AR1: McKenzie, J. (1991), Coaching for a Change.

Programs that emphasize coaching and mentoring relationships encourage the growth of
technology enthusiasts while also supporting and enlisting teachers who have previously
been thought reluctant, resistant and technology challenged (McKenzie, 1991, p. 183).
This article introduces the idea of a coaching and mentoring program in order to
implement technology into the classroom. Often the introduction of new technology is
met by resistance and reluctance; a coaching position that focuses on individuals and
their needs may just be the antidote. In this article, McKenzie (1991) gives an overview
of effective elements that make a coaching program successful.
One of the most important pieces of this type of program is having effective mentors. It is
important to consider the mentor in terms of a whole person, taking into account tact,
responsibility, and expertise. Above expertise in the area of technology needs to be a
person who is able to develop professional and respectful relationships. If a learner, adult
or child, feels comfortable and able to make mistakes, they are more likely to give
everything they have to the task at hand. Finding a mentor who is passionate, kind, and
knowledgeable is one of the most important elements to a coaching/mentoring program.
On that note, teachers need to step up to be partners in the program as well. They need to
take responsibility to make use of the learning and infuse the technology into their own
lessons. The most effective way of learning is to learn by doing. Going along with
learning is the idea of showing how that learning is affecting the learner. As in any
teaching environment, there needs to be some form of assessment that shows growth. The
coach needs to be prepared with some form of assessment that shows how the learner is
progressing through the expectations and implementation of the learning objectives.
The mentor must be well prepared and understand his or her role. Like the old saying,
Fail to plan, plan to fail, coaches need to be not only equipped, but readily educated
and knowledgeable about how they intend to support the teacher. Furthermore, he or she
needs to understand that the teacher is the teacher of the classroom and the coaching is
meant to be a partnership that ultimately leads to independent success and
implementation of learner outcomes. The coach also needs to understand that this is not a
one size fits all approach to mentoring. Each new interaction needs to be customized to
the individual and his/her teaching style.
Another important element would be having a clear job description readily available for
teachers and administrators. It is important for everybody to understand what
responsibilities fall into the coaching category and what to expect of the coach. A lot of
frustration and misunderstanding can be avoided if everyone is clear on why the coach is
there and what specific responsibilities he or she has.
Essential for a coach to remember is that there still may be resistance and teachers who
choose conflict for a number of reasons. A coach who acts with tact, support, and
encouragement in contrast to these negative responses is the one who will have the most
success. McKenzie explains that there will be difficult moments when becoming a coach,
but perseverance is key. Another way to combat the high stress level would be to have a

coach for the coach! Coaches among districts should gather together to discuss successes,
setbacks, and specific strategies that are or are not working. Having a team of support
would really benefit the coach in a number of ways.
Implications for staff to this approach to professional development would be time
commitment, one-on-one individualized support, and essentially the successful infusion
of technology with a set curriculum. Teachers are going to have to take time to sit down
and plan with the coach as well as reflect on lessons with the coach after they are
implemented to determine successes and target areas for continued growth. It is going to
take a commitment from both the coach and the teacher to work together to make this
program successful. A positive implication of this approach is that teachers are receiving
instruction that is tailored to their specific needs and teaching styles. It isnt a one-sizefits-all seminar that attempts to speak to a group of different teaching levels and subjectsit is meant to support a specific teacher with their specific curriculum and needs. Lastly,
the ultimate implication should be an effective use of technology that transforms learning
and a continued passion for growth in the area of instructional technology.
This article was incredibly captivating and informational. This past year, a lot of things
were put on my plate technology-wise that I wasnt anticipating, but I was so grateful for
the opportunity. As a second year teacher, I felt it was an honor to be used as a resource in
this field. I held one PD session of my own and took on a role of supporting teachers
individually upon request. My principal also point teachers with questions to me. A lot of
my colleagues were appreciative for the support, time, and energy that I put into this
voluntary role. However, there was also quite a bit of resistance from teachers who either
had no interest in implementing any sort of technology into their classroom, thought I
was too young and inexperienced to be supporting them, or were upset that they were not
chosen for that position. McKenzie (1999) brings up that this isnt something new or
something that will go away, instead it is the responsibility of the coach to act with tact
and professionalism and work hard to combat these attitudes with kindness, respect, and
knowledge on the topic. It is important to understand that we cannot control the attitudes
of others, we can only control how we react and what we do to continually support them
and work together with them to find a path that works for them. I would love to one day
have a full-time coaching or mentoring position with technology and this article was a
fantastic resource that made me realize the most essential elements that would make this
type of program successful.