Marzano & Simms (2013) shared four practices they believe to be essential for an effective coaching relationship : establish a model for effective teaching, use a scale to measure teachers progress, conduct a self-audit, establish a coaching perspective (p. 52).
Gamrat, Zimmerman, Dudek, & Peck (2014) reported on a digital badging system that personalized teachers professional development activities to support aspects of their workplace setting by customizing their content choices and level of assessments (p. 1145). Once their content choices were selected and level of assessment was completed, they were placed in a community of educators with a paid professional mentor. Gamrat et al., 2013 concluded that successful online professional development within a mentor relationship allowed learners to make decisions based on their needs while gaining access to resources and practices valued by the community of educators in their professional learning group (p. 1146).
This digital badging system utilized the four practices Marzano & Simms believe to be essential for an effective coaching relationship. They established an online professional development and badging platform for effective teaching, used an assessment to measure the teachers progress, conducted a self-audit of the teacher by narrowing their content choices as well as level of assessment for their personal profile, and established a coaching perspective through a community of educators that included a paid professional mentor.
The cartoon image above does a great job illustrating the roles of a coach and coachee. In reference to the digital badging scenario, the mentor in the community of educators plays the role of a coach while the teacher plays the role of a coachee. Educators are accustomed to completing yearly observations on digital platforms such as Talented’s Perform . In addition to observations, evaluations, and professional learning, perform encourages educators and leaders to form partnerships for improvement rather than using it strictly for documentation. Marzano & Simms (2013) concluded by emphasizing that in order for a coach to help a teacher, they must learn and continue to learn from research, theory, & strategies associated with the growth-goal element.
Aguilar, E. (2016). The Art of Coaching Teams: Building Resilient Communities that Transform Schools. Jossey-Bass: San Francisco, CA.
Gamrat, C., Zimmerman, H., Dudek, J., & Peck, K. (2014). Personalized workplace learning: An exploratory study on digital badging within a teacher professional development program. British Journal of Educational Technology, 45(6), 1136-1148.
Marzano, R.J. & Simms, J.A. (2013). Coaching classroom instruction. Marzano Research Laboratory: Bloomington, IN.