Download or read book Teacher Perceptions of Effective Instructional Coaching in Professional Development Support written by Laura K. Jasso and published by . This book was released on 2018 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teachers Perceptions of Instructional Coaching written by Monique K. Preciado and published by . This book was released on 2015 with total page 114 pages. Available in PDF, EPUB and Kindle. Book excerpt: Expectations for student achievement are at an all time high, as is the scrutiny over teacher effectiveness (Maskit, 2011). School districts are tasked with the job of determining best practices for improving teacher quality (Britton & Anderson, 2010). Instructional coaching is considered an effective best practice for the professional development of teachers (Denton & Hasbrouck, 2009). Primarily instructional coaches are to build capacity among teachers and support teachers in improving their instruction (Knight, 2007). Unfortunately, many teachers are against the idea of receiving feedback from a coach (Britton & Anderson, 2010). This sequential mixed methods study was designed to engage both new and veteran teachers in a deep examination of their acceptance of and experiences with instructional coaching. Most teachers in the study reported their support for instructional coaching. Additionally, this study also aimed to better understand factors in the educational environment that contribute to teachers' views of instructional coaching. Themes that emerged from the interviews with regard to factors contributing to teachers' views towards coaching were: support, relationships, and willingness to change. Moreover, teachers with 16- 25 years of experience reported more support for instructional coaching than any other group of teachers.
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 Instructional Coaching written by Jim Knight and published by Corwin Press. This book was released on 2007-05-01 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: An innovative professional development strategy that facilitates change, improves instruction, and transforms school culture! Instructional coaching is a research-based, job-embedded approach to instructional intervention that provides the assistance and encouragement necessary to implement school improvement programs. Experienced trainer and researcher Jim Knight describes the "nuts and bolts" of instructional coaching and explains the essential skills that instructional coaches need, including getting teachers on board, providing model lessons, and engaging in reflective conversations. Each user-friendly chapter includes: First-person stories from successful coaches Sidebars highlighting important information A "Going Deeper" section of suggested resources Ready-to-use forms, worksheets, checklists, logs, and reports
Download or read book Teacher Perceptions of Instructional Coaching in Elementary Mathematics written by Katelyn Sylvester and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Instructional coaching as a form of job embedded professional development is a common practice in many school districts. An instructional coaching model requires thoughtful planning, design, and funding to become a common practice in schools and the perceptions of the classroom teacher as the primary recipient of such in service is essential to fostering a district culture of ongoing teaching and learning. This study intends to determine what are elementary school teachers' perceptions of being coached in elementary mathematics, in what ways instructional coaching is effective, and the extent to which teacher perceptions and beliefs impact the implementation of an instructional coaching model in a school district. In an attempt to contribute to previous literature, this study seeks to understand the lived experiences of teachers who were coached in mathematics during the 2019-2020 school year. By inquiring and gathering data of teacher perceptions of their experiences, future policy and practice of various Local Education Agencies in determining revisions and refinement to current coaching model initiatives. This case study contributes to current research and embodies a unique subset of characteristics that have the potential to be replicated and further developed in consideration of collected kindergarten- fifth grade teacher perceptions of being provided with job embedded professional development during the 2019-2020 school year by a content specific math coach.
Download or read book Administrator Teacher and Instructional Coach Perceptions of Instructional Coaching as an Approach to Professional Development in K 12 Schools written by Jennifer L. Schmidt and published by . This book was released on 2020 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt: Instructional coaching is a research-based model of job-embedded professional development utilized to build capacity and improve teachers' instruction to impact student achievement. However, there is varying and inconsistent utilization of instructional coaching as an approach to professional learning pursued by teachers. This study explores how administrators, teachers, and instructional coaches perceive the implementation of instructional coaching as an approach to professional development in a suburban K-12 school district. Using an instrumental case study design, multiple forms of data were collected to 1) understand how instructional coaching is utilized to support a culture of professional learning; 2) explore the impact of instructional coaching on the professional growth of teachers; and 3) understand characteristics of the instructional coach role as change agents. The data collection sources included a document review of instructional coach schedules, interviews with four administrators, one focus group consisting of grade K-5 elementary teachers, one focus group consisting of grade 6-12 secondary teachers, and interviews with four instructional coaches. The study probes by what means instructional coaching supports professional learning at each level of the K-12 system. A constructivist approach is used to understand the perceived effectiveness of instructional coaching through the lived experiences of the participants. A thematic analysis of the data highlights the purpose of instructional coaching, the learning culture and the role of the coach, and building capacity in an environment of trust. The findings from this instrumental case study identify a gap in understanding about the purpose of instructional coaching at the administrative level, which at times impeded the authenticity of instructional coaching that was implemented in support of school goals. The findings also establish trust and building relationships are just as paramount to the instructional coaching role as pedagogical knowledge and instructional strategies. Effective characteristics of the informal and formal coaching models are identified, and the elementary and secondary teacher participants credited instructional coaching with improving teaching and learning in their classrooms. A collaborative culture that promotes trust and risk-taking can build collective capacity across the organization.
Download or read book Understanding Teachers Perceptions of Academic Coaching Quality in an On Site Professional Development Program written by Phillip Wood and published by . This book was released on 2013 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt: Quality teacher training and continued learning is essential to providing the high quality education that yields adequate levels of student success. Though called by many different names, academic coaches appear to be the answer to the continuing problem of creating a positive learning environment that meets the challenges of educating students with varying abilities and needs. Driven by the analysis of student performance data, academic coaches train teachers in the best instructional practices and build teacher content knowledge to support improved student learning. Additionally, academic coaches offer support during the implementation of content learned through staff development. This study utilized the APS teacher perceptions survey, along with a survey of principals regarding how they utilized coaches in their schools, to determine if the method of coach usage at the schools influenced teachers' perceptions of the three dependent variables-teacher perception of coaching effectiveness, teacher perception of the school personnel-academic coaching affiliation, and teacher perception of overall coaching quality. The quantitative data analysis involved using ANOVA to detect if there were any differences between the groups of teachers on how they viewed academic coaching, then using Tukey's post hoc test to determine which groups differed specifically. The results indicated that the manner in which academic coaches are used in 3 elementary schools do influence teacher perceptions of academic coaching, but explain only a small amount of the variance between the teacher groups.
Download or read book Perceptions of Early Dead Start Teachers of Instructional Coaching written by Crystal Webster and published by . This book was released on 2018 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt: Recent Early Head Start standards require instructional coaching be utilized as a form of teacher development. (Head Start: Early Childhood Learning and Knowledge Center, 2018). This research provides an insight into Early Head Start teachers’ experiences and perceptions of instructional coaching. Instructional coaching has been utilized in educational settings to enhance teaching practices and to increase professional development (Knight, 2009). Thus far, most of the research has focused on coaching in K-12 programs (Gentry, Manning, Wolf, Hernez-Broome, & Allen, 2013). This study builds upon this body of research by developing an understanding of the teacher’s perceptions from those in an early head start setting. The overarching question of this study is: How do Early Head Start teachers perceive instructional coaching methods? Instructional coaching encompasses various learning theories that define effective professional development strategies. Within each theory, specific coaching insight is highlighted and expanded on to showcase the different strengths each philosophy embodies. The three categories discussed include Transformative Learning Theory, Facilitation Theory, and Experiential Learning Theory (ELT). Seven Early Head Start teachers volunteered to participate in individual semi structured interviews. Data was analyzed using open coding and thematic analysis. The findings revealed four themes: (a) coaching provides support, (b) coaching supports feedback, (c) relationships support change, (d) consistency provides stability. Within each theme, participants identified benefits, challenges, and their personal experiences. Findings from this study will contribute to refining instructional coaching practices, support, and how to enhance overall teaching practices for infant/toddler teachers. This study could help further research practice for early childhood programs serving infants and toddlers and provide insights of high quality practices through instructional coaching.
Download or read book The Perceptions and Opinions of K 6 Elementary School Teachers Regarding Instructional Coaching written by Alissa Martin and published by . This book was released on 2017 with total page 58 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study focused on perceptions of K-6 elementary school teachers regarding instructional coaching. One-on-one digitally recorded interviews included three teachers from the Central Valley of California. The collected data were used to determine the perceptions of teachers regarding their experiences in working with an instructional coach, how instructional coaching may improve classroom practice and student achievement and possible limitations placed upon instructional coaching and how they may be addressed. The findings revealed that teachers’ experiences in working with instructional coaches differ; however, professional development, the coaching partnership and the embedded desired qualities expected among instructional coaches has a profound impact on teacher effectiveness and student achievement. The instructional coaches’ partnership with the classroom teacher fosters growth and influences new instructional practices, techniques and strategies. The on-going collaboration, feedback and reflective conversation promote improved classroom practice and aim at impacting student outcomes. Participants discussed limitations of instructional coaching when professional development is not relevant nor meeting the needs of all teachers. The results of this study indicate and support that instructional coaches are critical change agents when there is a rigorous shift in educational effectiveness and student achievement. Reflected in this study is the perception and opinion of teachers that instructional coaching ensures the quality and effectiveness of classroom instruction while helping to maintain and build the capacity of teachers.
Download or read book Standards for Middle and High School Literacy Coaches written by International Reading Association and published by International Reading Assoc.. This book was released on 2006 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: This US report from the International Reading Association looks at standards for middle and high school literacy coaches. The standards are organised into two parts - leadership standards and content area literacy standards. Table of contents: * Introduction * Part 1: Leadership standards * Part 2: Content area literacy standards (english language arts, mathematics, science, social studies) * Part 3: What we know and what we need to know about literacy coaches in middle and high schools: a research synthesis and proposed research agenda * References.
Download or read book Systems for Change in Literacy Education written by Carol A. Lyons and published by Heinemann Educational Books. This book was released on 2001 with total page 280 pages. Available in PDF, EPUB and Kindle. Book excerpt: Systems for Change offers specific--and, quite often, unique--suggestions for planning and implementing a literacy professional development course.
Download or read book Practices that Influence Instructional Coaches Perceptions of Effectiveness written by Laura Yvette Koehler and published by . This book was released on 2017 with total page 137 pages. Available in PDF, EPUB and Kindle. Book excerpt: As instructional coaches are being implemented across the country, their purpose is reviewed, as well as which types of instructional coaching tend to have the most impact on teachers' instructional growth. In this study, I explored instructional coaching and coaches' perceived effectiveness as they work with teachers. A look at the effect of non-evaluative feedback with an instructional coach, and how that helps sustain teachers' pedagogical practice, is taken into consideration as coaches' work towards developing teacher efficacy. I examined instructional coaching through the conceptual framework of professional development and change. This qualitative study included a focus group, personal narratives, and individual interviews to analyze the components of successful instructional coaching models, and how well instructional coaches feel supported as they work with teachers. Findings demonstrated that instructional coaches perceive their work with teachers to be effective and provided information on the practices and conditions that surround their work. The information gained from the study provides a resource for district leaders to evaluate a current coaching model program, or implement a new coaching model program, within their district.
Download or read book A Narrative Case Study on the Perceptions of Teachers Administrators and Instructional Coaches on the Roles Responsibilities and Impact of Instructional Coaches written by Shante' Ynette Bates and published by . This book was released on 2020 with total page 274 pages. Available in PDF, EPUB and Kindle. Book excerpt: Accountability changes for educators and increased mandates highlighted the need for quality teachers in every classroom. To ensure that teachers possessed a strong skillset toward effective teaching and student achievement, schools had to rethink the way in which they provided professional development. In order to increase student learning outcomes, a strong focus has been placed on ensuring that teachers are using high-quality teaching strategies. Instructional coaching emerged as a way to provide job-embedded professional development to assist in improving teacher pedagogy and quality of classroom instruction. This qualitative study used semi-structured interviews to garner feedback from six teachers, six administrators, and six instructional coaches in three southeastern states (Georgia, North Carolina, and South Carolina) on their perceptions of the roles, responsibilities, and challenges of instructional coaches in high-poverty, low-performing elementary schools. Participants perceived an instructional coach as someone who provides support, models techniques and instructional practices, observes teaching practices, provides feedback, and leads professional development activities. Working with reluctant teachers, having insufficient time to meet the demands of their job, and role ambiguity were the challenges that participants perceived instructional coaches encountered when attempting to improve instructional practices. The literature supported the findings which indicated that instructional coaches support teachers in numerous ways that were perceived to improve instructional practices. The feedback also confirmed an immediate need for role clarity.
Download or read book The Joy of Coaching written by Rebecca Frazier and published by Corwin. This book was released on 2020-08-06 with total page 321 pages. Available in PDF, EPUB and Kindle. Book excerpt: The secrets of coaching excellence are already inside you Successful coaching has long been seen as a mental exercise—in order to do right by the teachers you serve, you put theory into practice, establish orderly processes, analyze data effectively, and implement externally mandated reforms. The truth, though, is that truly great coaches derive their success not just from what they do, but also from who they are. This groundbreaking book, based on research from an innovative mixed-methods study, provides a holistic approach to coaching that honors both mind and heart. As you explore the most important characteristics of the best instructional coaches—caring, authenticity, trustworthiness, flexibility, and more—you’ll develop and hone those same characteristics in yourself. Features include: · A framework and structure for developing the characteristics of effective instructional coaches · Comprehensive analysis of each characteristic · Examples and stories of effective coaching in action · Activities, exercises, and action points · Resources for encouragement and renewal School coaches have the power to make a real difference in the lives and futures of teachers and students. By balancing your outward competencies with the inspirational application of your own inward growth, you’ll bring new joy—and success—into your coaching relationships.
Download or read book Leading for Instructional Improvement written by Stephen Fink and published by John Wiley & Sons. This book was released on 2011-03-22 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading for Instructional Improvement Educational experts agree that quality teaching is the single most important factor in improving educational outcomes for all students. Teaching is a highly sophisticated and complex endeavor requiring deep expertise on the part of teachers and school leaders. This book shows how teacher, school, and district leaders can cultivate the expertise of teachers to deliver high quality instruction for all students. Leading for Instructional Improvement captures the nationally acclaimed work conducted by the Center for Educational Leadership at the University of Washington in its effort to improve the quality of teaching and leadership in schools across the country. The book provides extensive practical guidance grounded in theory and research, along with powerful stories and examples from classrooms, schools, and districts. Many of the tools, protocols, and frameworks contained in this book can be accessed electronically by visiting the Center for Educational Leadership website at www.k-12leadership.org. Praise for Leading for Instructional Improvement "This book offers insights that are invaluable to educators who seek to enhance teacher effectiveness now. The ideas presented are practical and applicable to schools in a variety of settings." —PEDRO A. NOGUERA, Ph.D., Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development and executive director, Metropolitan Center for Urban Education "A deep and thoughtful look at how the issue of expertise is cultivated. Seizing upon their Center's research-based instructional framework, the authors provide important insights and tools." —DR. BEVERLY HALL, superintendent, Atlanta Public Schools "In this age of intense focus on how we evaluate teachers, we have to remember that any evaluation is only as good as the evaluator. This extremely useful book provides an excellent roadmap for how principals can become more effective in the most important aspect of their work, instructional leadership." —JERRY D. WEAST, Ed.D., superintendent of schools, Montgomery County Public Schools, Maryland "Fink and Markholt offer practitioners a guide to effective teaching. Leading for Instructional Improvement asks us to heed the lessons within and support the kind of teacher education that will improve student achievement for today's schools and those of tomorrow." —BARNETT BERRY, president, Center for Teaching Quality
Download or read book Evaluating Instructional Coaching written by Sharon Thomas and published by ASCD. This book was released on 2021-10-07 with total page 260 pages. Available in PDF, EPUB and Kindle. Book excerpt: A clear and comprehensive guide to evaluating and supporting instructional coaches and coaching programs, including how to recruit, hire, and retain effective coaches. With sound practices in place to evaluate coaching programs, instructional coaches will become better partners, teachers will become better mentors, and students will become better learners. Few evaluation systems are specifically geared toward coaching roles. Ensuring that school districts have accurate information about both coaches and coaching programs is crucial to guide improvement in supporting classrooms, as well as in ensuring accountability. With sound evaluation processes in place, districts can effectively evaluate instructional coaches and coaching programs and use data to set goals. Advance Praise for Evaluating Instructional Coaching: It has arrived! The ICG team has pulled through again with a much-needed guide, providing a thorough process from how to hire, evaluate, support, and retain instructional coaches. This book will empower school leaders to be partners with instructional coaches by providing meaningful evaluation tools and effective coaching programs. Readers will walk away with ideas on how to help coaches grow to best serve students and teachers in their schools. Thank you, ICG. We needed your research, knowledge, and most of all your humble approach on how best to support coaches and coaching programs! —Kelly Jacobs, District Instructional Coaching Coordinator, Lansing (Mich.) School District Instructional coaches devote their time to growing teachers. One way to support instructional coaches in their professional growth is to ensure an effective evaluation system is in place for them. This book gives leaders several things to consider as they define the coach's role, hire candidates, and put an evaluation process in place. —Michelle Lis, Coordinator, Instructional Coaching, Fairfax County (Va.) Public Schools A joint publication of ASCD and One Fine Bird Press.
Download or read book Effect of a Blended Instructional Coaching Model on Teacher Perceptions of Professional Development written by Bret A. Church and published by . This book was released on 2009 with total page 98 pages. Available in PDF, EPUB and Kindle. Book excerpt:
