Download or read book Effect of Professional Development and Follow up Support Through Coaching Emails on Secondary English Teachers Sense of Efficacy in Implementing Mentor Text Instruction written by Ann-Marie Morgan and published by . This book was released on 2018 with total page 110 pages. Available in PDF, EPUB and Kindle. Book excerpt: Beyond rigorous reading instruction in America’s high schools, writing instruction in the 21st century must be addressed if students will be equipped with the critical thinking skills they need to be successful. Teachers, however, need training in implementing innovative methods in writing instruction to effect change in student achievement. This quantitative, quasi-experimental study attempted to determine what effect professional development through in-person training and follow-up support through coaching emails have on teachers’ perceived self-efficacy in implementing mentor text instruction for writing. Data were collected from 9 teachers who attended a 2-hour professional development session on strategies for using mentor texts. Before and after the training, teachers responded to the Teacher Self-Efficacy Scale (TSES). Participants received 5 weeks of follow-up support through coaching emails, which included classroom exemplar videos, articles on mentor text instruction, and lesson plans for using mentor texts. A 1-sample Wilcoxon Signed Rank Test was used to compare participants’ median scores on the TSES before and after the in-person training and then to compare the participants’ median scores on the TSES before and after receiving follow-up support through coaching emails. Further research may demonstrate more variations of professional development and follow-up support as well as the specific uses and benefits of mentor texts in writing instruction for various grade levels and for various writing tasks as well as how it affects students’ reading ability.
Download or read book The Art of Coaching written by Elena Aguilar and published by John Wiley & Sons. This book was released on 2013-02-22 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: Hands-on resources for new and seasoned school coaches This practical resource offers the foundational skills and tools needed by new coaching educators, as well as presenting an overview of the knowledge and theory base behind the practice. Established coaches will find numerous ways to deepen and refine their coaching practice. Principals and others who incorporate coaching strategies into their work will also find a wealth of resources. Aguilar offers a model for transformational coaching which could be implemented as professional development in schools or districts anywhere. Although she addresses the needs of adult learners, her model maintains a student-centered focus, with a specific lens on addressing equity issues in schools. Offers a practical resource for school coaches, principals, district leaders, and other administrators Presents a transformational coaching model which addresses systems change Pays explicit attention to surfacing and interrupting inequities in schools The Art of Coaching: Effective Strategies for School Transformation offers a compendium of school coaching ideas, the book's explicit, user-friendly structure enhances the ability to access the information.
Download or read book Supporting the Professional Development of English Language Teachers written by Melissa K. Smith and published by Routledge. This book was released on 2017-11-22 with total page 186 pages. Available in PDF, EPUB and Kindle. Book excerpt: Applying the principles of facilitative teaching to mentorship, this book brings together well-established knowledge about mentoring with the experiences and ideas of mentors in the field to advance and support the professional development of language teachers. Recognizing the impact of globalization and technology, Smith and Lewis identify processes and pathways for mentors to develop multi-layered skills for working with teachers in both their own and cross-cultural contexts, and in face-to-face and virtual settings. Grounded in theory, this innovative approach is illustrated with authentic experiences, and ready to be applied by readers in their specific settings around the world. With an interactive design that encourages participation and practice, each chapter includes vignettes, reflections, and challenging scenarios from mentors in training. Self-reflection and task sections at the end of each chapter engage the reader in combining theory with practice. Sample materials such as mentor-mentee contracts, work plans, journal templates, discussion suggestions (face-to-face or online), and observation forms deepen understanding and enable mentors to adapt or create their own materials. This practical and context-adaptable guide is accessible to mentors at any career stage, for use in personal professional development, or as part of mentor training sessions.
Download or read book Mentoring English Teachers in the Secondary School written by Debbie Hickman and published by Routledge. This book was released on 2019-11-22 with total page 314 pages. Available in PDF, EPUB and Kindle. Book excerpt: This practical guide will help school-based mentors of trainee or newly qualified English teachers in developing their own mentoring skills, whilst providing the essential guidance their trainees need as they navigate their new role in the secondary classroom. With analytical tools for self-evaluation, this is a key resource that will support and inspire mentors and help them identify both strengths and skill gaps to develop confidence and knowledge in their mentoring position. By providing practical tools such as tasks, feedback guides, further readings and examples of dialogue with trainees, this volume covers the knowledge, skills and understanding every mentor needs. Key topics explored include: Roles and responsibilities of mentors; How to develop a mentor–mentee relationship; Developing beginning English teachers’ subject knowledge and expertise, including planning for pupils’ learning; Managing workload and student teacher well-being; Developing collaborative practice; Developing the wider, professional role of the teacher. Filled with tried-and-tested strategies based on the latest research, Mentoring English Teachers in the Secondary School is a vital guide for mentors of English teachers, both trainee and newly qualified, with ready-to-use strategies that support and inspire both mentors and beginning teachers alike.
Download or read book Professional Capital written by Andy Hargreaves and published by Teachers College Press. This book was released on 2015-04-24 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: The future of learning depends absolutely on the future of teaching. In this latest and most important collaboration, Andy Hargreaves and Michael Fullan show how the quality of teaching is captured in a compelling new idea: the professional capital of every teacher working together in every school. Speaking out against policies that result in a teaching force that is inexperienced, inexpensive, and exhausted in short order, these two world authorities--who know teaching and leadership inside out--set out a groundbreaking new agenda to transform the future of teaching and public education. Ideas-driven, evidence-based, and strategically powerful, Professional Capital combats the tired arguments and stereotypes of teachers and teaching and shows us how to change them by demanding more of the teaching profession and more from the systems that support it. This is a book that no one connected with schools can afford to ignore. This book features: (1) a powerful and practical solution to what ails American schools; (2) Action guidelines for all groups--individual teachers, administrators, schools and districts, state and federal leaders; (3) a next-generation update of core themes from the authors' bestselling book, "What's Worth Fighting for in Your School?" [This book was co-published with the Ontario Principals' Council.].
Download or read book The Effects of Mentoring on Student Teachers Self Efficacy written by Charles O. Rick and published by . This book was released on 2006 with total page 168 pages. Available in PDF, EPUB and Kindle. Book excerpt: "Traditionally, mentoring has been part of the student teaching experience, however mentors may not receive proper training in mentoring, which ultimately impacts self-efficacy or teacher efficacy of student teachers. This quasi-experimental study investigated the effect of mentor training on teacher efficacy. The survey, Teachers' Sense of Efficacy Scale, was given to student teachers twice during student teaching to measure changes in teacher efficacy. The results showed a moderately high sense of teacher efficacy upon entering student teaching and an even higher sense of teacher efficacy at the conclusion of student teaching. Additionally, the analysis of results indicated training the mentor did not significantly contribute to efficacy changes. The role mentors have in assisting student teachers remains an open question"--Abstract, p. iii.
Download or read book Mentor Development for Teacher Training written by Anne Punter and published by Univ of Hertfordshire Press. This book was released on 2007 with total page 148 pages. Available in PDF, EPUB and Kindle. Book excerpt: The 34 scenarios that make up this book are based upon real-life teacher-trainee issues. They are designed to stimulate analysis of those issues, to help the formulation of possible approaches to deal with them, and to promote reflection on the role of the mentor as a practitioner, advisor, critical friend, and assessor. There is no single solution to each issue, but the material prompts an in-depth discussion of what the issues are and a consideration of how to manage the complex set of factors towards a resolution.
Download or read book International Perspectives on Mentoring in English Language Education written by Mark Wyatt and published by Springer Nature. This book was released on 2022-08-18 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book focuses on mentoring in English language education internationally, as it applies to students, language teachers, practitioner researchers and research mentors themselves. It aims to provide an in-depth understanding of current mentoring practices in diverse contexts worldwide, drawing on case studies from Brazil, Chile, Mexico, Peru, and the USA; China, India, Japan, Nepal, and Vietnam; Australia; parts of Africa; Oman and the UAE; North Macedonia, Turkey and the UK. Areas of focus include peer mentoring, mentor courses, cross-cultural issues, and modalities such as face-to-face or online mentoring, and the chapters also highlight the value of different methodological tools for exploring mentoring situations, including cultural-historical activity theory and conversation analysis. The book’s conclusion highlights the potential of mentoring to widen access to learning and therefore address issues that relate to social injustice and inequality, particularly in, but not limited to, under-resourced contexts. This volume will be of particular interest to teacher educators, pre-service and in-service language teachers, and students and scholars of applied linguistics and English language teaching.
Download or read book The Effect of Using Some Professional Development Strategies on Improving the Teaching Performance of English Language Student Teacher at the Faculty of Education Helwan University in the Light of Pre Service Teacher Standards written by Safaa Mahmoud Abdel Halim and published by . This book was released on 2008 with total page 487 pages. Available in PDF, EPUB and Kindle. Book excerpt: The main aim of this thesis was to determine the effect of using a training program based on three professional development strategies; namely: action learning, peer coaching and study groups, on improving teaching performance of Faculty of Education, Helwan University EFL student teachers in the light of standards for teachers of English at pre-service. To achieve this aim, an observation checklist was developed, validated, administered and data obtained were statistically treated and analyzed. The research sample consisted of twenty four, fourth year, EFL student teachers, assigned as one treatment group. Besides the observation checklist mentioned above, four other tools were developed and made use of, namely: Scoring rubric, achievement test, a portfolio assessment checklist for continual evaluation and program satisfaction questionnaire. Using these tools, the following results were reached: There were significant differences between the mean scores of the EFL student teachers on the achievement test and the scoring rubric in favor of the post test mean scores due to the effect of the professional development strategies based program. Also the program proved to have large effect size (0.987 and 0.996) on the improvement of the treatment group's teaching performance domains (classroom management, assessment and professionalism); both theoretically and practically. In conclusion, the program proved to be effective with a gain ratio (1.7) in improving the student teachers performance. Thus, the study aim was achieved and it was recommended that professional development strategies should be used in EFL teachers' pre/in-service training programs. A bibliography is included. The following are appended: (1) Teaching Performance Observation Checklist; (2) Teaching Performance Scoring Rubric; (3) Portfolio Assessment Checklist; (4) Achievement Test; (5) Program Satisfaction Questionnaire; (6) The Program (The Jury Letter; Handouts; and Trainer's Manual); and (7) A List of the Jury Members. (Contains 16 figures and 17 tables.
Download or read book Mentoring Teachers in Post Compulsory Education written by Bryan Cunningham and published by Routledge. This book was released on 2014-03-18 with total page 153 pages. Available in PDF, EPUB and Kindle. Book excerpt: This timely new handbook will be an essential read for all college staff who find themselves involved in mentoring trainee teachers in post-compulsory education, either through choice or necessity! Describing all of the expectations, responsibilities and rewards involved in mentoring college teachers in training; the book provides advice and support on: * What to expect as a mentor and what your mentee expects of you! * Organizing and conducting observations * Time management * Using appropriate language with your mentee * What to do when things go wrong! Accessible, practical and supportive, this book will help make mentoring an easier, more enjoyable and ultimately rewarding experience for all new mentors in the post-compulsory workplace. It will also be of great value to both teachers trainers and key staff in colleges, such as staff development managers, who play an important role in overseeing the delivery and quality of mentoring activities.
Download or read book Science Teachers Learning written by National Academies of Sciences, Engineering, and Medicine and published by National Academies Press. This book was released on 2016-01-15 with total page 257 pages. Available in PDF, EPUB and Kindle. Book excerpt: Currently, many states are adopting the Next Generation Science Standards (NGSS) or are revising their own state standards in ways that reflect the NGSS. For students and schools, the implementation of any science standards rests with teachers. For those teachers, an evolving understanding about how best to teach science represents a significant transition in the way science is currently taught in most classrooms and it will require most science teachers to change how they teach. That change will require learning opportunities for teachers that reinforce and expand their knowledge of the major ideas and concepts in science, their familiarity with a range of instructional strategies, and the skills to implement those strategies in the classroom. Providing these kinds of learning opportunities in turn will require profound changes to current approaches to supporting teachers' learning across their careers, from their initial training to continuing professional development. A teacher's capability to improve students' scientific understanding is heavily influenced by the school and district in which they work, the community in which the school is located, and the larger professional communities to which they belong. Science Teachers' Learning provides guidance for schools and districts on how best to support teachers' learning and how to implement successful programs for professional development. This report makes actionable recommendations for science teachers' learning that take a broad view of what is known about science education, how and when teachers learn, and education policies that directly and indirectly shape what teachers are able to learn and teach. The challenge of developing the expertise teachers need to implement the NGSS presents an opportunity to rethink professional learning for science teachers. Science Teachers' Learning will be a valuable resource for classrooms, departments, schools, districts, and professional organizations as they move to new ways to teach science.
Download or read book Using Stories as the Landscape of Writing written by Christine McDowell and published by . This book was released on 2015 with total page 142 pages. Available in PDF, EPUB and Kindle. Book excerpt: In this dissertation, I investigate the way in which mentor texts are defined and implemented by four elementary classroom teachers within one school district, and how this mode of instruction allows for an increase in teacher autonomy while still addressing Common Core State Standards. This project focuses on each participant as they share a common goal in writing instruction while maintaining their teaching identity and curricular freedom. One goal of this study is to provide the educational theory that supports mentor text instruction that is missing from the movement. Many teaching guides exist that explain the concept of mentor texts, but they do not explore the foundations behind the teaching practice. This study seeks to create this missing foundation to ensure that this practice becomes a permanent part of writing instruction, rather than a passing trend. The second goal is to provide insight as to how teachers put this theory into practice. The same teaching guides are filled with detailed lesson plans and annotated bibliographies, but they do not examine how to make this practice a permanent part of writing instruction. Instead, they read as disjointed singular lesson ideas. This study also seeks to break down the implementation process so that it is accessible to all teachers. Although the concept of mentor texts is growing in the field of English Education, little has been said about the implementation of the practice into mainstream writing instruction. What are the critical features of a quality mentor text? Do they support Common Core State Standards? How do the criteria of mentor texts differ among lessons, or among teachers? How do students respond to mentor texts as a model of writing? This study examines how teachers are implementing mentor texts into a permanent part of their writing curriculum, how they discern which mentor texts to include, and how they facilitate the instruction with their students.
Download or read book Teachers Sense of Efficacy in Teaching Second Language Writing to Middle and High School Long term English Learners written by Julie M. Goldman and published by . This book was released on 2013 with total page 266 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Enhancing Teacher Practice Through Coaching written by Hazel Carolyn Carrera and published by . This book was released on 2010 with total page 209 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines the use of instructional coaching in one urban school as a form of professional development for teachers. The use of instructional coaches in the classroom has become more and more popular in many school districts across the nation as they look for ways to improve student performance by improving the performance of their teachers. With higher academic standards placed on schools, there is greater demand on teachers to make certain that all of their students are successful. The need for professional development and coaching for teachers of English language learners (ELLs) is discussed. The research site for this study, City View Middle School, is located in a large urban school district where approximately 176,000 students are English language learners. The participants include 1 principal, 14 teachers, and 2 coaches. At the school, all students are considered English language learners and 40% are also considered Students with Interrupted Formal Education (SIFE). This case study employed qualitative methods in the form of observations and interviews of each participant. From the teachers' perspective, three themes emerged as their greatest challenges in working with English language learners. These included: student stressors related to adapting to a new country, the wide range of literacy levels in the classroom, and teaching academic language. Even with these challenges facing them, were teachers willing to work with coaches in an effort to improve their classroom practice? Were teachers receptive to the feedback they received from coaches? Were they willing to try new strategies? Were there any signs of teacher resistance? How were coaches able to create change? The coaches offered a professional development program that included training in the following areas: vocabulary, reading, writing/lesson planning, and cooperative learning strategies. Two types of coaching were implemented at the school: 1) peer observations and group debriefing sessions in Teacher Learning Communities (TLCs); and 2) individualized coaching sessions, which included: a one-on-one pre-meeting, an observation, and a one-on-one debriefing session. The results of this study suggest that there were several preconditions for change. In order for change to occur there were several interrelated factors that needed to take place in the coaching relationship. The professional and personal qualities of the coaches became key factors in how coaching was established at the school. These qualities affected the ways in which they established trust, how they set the tone for their work at the school, how they provided teachers feedback and opportunities for reflective dialogue, and how they created a supportive and nurturing environment. These elements of coaching allowed teachers to feel comfortable to: ask questions, seek help, change their perceptions about what works and what does not work with ELLs, and the confidence to try something new. The support from the principal was also a key element in creating change. Without the principal's support, coaches would not have been able to accomplish their goals with the teachers. This study contributes to our understanding of how schools can support teachers who are experiencing an increasing number of English language learners in their classrooms and do not have the credentials to effectively teach them.
Download or read book Cognitive Coaching written by Arthur L. Costa and published by Rowman & Littlefield Pub Incorporated. This book was released on 2002 with total page 412 pages. Available in PDF, EPUB and Kindle. Book excerpt: See how Cognitive Coaching helps strengthen teacher's capacities for continuing self-improvement over time.
Download or read book The Science of Learning and Development written by Pamela Cantor and published by Routledge. This book was released on 2021-06-21 with total page 245 pages. Available in PDF, EPUB and Kindle. Book excerpt: This essential text unpacks major transformations in the study of learning and human development and provides evidence for how science can inform innovation in the design of settings, policies, practice, and research to enhance the life path, opportunity and prosperity of every child. The ideas presented provide researchers and educators with a rationale for focusing on the specific pathways and developmental patterns that may lead a specific child, with a specific family, school, and community, to prosper in school and in life. Expanding key published articles and expert commentary, the book explores a profound evolution in thinking that integrates findings from psychology with biology through sociology, education, law, and history with an emphasis on institutionalized inequities and disparate outcomes and how to address them. It points toward possible solutions through an understanding of and addressing the dynamic relations between a child and the contexts within which he or she lives, offering all researchers of human development and education a new way to understand and promote healthy development and learning for diverse, specific youth regardless of race, socioeconomic status, or history of adversity, challenge, or trauma. The book brings together scholars and practitioners from the biological/medical sciences, the social and behavioral sciences, educational science, and fields of law and social and educational policy. It provides an invaluable and unique resource for understanding the bases and status of the new science, and presents a roadmap for progress that will frame progress for at least the next decade and perhaps beyond.
Download or read book The Effects of Mentoring on Secondary Mentor Teachers Within a Professional Development Center written by Karol Brue Aeschlimann and published by . This book was released on 2001 with total page 252 pages. Available in PDF, EPUB and Kindle. Book excerpt:
