Browsing by Subject "Instructional coaching"
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Item The implementation of instructional coaching : building district systems of support(2015-05) Maldonado, Elizabeth Ann; Olivárez, Rubén; Sharpe, Edwin R.; Ovando, Martha N.; Wetzel, Melissa R.; Cavazos, Arturo J.Educators continue to search for research-based support for the implementation of strategies and processes associated with improving education. Instructional coaching is one promising and positive strategy to provide ongoing, job-embedded teacher support (Russo, 2004). Despite widespread utilization of instructional coaching, there are few studies that document clear and specific implementation processes of instructional coaching models. As indicated by Russo (2004), more and better school-based research was needed to know whether coaching makes a positive difference. Therefore, the purpose of this qualitative case study was to examine how a school district implemented an instructional coaching model to build teacher capacity and improve student achievement. Further, this study attempted to document the processes used to sustain a coaching model as a viable district support system. The following questions guided this research: 1) How do district administrators implement instructional coaching at the district level? 2) How do district administrators measure the effectiveness of the instructional coaching models in place? 3) How do district administrators provide systems of support for instructional coaches? Findings of this study revealed that instructional coaching is implemented in a systemic form of teacher professional development through: funding acquisition, hiring district coaches, expanding coaching, collaborative connections, orientation training, Harvard Instructional Rounds, Common Instructional Framework strategies, Knight's instructional coaching, instructional coaching structures and processes, and instructional coaching implementation challenges. Furthermore, measures of instructional coaching effectiveness is accomplished by applying Common Instructional Framework rubric, applying instructional frameworks, utilizing the GROW (Goal, Reality, Options, Wrap-up) model, conducting instructional coaching evaluation, analyzing student achievement data, and conducting a classroom teacher observation. Additionally, providing support of instructional coaches requires administrators to offer: external partnerships, coaching training, systemic methodology, active participation, coaches' quadrants, and mentor assignment. Finally, implications for additional research and practice are offered.Item Investigations in surface tension in thin films and self-diffusion in nanocomposites : lab experiences can help secondary educators better their instructional practices(2012-08) Brophy, Melissa; Ellison, Christopher G., 1960-; Allen, David T.This report documents the experiences and applications to practice of a secondary science teacher, instructional coach, and educational consultant performing academic research on surface tension in thin films and self-diffusion in nanocomposites in a chemical engineering lab setting. Throughout this experience, the author developed knowledge for and of engineering teaching through authentic learning experiences. These learning experiences will be used as a model to assist mentee teachers in developing authentic learning experiences for students that create an awareness of engineering while fostering engineering habits of mind and an understanding of the engineering design process.Item Teacher perceptions of coaching in a reading first context : a cross-case analysis of an academically acceptable and an academically unacceptable school(2011-05) Davis, Emiko Nikki; Field, Sherry L.; Brown, Christopher; Obenchain, Kathryn M.; Saenz, Victor; Svinicki, MarillaThe creation of professional development that provides ongoing support to teachers so that they can continue to develop has been increasingly promoted in past years. With the onset of No Child Left Behind and Reading First, teacher professional development gained renewed interest in many school districts. One key component of professional development that received increased attention is professional development through instructional coaching. In a Reading First setting, coaches were supposed to provide teachers with ongoing support in implementing high quality reading instruction for teachers in grades K-3. However, little research on teacher perceptions in this setting has been undertaken. This study sought to discover teacher perceptions of the role, contribution, and value of coaching in grade levels K-3 by answering the following research questions: 1) How do teachers understand the role of instructional coaching? 2) What changes do teachers perceive in their practice as a result of instructional coaching? 3) Which components of instructional coaching do teachers believe they benefit from most? 4) Do teachers perceive a relationship between student learning and instructional coaching? A cross-case analysis was performed on two elementary schools. Data came from the perspective of eight teachers through personal interviews and focus group interviews. Coaching logs provided by instructional coaches were also used. Data collection and analysis was guided by Dewey’s (1938/1998) theory of experience, focusing on continuity and interaction. The results of this research revealed perceived diverse benefits of coaching on teacher practice in a Reading First setting, as well as issues and challenges within the coach-teacher relationship. Teachers’ views and attitudes regarding coaching were similar in some ways. Teacher interaction with coaches varied by experience and grade level. Most of the teacher participants wanted more interaction with the instructional coach assisting, modeling, and observing in the classroom.