Navigating Ball Field Meetings

Picture this. A beautiful spring day, the scent of popcorn filling the air, watching your favorite little player running from first to second base. Suddenly you overhear, "Did you hear what Mrs. Smith allowed to happen to my little Johnny?" Another “bleacher meeting” is taking place. The ball field, church gatherings, community events, and other settings where members of the community are together often serve as the background for these field-side conferences where the focus often shifts from the event they are gathered for to school happenings, complaints, or just plain gossip that fuel frustrations and resentment for the school amongst those involved in the conversation. These “conferences” although sometimes innocent, can often lead to a venting session that leaves everyone feeling fired up as well as hostile toward the school faculty and staff. With the rise in technology, these grievances have started being centered around issues dealing with devices, such as concern for the lack of monitoring student devices.

So how can teachers play a role in preventing these gatherings from spiraling into something far beyond control? Maintaining public relations is key. According to Whitehead et al. (2013), "The development of a strong public relations program is at the core of educational change and reform" (p. 149). Promoting open communication, involving members of the community in decision-making, and providing regular updates can assist in assuring parents and community members their concerns are being heard and considered in their protocols.

One of the most effective ways teachers and administrators can prevent these bleacher meetings from going too far into negative territory is by fostering open communication with community members. Strong parent-teacher communication has been known to correlate with more positive behavior from both parents and students. By building this rapport and establishing healthy relationships with parents, addressing their concerns, and being proactive instead of reactive, teachers can aid in mitigating the parents’ need for public venting sessions.

With the concerns increasing over protection for students using technology, concerns should be addressed when developing a technology plan. “The technology coordinator should enlist the aid of a variety of stakeholders when beginning the planning process” including community representatives (Frazier & Hearrington, 2017, p.169). Community members bring diverse perspectives and experiences to the table which can greatly aid in the decision-making process related to digital safety and other issues. Frazier & Hearrington (2017) suggests that one should engage “stakeholders in an analysis of the school’s or district’s Strengths, Weaknesses, Opportunities, and Threats” (p. 169). By engaging in this, not only may concerns dealing with technology arise, but other concerns community members may have about school happenings and/or protocols.

Providing regular updates keeps parents informed about school happenings and eases their minds about any safety concerns they may have for their students. This relief from anxiety can lead to a reduction in the likelihood of grievances being aired out at community events. Regular updates through newsletters, emails, or community meetings with the school allow for ongoing dialogue and transparency which can prevent misunderstandings from occurring and manifesting into something major.

Overall, teachers play a vital role in shaping the school community and relationships between the school and the community. By promoting open communication, including community members in decision-making, and providing updates to community members, teachers can assist in the prevention of these ball field meetings from becoming platforms for expressing frustrations about the school and its protocols and/or happenings.

 

References

Frazier, M. & Hearrington, D. (2017). The Technology Coordinator’s Handbook, Third Edition (3rd ed.). Eugene: International Society for Tech in Ed.

Whitehead, B. M., Jensen, D. F. N., & Boschee, F. (2013). Planning for Technology: a

guide for school administrators, technology coordinators, and curriculum

leaders (2nd ed.). Thousand Oaks, CA: Corwin.

The Ever-Changing World of Technology

 

  The world of technology is vast and changing constantly. It seems almost impossible to keep up with every new app, update, and piece of tech that comes out. This is no different in the world of education. There seems to be a new website or application introduced daily to help students and or teachers. New pieces of equipment, ViewSonic Panels, tablets, digital textbooks, are brought into the room constantly for teachers to begin incorporating into their educational practices. The culmination of this persistence of integrating and staying current on the latest educational technology, and the trends that come along with it, can be quite overwhelming for many educators. To make matters more challenging, districts often lack in providing their staff with professional development opportunities in this area.

     A study on the impact of educational technology on teacher stress and anxiety found one of the top "stressors or factors associated with teachers’ stress and anxiety due to the use of educational technology…are mainly focused on the lack of training and education in technology (50%)"(Fernández-Batanero et. al., 2021). This doesn't seem to be just a national issue but a global one. "The Promethean State of Technology in Education UKI Report found that over 64 percent of U.K. educators were dissatisfied with the training they received; only 15 percent believed they had received satisfactory training in edtech" (Kologrivaya & Shleifer, 2022). According to Frazier and Hearrington (2017), "providing successful professional development containing research-based structural and instructional processes" is one of the major responsibilities of the technology coordinator (p.15). After reading the percentage of teachers who feel they have been given a lack of training and education on technology and reading that this falls under the responsibilities of the technology coordinator, I begin to wonder are our technology coordinators ignorant to opportunities for professional development available, are there not many opportunities for professional development available to offer, or do these coordinators simply not realize they should be seeking our these opportunities and making them known to the educators under their leadership?

    Looking at the available opportunities for professional development on education technology, I don't believe the lack of professional development that is available is the issue. The U.S. Department of Education's office of educational technology's website offers several professional learning opportunities along with many other organizations who offer conferences, online zoom training, and self-paced professional development. After seeing all that is available, I truly think the root of the problem is that technology coordinators are expected to do so much trouble shooting with technology in their schools, their many other responsibilities as well as the wealth of knowledge they have to offer gets overlooked. Technology coordinators seem to be stretched thin, just like so many in the world of education now, that some of their duties get swept away. 

    I hope with the surge of technology in the world of education becoming more and more, professional development will increase in importance in the eyes of the higher ups as well as the technology coordinators so that educators can be made more aware of opportunities for learning as well as encouraged to increase their knowledge in this area by attending these opportunities. Unfortunately, it may come down to being driven and devoted enough as an educator wanting to better themselves by seeking out opportunities for themselves. Below is a video from an educator explaining her feelings of frustration with the professional development dilemma that I believe so many educators feel as well and an opportunity any educator can take advantage of to help them in this area.

References

Fernández-Batanero, J.-M., Román-Graván, P., Reyes-Rebollo, M.-M., & Montenegro-Rueda, M. (2021). Impact of Educational Technology on Teacher Stress and Anxiety: A Literature Review. International Journal of Environmental Research and Public Health, 18(2), 548. https://doi.org/10.3390/ijerph18020548

Frazier, M., & Hearrington, D. (2017). The Technology Coordinator’s Handbook, Third Edition (3rd ed.). Eugene:             

            International Society for Tech in Ed.

Kologrivaya, K., & Shleifer, E. (2022, April 15). Teachers aren’t getting enough training on 

technology. it’s a global problem. - edsurge news. EdSurge. 

https://www.edsurge.com/news/2022-04-15-teachers-aren-t-getting-enough-training-on-te

chnology-it-s-a-global-problem

The Playbook

Growing up in with my family, Saturdays were always devoted to Alabama football. When I entered high school, I joined the danceline/colorguard and had my Friday nights taken up by football as well. Movies and T.V. shows that were centered around football were always popular in my household as well. In all those years of watching the game in person and on television, I discovered what I thought to be the key to a great team. It was a dedicated coach with a well adapted play book.

On page 104 of The Impact Cycle, Knight (2018) describes the instructional playbook as "a simple, short publication made up of three parts: (a) a one-page list of high-impact teaching strategies, (b) a one-page description for each of the strategies, and (c) checklists coaches need to use to describe the teaching 
practices contained in the playbook." Just like a playbook in football is essential for everyone to be on the same page and do well, the instructional playbook is imperative for a successful instructional coaching cycle. Before I started my coaching cycle, I decided to make a version of an instructional playbook for the cycle. The playbook helps to outline clear objectives, identify appropriate teaching strategies, and create engaging activities for students. It also serves as a sort of reference guide for the teacher to ensure consistency in instruction. I have always been one to have detailed lesson plans and other guiding materials to keep me on track and help hold me accountable to do what I am trying to accomplish. I determined the playbook to be the tool I could use to accomplish that in my coaching cycle.

Although there is an outline of a typical playbook provided by Knight in his book, it's important to understand the playbook is not a one size fits all and should be adapted by each individual teacher to meet the unique needs of both themselves and their students. For me, the check-lists were the most helpful aspect of the playbook. Because of this, that section of my playbook was the most detailed and the portion that I put the most effort in. Checklists have always been a part of how I organize my thoughts and tasks I need to accomplish so this was like second nature to me. Knight (2018) explains "Checklists make it easier for coaches to clearly describe teaching practices (p.107)." I found this to be true for myself.

    

Hess (2023) discusses how coaches should use their playbook, including checklists by saying "Coaches should use these one-pagers and checklists to precisely describe teaching strategies so that teachers can implement them." Checklists can definitely serve as a valuable tool within the instructional playbook to make sure that important steps and considerations are not overlooked within instruction. 

Jim Knight (2022) sums up what an instructional playbook is intended for in his blog when he says, "In short, instructional playbooks are organizational tools that professional developers use to (1) identify high-impact teaching strategies and (2) explain those strategies to teachers so they and their students can meet powerful goals. Instructional playbooks are essential because too often, teachers don’t have the specific, practical information they need to implement teaching strategies effectively even after reading books or attending professional development sessions. Like all professionals, teachers need ideas to be translated into explicit, actionable knowledge if they are going to implement them."

For more on instructional playbooks, check out the video below:

References

Hess, R. (2023, October 19). What is the role of instructional coaches? (opinion). Education Week. https://www.edweek.org/leadership/opinion-what-is-the-role-of-instructional-coaches/2023/10

Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful                   improvements in teaching. Corwin.

Knight, J. (2022, March 3). Success factor 6: Instructional Playbook. Instructional Coaching Group. https://www.instructionalcoaching.com/blog/success-factor-6-instructional-playbook#:~:text=In%20short%2C%20instructional%20playbooks%20are,students%20can%20meet%20powerful%20goals.

Coaching With a Purpose

 Coaching, a term you hear often when speaking about sports and extracurricular activities. I have had several coaches myself. Soccer, softball, even dance, all had a coach to train me, push me to do my best, stretch me in ways that were far outside of my comfort zone. 

I had the great privilege of becoming a vocal coach at the last school I taught at. Twenty middle school boys and girls trusted me to lead them and increase their vocal abilities. One of my favorite parts of coaching these students was the relationships I built with them. One girl in particular comes to mind. This little girl had a tremendous amount of potential vocally and, for some reason, took to me quickly. She would not only come to me for advice with her musical needs, but personal issues as well. Her mother was very supportive of our mentor-like relationship and even called me mom number two. Needless to say I took a particular interest in this young lady. We would work additional afternoons to stretch her vocal range, work on increasing her breath support, and fine tuning her craft. This intentional and purposeful time built a lasting relationship where she trusted and valued my input and advice, one that is still strong and growing to this day even after moving away from the school I was at. Because of the time and effort I put into the coaching relationship, and intentionality and purpose I put into the time spent together honing her craft, she became more motivated to compete in vocal competitions and try her best to show me my time was worth while.

(Left: The two of us at our last competition)

(Right: Meeting my son for the first time)

I believe that the intention and purpose put into that coaching relationship can also, and should also, be put into an instructional coaching relationship. Knight (2018) explains that the role of instructional coaches (ICs) is to "partner with teachers to help them improve teaching and learning so students become more successful" (p.2). As a former classroom teacher, I have experienced instructional coaching support provided by the school district, both good and bad. There is nothing more frustrating than an already overwhelmed first year teacher who has very little personal time due to the lesson plans, parent contacts, extracurricular duties, and so on to have yet another thing piled on them (activities from instructional coaches or homework so to say, meetings, presentations) that is nothing more than busy work to check a box for the coaches saying they are working with the teacher. Unfortunately as Plotinsky (2023) explains, "Coaching becomes a tool to address incompetence or poor test results rather than a process that elevates the practice of all."

On the flip side, I have experienced instructional coaching that you could tell was well planned and intentional in its presentation, activities, and the overall goal it is trying to achieve. Knight (2018) explains if coaches and teachers are going to spend the enormous amount of time and effort it takes to reach a goal then they should make sure it is worth reaching (p.66). There have been several times where I wished I knew more about a topic or how to increase my students' ability in a certain skill and was able to reach out to the instructional coach I was in a mentorship with to help me understand better or increase my knowledge of how I could reach my students better when it came to developing said skill. I have sat through presentations that addressed real needs we saw evident in our students and I would walk away pleased to have had the opportunity to have sat under the coach's teaching. I have also walked away feeling like a presentation was a total waste of time I could have been with my students working on something that was actually applicable to them. When the purpose of instructional coaches is to provide support in areas to benefit the teacher's and students' needs, no time is wasted. When referring to a text by the importance of putting teachers’ needs (both individual and collective) at the forefront of PD efforts.

One final thought on coaching with a purpose is to make sure that you are purposeful in the relationships you build with those you are coaching. "To have a productive relationship, teachers

and coaches need to trust one another, respect each other professionally, commit to keeping their partnership agreements, and clearly define the work they will do together. Teachers must believe that the coach supports them and that the coach’s top priority is student academic achievement" (Killion et al., 2014). Just like in the example of my vocal coaching with the young lady, we were able to build a strong bond to where she trusted my leading and advice and followed it to increase her vocal ability. Teachers are the same way. If they know they can trust you and what you are saying and/or doing is to increase their abilities, they are much more likely to be open to advice and direction and follow it.

Coaching can be challenging as well as rewarding. An important thing to keep in mind for both the individual coaching as well as the one being coached is you get out what you put in. Go into this relationship with an open mind and the students always at the center of focus.

References

Killion, J., Harrison, C., Bryan, C., & Clifton, H. (2014). Teacher-coach relationships - learning forward. Learning Forward. https://learningforward.org/wp-content/uploads/2014/05/teacher-coach-relationships.pdf  

Knight, J. (2018). The impact cycle: What instructional coaches should do to foster powerful improvements in teaching. Corwin.

Plotinsky, M. (2023, April 5). The case for instructional coaching throughout a teacher’s career. Edutopia. https://www.edutopia.org/article/instructional-coaching-as-professional-development/