Teaching by Design, Part Deux

Photo by Senjuti Kundu on Unsplash

Picking Up Where We Left Off 

The first post in this two-part series highlighted some key aspects from  Dr. Les Foltos’s book, “Peer Coaching: Unlocking the Power of Collaboration,” starting with his foundational outline of three general areas of skills that instructional coaches should possess: “The coach’s success rests on her ability to utilize skills in all three areas: coaching skills (communication and collaboration), ICT (information and communication technology) integration, and lesson design.” When focusing on the lesson design leg of the stool, Dr. Foltos provides a “Learning Activity Checklist” tool for reviewing and improving lesson plans.  So far in this series, we’ve explored the “Standards Based” category and the “Engaging” category.  Both are critical quadrants of the four-part resource.  The two remaining categories to address are “Problem Based Task” and “Technology Enhances Academic Achievement”.  With the same ISTE standards and essential question in mind as the initial post, we’ll explore each category to round out a full review of the four categories from Dr. Foltos’s “Learning Activity Checklist” tool. 

Coaching Standards

  1. Change Agent: Coaches inspire educators and leaders to use technology to create equitable and ongoing access to high-quality learning. Coaches: 1a. Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process. 
  1. Collaborator: Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes. Coaches: 3a. Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies. 3d. Personalize support for educators by planning and modeling the effective use of technology to improve student learning. 
  1. Learning Designer: Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students. Coaches: 4a. Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency. 

Essential Question:  

How does one approach lesson design in an ever-evolving classroom context? 

Problem-Based Task 

The “Problem Based Task” category draws on established PBL approaches.  I start with the acronym because there are various flavors of PBL, with Problem-Based Learning being one of the more prominent.  The original and most well-known is Project-Based Learning.  There’s also place-based, passion-based, and phenomena-based among others.  All of them are essentially different sides of the same proverbial coin in that the focus is on engaging students with real-world problems and applications of their learning.  Dr. Foltos speaks to this in his peer coaching book by citing relevant research on the topic, ”Bransford, Brown, and Cocking (2000) remind educators that real-world problems have to have meaning to their students in their community and need to draw on students’ current knowledge, skills, beliefs, and passions.”  He goes onto address some of the critical aspects of Problem-Based activities, “…tasks often consist of two elements: a scenario that will stimulate students’ interest, give them an understandable setting, and define an audience along with an essential question that is designed to define the product the students will create (Meyer et al., 2011).” 

To say that there are a lot of PBL resources out there for teachers to explore would be an understatement, and pretty much all of these resources build on the foundational aspects described above: they tend involve real-world or “real enough” scenario-based problems that will engaged student interest, provide a defined audience, and align with a matching essential question that helps define student-created products.  A great place to start exploring PBL resources that help build on this solid foundation is Edutopia’s website.  PBL is an area that Edutopia focuses on and there is a lot of high quality content available.  One incredibly helpful five-part series entitled “Problem-Based Learning Research Review” walks the reader through a detailed and in-depth overview.  The article cites research to highlight four major areas as an introduction to PBL, “According to researchers (Barron & Darling-Hammond, 2008; Thomas, 2000), PBL essentially involves the following: students learning knowledge to tackle realistic problems as they would be solved in the real world, increased student control over his or her learning, teachers serving as coaches and facilitators of inquiry and reflection, and students (usually, but not always) working in pairs or groups.”  Additional research by Erdogan, Niyazi & Bozeman, Todd (2015), and called “Models of Project-Based Learning for the 21st Century”, evaluates common schools of PBL thought to identify unifying concepts across the varying approaches.  They identify four phases to the learning process that are common across different versions of PBL: “Initiation, Management, Deliverables, and Assessment”.  Taking all of these aspects together into consideration, educators can begin to identify certain patterns.  For example, it’s worth noting that there are some similarities in the identified PBL progression to the 5E approach referenced in the first post of this series.   

PBL can be a little overwhelming so starting small with a focus on Problem Based Tasks, as suggested by the structure of Dr. Foltos’s “Learning Activity Checklist”.  Many of the lesson aspects involved with an emphasis on problem-based tasks arguably come down to just good teaching.  The National Board for Professional Teaching Standards reference numerous aspects of PBL-related teaching, for example, “…understanding that information is not simply delivered to students but that meaningful learning requires students to employ new ideas in real world contexts.”  Ideas for activities and where to start are also important.  “It’s Debatable” is a book with several in-depth examples of modern socio-scientific issues such as whether or not to mine rare earth minerals.  The PBL Works website has a variety of examples and PBL-related resources.  This site is maintained by the Buck Institute which created one of the original Problem-Based Learning schools of thought and is considered by many to be the gold standard of PBL.  If you’re looking to dive deeper into a resource with a specific Problem-Based Learning focus then the Illinois Math and Science Academy (IMSA) has created a toolbox of resources to support this effort with manuals focused around four primary topics: “PBL Matters, PBL Design, PBL Coaching, PBL Assessment”.  IMSA offers the following description from their PBL Tool Kit, “Problem-Based Learning is focused experiential learning organized around the investigation and resolution of messy, real-world problems.”  In the PBL book “Problem As Possibilities”,  IMSA authors (Torp and Sage), also wrote “As an engagement process, problem-based learning empowers students as learners and doers to translate imagination and thought into actuality as well as to reflect on the process and proposed solution.”  So the idea in PBL is that students are engaged in opportunities for deep learning solving complex problems with opportunities for real outcomes, while, at the same time, all PBL units should be passion-based learning opportunities for students so as to build a strong foundational and lifelong love of learning. 

Technology Enhances Academic Achievement 

The fourth and final category from the “Learning Activity Checklist” tool is “Technology Enhances Academic Achievement”.  This category, in some ways, could also be viewed as an extension or application of the “Information and Communication Technology Integration” leg of Dr. Foltos’s peer coaching skills stool metaphor.  Tying this into a lesson review tool becomes important because of the ever increasing role that technology plays in schools, a role which Dr. Foltos speaks to in his book, “Adding technology hasn’t changed traditional teaching and learning, but it has made poor pedagogy more expensive.”  This potential pitfall is important to remember, and there is research to support successful approaches with technology, “It is not (never was) about technology. To make a difference, it has always been about good teaching, reflecting and focusing on (relevant?) student learning (Sylvia Tolisano, 2009).”  The well-established National Board for Professional Teaching Standards also support this approach throughout technology-related instructional standards, “The standards therefore explore how such tools [emerging instructional tools], including technology, may be used to support teaching and learning for themselves and their students instead of focusing on how to use specific tools which may change.”  That being said, the standards do reinforce the importance of utilizing instructional technology, “To support content-related and pedagogical goals, accomplished teachers integrate and use instructional tools, including technology, within the curriculum, ” with the emphasis being on the pedagogical aspect. 

With the established idea that sound pedagogy still fundamentally drives instruction when technology is involved, finding resources to support the pedagogically appropriate use of instructional technology can be challenging.  Researched-based approaches where the application is proven provide the best opportunity for successful classroom applications.  One such book, “The Distance Learning Playbook” by Fisher, Frey, and Hattie, provides plenty of research-based support for careful technology integration.  They speak to concerns where “too much talk has focused on teaching and not on learning” by offering that “teachers should not hold an instructional strategy in higher esteem than their student’s learning.”  In support of this, they offer suggestions for instructional strategies that can be effectively integrated with technology such as Classroom Discussion with an effect size of 0.82, Jigsaw lesson organizational strategies with an effect size of 1.2, Reciprocal Teaching with an effect size of 0.74, and more.  Liz Kolb takes a very research-based focus in her book “Learning First, Technology Second”.  As the book title might suggest, she offers that “Teaching with technology is about the learning first and the tool second,” and advises educators to “Focus specifically on how the technology is meeting the needs of the learner.”  Based on her research, Kolb offers her “Triple E Framework” as a means to helping educators accomplish effective integration of instructional technology through the lens of “Engagement, Enhancement, and Extension.”  One last example of research-based instructional ideas around technology integration is “Using Technology with Classroom Instruction that Works” by Pitler, Hubbell, Kuhn, and Malenoski which applies the meta-research from Dr. Robert Marzano’s book “Classroom Instruction that Works” to instructional technology.  While many of the specific technology examples are dated, the core research-based concepts are sound, insightful, and proven.  The research-based reasons for careful planning around thoughtful instruction also remain the same, “Research indicates that technology’s use in the classroom can have an additional positive influence on student learning when the learning goals are clearly articulated prior to the technology’s use (Ringstaff & Kelley, 2002; Schacter, 1999).” 

Closing

There are a lot of different ways to approach coaching a colleague on lesson improvement.  The addressed areas of Standards Based, Engaging, Problem-Based Task, Technology Enhances Academic Achievement provide great starting point and reflective lenses through which to evaluate lessons.  However a peer coach is approaching a colleague, Dr. Foltos provides sound advice in that “Any coaching conversation about improving a colleague’s work must start with a clear statement that praises what’s good about the learning activity.” This advice draws on the first leg of Dr. Foltos’s instructional stool, “coaching skills (communication and collaboration)”.  These skills are critical to the peer coach’s success and must be present throughout his or her coaching interactions and work. In other words, tread lightly so as to “Begin with praise and honest appreciation” and “Be ‘hearty in your approbation and lavish in your praise'” to quote Dale Carnegie as you are truly try to win over your colleagues and influence them in the best possible way. 

References

  1. International Society for Technology in Education. (2019). ISTE Standards For Coaches. ISTE. Retrieved from https://www.iste.org/standards/for-coaches
  2. Les Foltos. (2013). Peer Coaching : Unlocking the Power of Collaboration.
  3. Corwin.Foltos, L. (January, 2018). Teachers Learn Better Together. Edutopia. Retrieved from https://www.edutopia.org/article/teachers-learn-better-together
  4. Parish, N. (May, 2019). Ensuring That Instruction Is Inclusive for Diverse Learners. Edutopia. Retrieved from https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners
  5. Wiggins, G., & McTighe, Jay. (2005).  Understanding by Design (Expanded 2nd ed., Gale virtual reference library). Alexandria, VA: Association for Supervision and Curriculum Development.
  6. Marzon, R., Pickering, D., Pollock, J. (January, 2001). Classroom Instruction that Works. Association for Supervision and Curriculum Development.
  7. Wood, C. (2007). Yardsticks. Northeast Foundation for Children, Inc.
  8. Bybee, R. (2015). The BSCS 5E Instructional Model. National Science Teachers Association.
  9. Burgess, D. (2012). Teach Like a Pirate. Dave Burgess Consulting, Inc.
  10. Fisher, D., Frey, N., Hattie, J. (2020). The Distance Learning Playbook. Corwin.
  11. Hattie, J. (2012). Visible Learning for Teachers. Routledge.
  12. Illinois Mathematics and Science Academy (IMSA). (2013). PBL Network, Collaborative Inquiry in Action. IMSA.PBL Works. (2020).
  13. Buck Institute For Education. Retrieved from https://www.pblworks.org/
  14. Zeidler, D. & Kahn, S. (2014). It’s Debatable. NSTApress.
  15. Vega, V. (December, 2012). Edutopia. Retrieved from https://www.edutopia.org/pbl-research-learning-outcomes
  16. Erdogan, N. & Bozeman, T.D. (2015). Models of Project-Based Learning for the 21st Century. Sense Publishers.
  17. Corwin.Kolb, L. (2017). Learning First, Technology Second. International Society for Technology in Education (ISTE).
  18. Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Association for Supervision and Curriculum Development & Mid-continent Research for Education and Learning.
  19. National Board for Professional Teaching Standards (NBPTS). (2016). NBPTS. Pearson.
  20. Carnegie, D. (1936). How to Win Friends and Influence People. Pocket Books.

Teaching by Design, Part Uno

Photo by Alice Dietrich on Unsplash

In his book, “Peer Coaching: Unlocking the Power of Collaboration,” Dr. Les Foltos outlines three general areas of skills that instructional coaches should possess: “The coach’s success rests on her ability to utilize skills in all three areas: coaching skills (communication and collaboration), ICT (information and communication technology) integration, and lesson design.”  Dr. Foltos uses the metaphor of a three-legged stool to describe how these skills are all critical to successful coaching, “Remove any leg and coaching could fail.”  The last of these three areas, lesson design, is perhaps the most nuanced to address.  Teachers start out writing detailed lesson plans as student teachers and slowly move away from this as they become more experienced.  Most, if not all, keep detailed lesson plan books for their own guidance but a lot of the less plan details are internalized.  Given the accelerating rate of change in education, how does a peer coach help teachers explore, reflect, and improve upon lesson and unit planning in their practice?  Dr. Foltos provides one such tool in his book that he refers to as the “Learning Activity Checklist” and divides this approach into four categories: Standards Based, Engaging, Problem Based Task, and Technology Enhances Academic Achievement.  A further exploration of these four areas, with the relevant ISTE Coaching standards in mind, provides some additional insights into the essential question raised around lesson design.

Coaching Standards

1. Change Agent: Coaches inspire educators and leaders to use technology to create equitable and ongoing access to high-quality learning. Coaches: 1a. Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process.

3. Collaborator: Coaches establish productive relationships with educators in order to improve instructional practice and learning outcomes. Coaches: 3a. Establish trusting and respectful coaching relationships that encourage educators to explore new instructional strategies. 3d. Personalize support for educators by planning and modeling the effective use of technology to improve student learning.

4. Learning Designer: Coaches model and support educators to design learning experiences and environments to meet the needs and interests of all students. Coaches: 4a. Collaborate with educators to develop authentic, active learning experiences that foster student agency, deepen content mastery and allow students to demonstrate their competency.

Essential Question

How does one approach lesson design in an ever-evolving classroom context?

Standards Based

In his “Peer Coaching” book, Dr. Foltos is clear about the need for standards based instruction, “There are three groups of standards educators should include in their learning activities: curriculum standards, 21st-century standards, and technology standards (Meyer et al., 2011m).”  There is plenty of support for this approach across educational literature and research. “Understanding By Design” by Grant Wiggins and Jay McTighe raises the critical approach of beginning with the end in mind.  In the case of standards-based teaching, this means the standards.  The standards will inform construction of learning objectives to be introduced to students at the beginning of the lesson or unit and learning outcomes to be evaluated as student success criteria at the end of the same given lesson or unit. Wiggins and McTighe focus in on this as defining the “why” of the instruction, “Answering the ’why?’ and ’so what?’ questions that older students always ask (or want to), and doing so in concrete terms as the focus of curriculum planning, is thus the essence of understanding by design.”

Not only are objectives important, but individualized feedback coupled with those objectives is critical.  This can take the form of formative assessment along the way or summative assessment at the end of the activity or unit.  “Setting Objectives and Providing Feedback” is so important that Robert Marzano cites this as one of the “Nine Categories in Instructional Planning” based on meta-research he conducted and wrote about in his book entitled “Classroom Instruction that Works”.  Dr. Foltos speaks to this as well with an emphasis on formative assessment of the standards based learning, “Educators must use formative assessment, which gives learners opportunities to receive feedback at benchmarks along the way, “to revise and improve the quality of their learning… while they are engaged in learning new materials” (Bransford, et al., 2000, pp. 24–25).”  While the objectives are classwide and the learning is standards based, individualization is important toward this end as well because every student is different. According to John Hattie’s book on meta-analyses of education research, Visible Learning for Teachers, formative assessment has a student learning effect size of 0.90 and individualized feedback has an effect size of 0.75.

Universal Learning is a valuable approach to consider when looking at lesson planning because it means providing individualized access for students whether they have an Individualized Education Plan (IEP), 504, or not.  In the Edutopia blog post entitled “Ensuring That Instruction Is Inclusive For Diverse Learners” by Nina Parrish, she speaks to the idea that Universal Design provides a flexible model for adjusting instructional approaches.  She lists three key ideas for successfully implementing universal design in the classroom, “Teach content in many ways, provide choices to sustain student engagement, and provide accommodations for all students.” Universal Design creates a more student centered approach that is more inclusive across the entire classroom for all students.

Engaging

“Tasks are essential in learning that asks students to play an active role in solving real-world problems and develop 21st-century skills. They hook the students, engage their interest in a learning activity, and define how students will demonstrate their learning.”  The type of learning tasks that Dr. Foltos is describing in his book on “Peer Coaching” are authentically engaging tasks.  For a task to be engaging, it must be developmentally appropriate.  Chip Wood’s book, “Yardsticks”, provides developmentally appropriate descriptions that can be extremely useful for appropriate engaging students at certain ages.  He speaks to our establish knowledge in this area, “In the first half of the last century, the so-called “giants” in the field of child development—people such as Jean Piaget, Arnold Gesell, Maria Montessori, Erik Erikson, Lev Vygotsky—observed, researched, and recorded most of the developmental patters that form the basis of our knowledge of how children mature.” Meeting students where they are at based on these established “developmental patterns” means we can better engage students.

In fact, “Engage” is the first of the five “E’s” listed as part of “The BSCS  5E Instructional Model” by Rodger Bybee.  The 5E Model is based on the work of John Dewey, Jean Piaget, and Lev Vygotsky, among others, in terms of the natural and “engaging” progressions of learning. According to John Hattie, Piagetian programs have an effect size of 1.28.  By engaging student interest through a discrepant event that connects to previous knowledge, teachers can help student construct new knowledge by moving from equilibrium to the disequilibrium engaged by the discrepant event and eventually back to equilibrium through the processing of new learning in the “Explore” and “Explain” phases.  Teachers then verify understanding via student’s ability to apply new learning in a different context via the “Elaborate” and “Evaluate” phases.

As demonstrated by the three provided examples, appropriate engagement is key.  This is as much an art as a science and will vary teacher to teacher and even class to class with the same teacher.  The importance throughout different contexts is a focus on being intentional about engaging the learner.  Dave Burgess is a master at this as demonstrated through his “Teach Like a Pirate” philosophy.  His book, “Teach Like a Pirate, Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator” speaks to the importance of engaging students in their learning in a way that makes sense for each educator based on their respective passion, “It doesn’t matter what subject you teach, you can become totally engaging to your audience if they can feel your passion and love for what you are doing. You will draw students in as if by some magnetic force.”  Passion is engaging, and it’s also contagious and spreads throughout your learning practice and to those around you.  Passion is engaging.

Halfway Home

So far, with Dr. Foltos’s “Learning Activity Checklist”, we’ve looked at the first two categories of ”Standards Based” and ”Engaging”.  These are two critical areas to keep in mind when reviewing existing lessons and units as well as designing new ones.  There are numerous connections across literature and via educational theorists to support these approaches.  That being said, one is best off focusing on one aspect of one category at a time as opposed to trying to process and apply all four areas at once.  Over time, with practice, many of these approaches can become second nature and intuitive for the intentional teacher. The authors of “Understanding by Design” speak specifically to this process of internalization.  The remaining two areas of ”Problem-Based” and ”Technology Enhances Academic Achievement“ will be addressed in the follow-up to this blog post.  There are entire books written on each topic, so the intent will be to address key points from established resources like this introductory post.  Together, all four areas create powerful opportunities for intentional teaching of carefully designed lessons and units of instruction.

References

  1. International Society for Technology in Education. (2019). ISTE Standards For Coaches. ISTE. Retrieved from https://www.iste.org/standards/for-coaches
  2. Les Foltos. (2013). Peer Coaching : Unlocking the Power of Collaboration. Corwin.
  3. Foltos, L. (January, 2018). Teachers Learn Better Together. Edutopia. Retrieved from https://www.edutopia.org/article/teachers-learn-better-together
  4. Parish, N. (May, 2019). Ensuring That Instruction Is Inclusive for Diverse Learners. Edutopia. Retrieved from https://www.edutopia.org/article/ensuring-instruction-inclusive-diverse-learners
  5. Wiggins, G., & McTighe, Jay. (2005).  Understanding by Design (Expanded 2nd ed., Gale virtual reference library). Alexandria, VA: Association for Supervision and Curriculum Development.
  6. Marzon, R., Pickering, D., Pollock, J. (January, 2001). Classroom Instruction that Works. Association for Supervision and Curriculum Development.
  7. Wood, C. (2007). Yardsticks. Northeast Foundation for Children, Inc.
  8. Bybee, R. (2015). The BSCS 5E Instructional Model. National Science Teachers Association.
  9. Burgess, D. (2012). Teach Like a Pirate. Dave Burgess Consulting, Inc.
  10. Fisher, D., Frey, N., Hattie, J. (2020). The Distance Learning Playbook. Corwin.
  11. Hattie, J. (2012). Visible Learning for Teachers. Routledge.
  12. Illinois Mathematics and Science Academy (IMSA). (2013). PBL Network, Collaborative Inquiry in Action. IMSA.
  13. PBL Works. (2020). Buck Institute For Education. Retrieved from https://www.pblworks.org/
  14. Zeidler, D. & Kahn, S. (2014). It’s Debatable. NSTApress.
  15. Vega, V. (December, 2012). Edutopia. Retrieved from https://www.edutopia.org/pbl-research-learning-outcomes
  16. Erdogan, N. & Bozeman, T.D. (2015). Models of Project-Based Learning for the 21st Century. Sense Publishers.
  17. Kolb, L. (2017). Learning First, Technology Second. International Society for Technology in Education (ISTE).
  18. Pitler, H., Hubbell, E., Kuhn, M., Malenoski, K. (2007). Using Technology with Classroom Instruction that Works. Association for Supervision and Curriculum Development & Mid-continent Research for Education and Learning.
  19. National Board for Professional Teaching Standards (NBPTS). (2016). NBPTS. Pearson.
  20. Carnegie, D. (1936). How to Win Friends and Influence People. Pocket Books.
     

Is Coaching Remotely Necessary in the Era of Remote Learning?

“Be the change that you wish to see in the world.” —Mahatma Gandhi

“I alone cannot change the world, but I can cast a stone across the waters to create many ripples.” —Mother Teresa

Image created by Digital Promise

“Educators often say that education is frustratingly isolating. And if you talk with them about collaboration, you quickly learn that they know it can be a powerful tool to improve teaching and learning—and many feel a growing expectation to collaborate.”  In an article written for Edutopia, Dr. Les Foltos leads off with this quote and captures the quintessential crux of the collaboration problem in education.  The teaching profession, by structure, inherently isolates teachers from each other and others in their profession, yet, collaboration is key to effecting change in education.  As Dr. Foltos goes on to write, “Reducing the isolation starts with the recognition that collaboration is a learned skill.”  Peer (instructional) coaching is one such solution that Dr. Foltos provides and an increasing body of research supports.  How do educators successfully implement this model under the best of circumstances, let alone during a pandemic that often requires remote instruction that’s done online?  We need to start out by looking at the why and what of coaching before we can begin to look at the how in any case, especially in regard to online applications.

International Society for Technology in Education (ISTE) Coaching Standard 1

  1. Change Agent: Coaches inspire educators and leaders to use technology to create equitable and ongoing access to high-quality learning. Coaches:
  • 1a Create a shared vision and culture for using technology to learn and accelerate transformation through the coaching process.
  • 1b Facilitate equitable use of digital learning tools and content that meet the needs of each learner.
  • 1c Cultivate a supportive coaching culture that encourages educators and leaders to achieve a shared vision and individual goals.
  • 1d Recognize educators across the organization who use technology effectively to enable high-impact teaching and learning.
  • 1e Connect leaders, educators, instructional support, technical support, domain experts and solution providers to maximize the potential of technology for learning.

Essential Question

What, why, and how can peer instructional coaching help to increase collaboration and effective professional development in general let alone in the midst of a pandemic?

Why Instructional Coaching?

Diana Lee writes for EdSurge, “A growing body of research confirms her theory, showing instructional coaching to be more effective for teacher growth than traditional forms of professional development.” The quoted research from Digital Promise is also strengthened by Instructional Coach Teresa Engler,  “I wish I had a coach in my long career as a teacher because there were times I felt like I was struggling and if I just had the support of a coach next to me, I would’ve been able to be a little braver, try to do more things or been just a little more confident in what I was implementing in my classroom,” she reflected. “Having a coach would have made a significant contribution to the quality of my teaching—expanding what my students learned from me.”  Peer coaches provide support based on personal experience, research, and professional development that also serves as a safety net for teachers to be brave and implement new learnings together.

The “why” for instructional coach grows with every passing research study in support of this practice as well as personal anecdote citing success.  In Dr. Les Foltos’s book, Peer Coaching: Unlocking the Power of Collaboration, he cites research by Linda Darling-Hammond and colleagues (2009) in support of instructional coaching, “They found that teachers need about 50 hours of professional development to improve in a specific area.”  This proven need exists yet teachers often only receive training that’s “…episodic, myopic, and often meaningless.”  The cited key idea that most administrators miss is that ”Improving Practice Can Only Be Done by Teachers, Not to Teachers”. Most Professional Development only focuses on theory and how to put this into practice with a successful application by teachers no more than 15% of the time.  Training that includes “coaching, study teams, peer visits” demonstrates successful classroom implementation in 80-90% of trainings according to Dr. Foltos. 

What is the Quintessential Quiddity of Instructional Coaching?

Moving from “why” to “what” with regard to peer coaching means moving from supporting research and anecdotal stories to what instructional coaching actually looks like.  Dr. Les Foltos outlines the core skills required in chapter 3 of his book: “Think of a successful coach sitting on the stool in Figure 3.1. The coach’s success rests on her ability to utilize skills in all three areas: coaching skills (communication and collaboration), ICT (information and communication technology) integration, and lesson design. Remove any leg and coaching could fail.” So first and foremost, communication and collaboration are the foundation of coaching skills.  While Dr. Foltos lists information and communication technology integration second, he actually describes the technology component as being secondary to both coaching skills and lesson design.  Communication skills are a recurring theme while learning is clearly emphasized as top priority with technology serving in secondary be essential supporting role, “It is not (never was) about technology. To make a difference, it has always been about good teaching, reflecting and focusing on (relevant?) student learning. (Sylvia Tolisano, 2009)”.

In support of these critical coaching skills, coaches take on a variety of approaches while supporting teachers.  Dr. Les Foltos describes these roles in the following manner:

· “Facilitator- Planning and leading meetings, activities, and staff development in one-on-one, small group, or large group situations. 

· Collaborator- Working together with colleagues to plan, implement, and evaluate activities. 

· Expert – Acting as a subject matter expert on a variety of topics. 

· Catalyst – Helping teachers reflect on and improve their practice by using questions strategies and skills that assist colleagues to become effective instructional decision makers.”

Knowing the different roles involved with regard to supporting teachers is an important facet of the peer coach’s efforts.  When combined with a clear mastery of the skills required, the role of peer coach can be very powerful in effecting instructional transformation across a building.  As for whom, the role of instructional coach can be a fellow classroom teacher, a part-time instructional coach, or even a full-time teacher on special assignment.  As long as it’s a peer, the peer coaching model can be effective.

How does this Translate Online?

How does the why and what help us achieve the how of peer coaching in general?  This question needs to at least be addressed concurrently if we are to explore how to potentially implement peer coaching online. According to research from Digital Promise, there is a strong correlation between peer instructional coaching and technology implementation and instructional integration.  One question related to this is how does this technological connection translate to peer coaching that’s providing online.  What does instructional coaching in the era of remote learning, and therefore remote teaching, mean for educators in need of additional support more than ever.  The nature of effective professional development doesn’t change once everything related to school and education over all moves online, “When the program evaluators focused on one topic, technology integration, they found that 30 hours of collaboration produced increases in the teachers’ use of technology with students. More significant changes in comfort and use with students occurred when the coaches collaborated more than 40 hours (Cohen & Patterson, 2006).” This research quoted by Dr. Les Foltos makes clear the need for continued coaching support in an online environment.

Peer coaching still needs to involve the application of the three key skill categories cited by Dr. Foltos within the context of the four different roles that instructional coaches typically take on.    To be done in an online environment, educators must identify and implement effective tools and strategies that support communication and collaboration via a remote learning environment, instructional technologies that work remotely, and lesson design that remains focused first and foremost on effective learning pedagogues while accounting for the differences of online learning.  When educators can do this in support of their colleagues then they must also keep in mind that this looks different when serving in the role of Facilitator versus collaborator, expert, or catalyst.

More Questions than Answers?

This is a very high-level and relatively vague description of moving an incredibly complex role online and more details are needed for any sort of full explanation.  By tackling one at a time in future posts, I hope to further explore in a much more detailed manner how each of the three areas of coaching skills described by Dr. Foltos potentially translate online to a remote learning environment.  Additionally, I hope to explore what he writes on several occasions in regard to the power of the ripple effect in effecting change across the various systems that make up a school’s ecosystem.  Translating and transforming this ripple effect from in-person to online is critical in an era of online instruction and also raises the possibility of amplification in terms of the efficiency and effectiveness of spreading positive instructional practices throughout a school community and beyond.  Being “the change” as referenced in the Ghandi quote cited at the beginning of this post means that anyone can “ripple” their influence far beyond what they observe on a daily basis just like Mother Teresa.  This powerful combination speaks to the potential of peer instructional coaching transformed for an online environment.

References

  1. International Society for Technology in Education. (2019). ISTE Standards For Coaches. ISTE. Retrieved from https://www.iste.org/standards/for-coaches
  2. Foltos, L. (2013). Peer Coaching : Unlocking the Power of Collaboration. Corwin.
  3. Foltos, L. (2018). Coaching Roles. Peer-Ed, Mill Creek.
  4. Foltos, L. (January, 2018).  Teachers Learn Better Together. Edutopia. Retrieved from https://www.edutopia.org/article/teachers-learn-better-together
  5. Lee, D. (September, 2020). How Personalized Coaching Can Kick-Start Your School’s PD (Sponsored content from Digital Promise). Edsurge. Retrieved from https://www.edsurge.com/news/2020-09-02-how-personalized-coaching-can-kick-start-your-school-s-pd
  6. Van Ostrand, K., Seylar, J., Luke, C. (2017). Prevalence of Coaching and Approaches to Supporting Coaching in Education. Digital Promise. Retrieved from https://digitalpromise.org/wp-content/uploads/2020/01/Prevalence_of_Coaching_Report.pdf
  7. Johnson, K. (2016, June 28th). 5 Things Teachers Want from PD, and How Coaching and Collaboration Can Deliver Them—If Implementation Improves. EdSurge. Retrieved from https://www.edsurge.com/news/2016-06-28-5-things-teachers-want-from-pd-and-how-coaching-and-collaboration-can-deliver-them-if-implementation-improves