Combined coaching: Do you like the three types of training above? Combined coaching may be for you because it combines the different types of training. According to Lochmiller, there are five types of training that can be found under the umbrella of combined training. They are instructive, facilitative, collaborative, consultative and transformative. School life is busy, to say the least.
The pace of the day is fast and, certainly, school leaders and staff must be agile in their thinking and decision-making. As a school leader and teacher, you face these challenges on a daily basis. Keeping up with classroom practice and keeping up with teaching practices is a challenge even for the experienced teacher. There are different leadership styles to support these challenges, and depending on what you read, they can consist of seven.
The seven traditionally referred to styles are autocratic, authoritarian, fast-paced, democratic, training, affiliative and laissez-faire. The following table provides a brief overview of these styles. For example, a teaching coach might work with a teacher whose students aren't enthusiastic and don't understand the relevance of their classes. Instructional training involves an expert working with a teacher in regular one-on-one sessions to gradually improve both their performance and the learning of their students.
In order to improve teaching in the classroom, coaches participate in a variety of classroom activities, such as modeling teaching methods, observing teachers at work, activities outside of class, joint planning, analyzing student data, developing curriculum, and conferencing with teachers. They would like to receive more support to use the coaching process and for this to be part of their professional development. There is scope for developing this educational training process in schools as part of professional learning. Coaching cycles can cover these four areas in different ways, depending on your personal preferences.
In this strategy, the coach asks teachers to count the number of times they see evidence of a specific practice (to assess how often they demonstrate it) or to count the number of students engaged, the number of times the students respond, the time the teacher talks, etc. This allows the coaching session to focus on a specific topic rather than everything else that happens in the lesson. Frances Robertson, who recently retired from her position as principal, provides confidential support to teachers, school leaders and principals to ensure well-being and professional development through thoughtful supervision and training, as well as offering educational consulting support. The primary responsibility of instructional coaches is to improve classroom instruction and increase student performance.
In this case, the coach could observe the problem, ask the teacher to count how long the admission routine lasts or the number of students who are not ready to learn when they should be, and divide the admission routine into small stages in which to work. In addition, coaching inspires teachers to commit deeply because they are working on a goal they have chosen. There are a variety of different models that can be used, depending on the approach and preferred instructional training strategies. An example of an educational coach scenario in this context would be if a teacher had difficulty implementing organized routines for entering the classroom: entering the classroom took much longer than it should and valuable class time was wasted.
