Although the field of instructional coaching is still relatively new, technology is already transforming the discipline. Researchers Haag, et. al. (2011) argue that for professional development to be successful it must include on-going modeling, practice, feedback and reflection over time. Additionally, according to researchers Joyce and Showers (2002), even trainings that include demonstrations, practice sessions and feedback, do not necessarily lead to visible transfer of knowledge to classroom teaching. Instead, they found a "large and dramatic increase in transfer of training" when coaching was added to the initial training (as cited in Marzano & Simms, 2013, p. 5). Therefore, in an effort to provide immediate, individualized feedback and on-going modeling, instructional coaches are turning to technological innovations to assist their coaching.
The coaching continuum (for both traditional and virtual coaching) calls for an instructional coach to help their mentee complete a self-audit in order to choose a strategy or behavior to improve upon. The coach then guides the teacher through the process of deeper understanding behind theory and research of one or more of the forty-one teaching elements (Marzano & Simms, 2013, p. 37). The coach then ultimately strives to guide the teacher from the beginning level to developing, from developing to applying and from applying to innovating. Although there are several coaching models to consider when guiding a teacher through the process, virtual coaching may provide the most effective feedback and reflection over time.
Virtual coaching, or "bug-in-ear" technology, as it is referred to in the Educational Leadership article The Power of Virtual Coaching, is an example of the compelling role that technology can have on instructional coaching. Virtual coaching uses advanced online and mobile technologies to allow teacher and coach to interact before, during and after real-time classroom experiences from remote locations (down the hall or across the country). Although it may sound expensive and time consuming, virtual coaching is actually a savings in time, money and travel. In fact, both teacher and coach only need a computer with access to high speed internet. Most coaching sessions take place over Skype, which is free for use. Virtual coaching is built around feedback, which is given while the teacher is still teaching (Marzano & Simms, 2013, p. 16). Like traditional coaching, the coach's role is to provide tips and guidance when needed, and unlike traditional coaching, intervene when a teacher is struggling mid-lesson. How better to model effective teaching strategies and provide job-embedded professional development than real-time "bug-in-ear" coaching?
References:
Haag, K., Kissel, B., Shoniker, R., & Stover, K. (2011) Differentiated coaching: fostering reflections. The Reading Teacher, 64(7), 498-509.
Marzano, R. J., & Simms, J. A. (2013). Coaching classroom instruction. Bloomington IN: Marzano Research.
