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Accentuate the positive

By Jody Flowers
December 2019
Vol. 40, No. 6
For many of us, the role of a coach is ubiquitous throughout our childhood into our adolescent years. From the time we participated in youth soccer, Little League, dance classes, or music lessons, coaches were there to guide us. Coaches build relationships, encourage us, demonstrate techniques, provide motivation — all to heighten our efforts and expand our skills. Many times, it is these special people who inspire us to teach. Yet when educators enter the classroom, this kind of guidance and support often vanishes. Or worse, the term coach takes on a pejorative connotation because only struggling teachers are assigned a coach. But when done right, coaching improves teaching and students’ achievement by leading teachers to focus on the skills that address social, behavioral, and

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Authors

Jody Flowers

Jody A. Flowers (jody.flowers@wacoisd.org) is MTP-S district coach in Waco (Texas) Independent School District.

References

Allen, J.P., Pianta, R.C., Gregory, A., Mikami, A.Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333(6045), 1034-1037.

Allen, J., Gregory, A., Mikami, A., Lun, J., Hamre, B., & Pianta, R. (2013). Observations of effective teacher-student interactions in secondary school classrooms: Predicting student achievement with the classroom assessment scoring system — secondary. School Psychology Review, 42(1), 76.

Gregory, A., Ruzek, E., Hafen, C.A., Mikami, A.Y, Allen, J.P., & Pianta, R.C. (2017). My Teaching Partner-Secondary: A Video-Based Coaching Model, Theory Into Practice, 56(1), 8-45.

Hamre, B.K., Pianta, R.C., Mashburn, A.J., & Downer, J.T. (2007). Building a science of classrooms: Application of the CLASS framework in over 4,000 US early childhood and elementary classrooms. Foundation for Childhood Development, 30, 2008.

Hamre, B.K., Justice, L.M., Pianta, R.C., Kilday, C., Sweeney, B., Downer, J.T., & Leach, A. (2010). Implementation fidelity of MyTeachingPartner literacy and language activities: Association with preschoolers’ language and literacy growth. Early Childhood Research Quarterly, 25, 329-347.

Learning Forward. (2011). Standards for Professional Learning. Oxford, OH: Author.

Mashburn, A.J., Pianta, R.C., Hamre, B.K., Downer, J.T., Barbarin, O.A., Bryant, D., … & Howes, C. (2008). Measures of classroom quality in prekindergarten and children’s development of academic, language, and social skills. Child Development, 79(3), 732-749.



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