2006)
What are the responsibilities of a science coach?
Different districts have different responsibilities, but from the data
that was collected, here are some that seemed consistent to most:
• Work with teachers to analyze areas of need (content, pedagogy,
knowledge of standards).
• Provide one-on-one support to teachers in the area of science.
• Assist in improving the abilities of participating teachers.
• Offer staff development activities that help the teachers improve
their ability to teach elementary science.
• Provide resources to teachers (expertise, materials, etc.) and
gather professional information to support them.
• Assist in creating a “learning team” through individual
guidance and group meetings.
• Consult and offer feedback about classroom observations.
• Support student learning through observation and classroom demonstrations.
• Meet with teachers on a regular basis for professional development
and collaboration.
• Model “best practices” in a classroom setting. The
coach teaches one or two classes while the teacher being coached observes.
This is followed by a “debriefing” with the teacher.
• Ensure that teaching is grounded in the district-adopted standards.
• Observe the educator teaching lessons in the classroom.
• Prompt feedback to teachers regarding the lessons that are observed
(both formal and informal).A science coach’s responsibilities DO
NOT include:
• Performing a teacher evaluation
• Disciplining students in an administrative capacity
• Serving as a substitute teacher
• Being the primary instructor in the classroom of a teacher that
is being coached
• Performing clerical duties not associated with the primary role
of coach
What are the responsibilities of the teacher in a coaching model?
• Be open and receptive to new learning
• Fully participate in activities with the science coach
• Use the knowledge gleaned from the coach to provide quality learning
opportunities for students
• Set personal goals, in conjunction with the coach, to improve
science teaching
For
quality instructional coaching to be successful, it cannot be viewed as
an isolated activity that can be put into practice without support. In
addressing the issue of commitment and support, The Annenburg Institute
for School Reform stated the following in their publication, Instructional
Coaching: Professional Development Strategies That Improve Instruction.
| “A new
initiative is only as good as the levels of commitment and support
it receives over time. The commitment must be both in word and practice,
at multiple levels of the system. An important way to embed coaching
throughout a system is to ensure that the superintendent, central
office, and school leaders articulate similar messages about the purposes
and expected outcomes of coaching. Systems must consider how they
will provide specific human and fiscal resources, supports for learning
and action, and time to engage in coaching effectively.” |
In conclusion, there is little empirical evidence to support the notion
that instructional coaching helps improve student performance on any standardized
test.
This is true, whether it is specific to elementary science education or
other content areas or grade levels. Several of the educators in the resources
that were used mentioned that they are either in the midst of subjecting
their program to research or are planning to do so. It may take some time
for there to be documentation to affirm or refute the notion of instructional
coaching improving student performance, but the general feeling from these
articles is that the collegial atmosphere being promoted will help teachers
improve their instructional practices. This takes on added impetus when
considering the large numbers of elementary teachers who feel inadequately
prepared to teach science as compared to the other disciplines they are
responsible for teaching.
Bibliography:
Allen, D., and A. LeBlanc. 2005. Collaborative Peer Coaching that
Improves Instruction. Thousand Oaks, CA: Corwin Press.
King, D., M. Neuman, et al. Instructional coaching: Professional Development
Strategies that Improve Instruction. Annenburg Institute for School
Reform at Brown University. 12 January 2006. www.annenberginstitute.org/images/InstructionalCoaching.pdf
Instructional Professional Development Coaching. Bellingham,
Washington School District. 12 January 2006
www.bham.wednet.edu/departments/currdept/profdev/pdcoach.htm
Poglinco, S.M., A.J. Bach, et al. The Heart of the Matter: The Coaching
Model in America’s Choice Schools. May 2003. Consortium for
Policy Research in Education. University of Pennsylvania Graduate School
of Education. 1 December 2005 www.cpre.org/Publications/AC-06.pdf.
Stowell, S. Summary of the Science Coaching Model, Panel Discussion:
Coaching Issues Across Subject Areas. Spokane (WA) Public Schools.
12 January 2006. http://cllc.edc.org/instructionalcoach05/handouts/panels/panel%201_Stowell.doc
Resources:
Professional Learning: Instructional Coaching Reading List. Spokane
(WA) Public Schools. 12 January 2006.
www.spokaneschools.org/ProfessionalLearning/Initiatives/InstructionalCoaching/IC.stm |