Download or read book Teachers Perceptions of the Effectiveness of Instructional Coaching written by Jamie Harper and published by . This book was released on 2015 with total page 47 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine the perceptions and opinions of classroom teachers regarding the effectiveness of instructional coaching. Following an instructional coaching program, teacher participants from a K-6 public school in Central California completed a survey that included questions that ranged from sharing resources and ideas to supporting teachers with understanding social and emotional factors of their students. Participants rated 12 items using a Likert-type scale. Data were analyzed using Chi Square Goodness of Fit and descriptive techniques. The results yielded differences in teachers' perceptions of instructional coaching on 9 of the 12 survey questions. Further, the analysis indicated that instructional coaching was lacking or not a current district focus in regards to building higher thinking skills, creating orderly and safe classrooms, and preparing and organizing lessons. However, all responses provided statistically significant positive support of instructional coaching overall.
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 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 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 High School English Teachers Perceptions of the Effectiveness of Instructional Coaching Using the Literacy Coaching Standards as a Framework written by Doretha Joyce Allen and published by . This book was released on 2019 with total page 264 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Effective Teacher Leadership written by Melinda M. Mangin and published by . This book was released on 2008 with total page 232 pages. Available in PDF, EPUB and Kindle. Book excerpt: Featuring a diverse and distinguished group of scholars, this volume provides a much-needed, research-based analysis of nonsupervisory, school-based, instructional leadership. Frequently referred to as teacher leaders, specialists, or coaches, these new positions have the potential to provide teachers with the skills and knowledge necessary for continued instructional improvement and, ultimately, enhanced student learning. This authoritative collection presents both qualitative and quantitative evidence on the enactment, design, conditions, constraints, and successes of this type of instructional leadership. This book offers important lessons for the improvement of policy and practice.
Download or read book Teachers Perceptions of Instructional Coaching written by Alison Barnes and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: Too many students across the United States have been instructed by teachers who have delivered below grade level instruction and assigned below grade level tasks (The New Teacher Project, 2018). Due to these teacher practices, there has been a lack of student academic achievement and academic growth. Instructional coaching has been a strategy that schools have utilized to support teachers with improving practices with the goal of providing all students with grade level instruction. This study attempted to identify beneficial components of an instructional coaching program and instructional coach. The purpose of this study was to explore teachers' perceptions of instructional coaching conducted by a school-based teacher leader (SBTL) within a large urban school district in the Eastern part of the United States. This was an explanatory mixed methods study which included three phases of data collection. The first phase was an analysis of school demographics and performance data for the twelve high schools included in this study. Phase two was a survey distributed to all teachers who taught in the twelve high schools during the 2020 - 2021 and 2021 - 2022 school years. Eighty-nine teachers completed the survey. The third and final phase was a series of one-on-one semi-structured interviews conducted with eight teachers who indicated on their survey that they had experienced instructional coaching. The survey data provided the breadth, and the interview provided the depth to arrive at answers to the research questions posed. Of the survey respondents, quantitative results indicated that white teachers who experienced coaching discussed pedagogy and received written materials more often than black, ingenious, and people of color. (BIPOC) teachers who experienced coaching. Additionally, it was found through quantitative data that teachers with three to ten years of fulltime teaching experience assigned less rigorous tasks, yet experienced instructional coaching less frequently than teachers with more than ten years of fulltime teaching experience. Most interestingly, it was found through regression results that experience with instructional coaching increased job satisfaction. Qualitative results indicated most beneficial and least beneficial components of an instructional coaching program and coach. The interviews elaborated upon and supported the quantitative findings. The findings from this study provided insight into beneficial components of an instructional coaching program. It is intended that the implications from this study will used to inform policy and practices to implement instructional coaching to support teachers with providing grade level instructional to all students. Additional research is needed to further examine instructional coaching through the coaches' perspectives.
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 The Instructional Playbook written by Jim Knight and published by ASCD. This book was released on 2020-11-25 with total page 234 pages. Available in PDF, EPUB and Kindle. Book excerpt: In schools, every day is "game day." Every day, teachers need the best resources and forms of support because students deserve the best we as educators can offer. An instructional playbook aims to serve as that kind of support: a tool that coaches can use to help teachers match specific learning goals with the right research-based instructional strategies. Coaches have enormous potential to help teachers learn and implement new teaching practices, but coaches will be effective only if they deeply understand the strategies they describe and their explanations are clear. The Instructional Playbook: The Missing Link for Translating Research into Practice addresses both issues head on and offers a simple and clear explanation of how to create a playbook uniquely designed to meet teachers' instructional needs. The idea of an instructional playbook has caught fire since Jim Knight described it in The Impact Cycle (2017). This book helps instructional coaches create playbooks that produce a common language about high-impact teaching strategies, deepen everyone's understanding of what instructional coaches do, and, most important, support teachers and students in classrooms. “em>A joint publication of ASCD and One Fine Bird Press.
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 Teachers Perspectives of Instructional Coaches Impact on Student Achievement in Middle School written by Tullie Westmoreland and published by . This book was released on 2015 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative, transcendental phenomenology study was to describe middle school teachers' perspectives of role of the instructional coach in student achievement at Pleasant Valley Middle School. Pleasant Valley Middle School is a pseudonym used to protect teachers and the instructional coach being used in the research. The instructional coach provided professional learning to meet instructional needs of teachers, helped teachers use formative assessments to plan for instruction and implement differentiation strategies, and modeled scientifically-based instructional strategies to help teachers integrate new learning. Individual interviews and a focus group were conducted with teachers who worked with the instructional coach. These teachers also completed journals of their experience implementing new instructional strategies recommended by the instructional coach to provide data. The interviews, journals, and focus group were designed to answer three research questions. What are teachers' perceptions about how the instructional coach provided professional learning for teachers that impact classroom instruction and student achievement? What are teachers' perceptions about the instructional coach using data to help teachers plan for instruction: formative assessments, differentiation, best practices, etc.? What are teachers' perceptions on the effectiveness of the instructional coach observing lessons and providing feedback? Data analysis was achieved as outlined by Moustakas (1994) when transcendental phenomenological reductionism was conducted. The themes that emerged from the data were: (a) Current educational practices, (b) collaborating to integrate successful strategies, (c) identifying needs and validating themes, (d) modeling to provide support and build confidence, and (e) inspecting and what is expected.
Download or read book Perceptions of Instructional Coaches and Teachers on the Various Types Benefits and Barriers and Additional Support of Multi level Instructional Coaching in Higher Performing Vs Lower Performing Elementary Schools in Tennessee written by Rose LaShelle Monroe and published by . This book was released on 2019 with total page 546 pages. Available in PDF, EPUB and Kindle. Book excerpt: ABSTRACT: Teacher effectiveness is one of the most influential factors on student achievement, Therefore, it is vitally important to appropriately coach teachers toward increased effectiveness. This qualitative research study explored and compared the types of multi-level instructional coaching utilized within higher performing and lower performing elementary schools throughout Tennessee, as identified by both instructional coaches and classroom teachers. Additional , participants shared their perceptions of the most beneficial aspects of multi-level instructional coaching and the barriers that hinder its productivity. Lastly, participants shared where they could us additional support in relation to instructional coaching, Data were collected through a researcher-created digital questionnaire, consisting of both open-ended and closed-fixed questions. Data were analyzed through qualitative methods, including coding and thematic development. Responses revealed similarities and differences in the responses of responses of instructional coaches and teachers in higher performing and lower performing schools. Among the findings, participants in higher performance schools emphasized that instructional coaching should be targeted to those specific teachers needing help in a particular area;
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 Evaluating Instructional Coaching written by Sharon Thomas and published by ASCD. This book was released on 2021-10-07 with total page 321 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 Early Career Teacher s Perceptions of Instructional Coaching on Self Efficacy written by Katherine Benjamin and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative narrative study was to explore how Early Career Teachers (ECTs) perceive the ways in which virtual coaching influenced their self-efficacy, or confidence. Utilizing a narrative approach, the study posed two primary research questions: 1) What are the experiences of ECTs during virtual coaching? and 2) How do ECTs perceive the impact of virtual coaching on their self-efficacy? Using In Vivo coding as well as Deductive and Structural Coding on Dedoose, the study uncovered three key findings: diverse coaching experiences led to various sources of self-efficacy; teachers were more influenced by the quality of the coach than by the format of coaching or its relationship to evaluations; and elements of Bandura's Self-Efficacy Theory (1997) were evident in the narratives. Data revealed that while ECTs generally demonstrated medium to high levels of self-efficacy, not all directly attributed this to their virtual coaching experiences. Further, the study found a nuanced relationship between self-efficacy scores and attitudes toward coaching, suggesting the need for future research in this area. Another notable result was the indistinct boundary between virtual and in-person coaching experiences, raising questions about the comparative effectiveness of these two modalities. These findings hold substantial implications for educational stakeholders, emphasizing the need for individualized coaching strategies that not only bridge skill gaps but also fortify teacher confidence and resilience. The study underscores the critical role of self-efficacy and suggests that matching teachers with appropriately specialized coaches could optimize coaching effectiveness. Future research should further explore the relationship between coaching and self-efficacy and the potential advantages or disadvantages of virtual versus in-person coaching modalities.
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 Elementary Teachers Perceptions of Instructional Coaching Factored by Experience and Levels of Education written by Tina H. Whitten and published by . This book was released on 2017 with total page 312 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this mixed-methods study was to investigate elementary teachers’ perceptions of instructional coaching compared to their years of experience and their levels of education. This researcher worked cooperatively with one rural school district in north, central North Carolina and used an online survey instrument with both open- and closed-ended questions to gather data. Two hundred sixty-three elementary classroom teachers were asked to complete the survey; 131 teachers did so with a response rate of 49.8%. Chi square statistical tests were run for the Likert responses on the quantitative portion, and open-ended coding was used for the qualitative piece. Results indicated that there was no significant difference in teacher perceptions of instructional coaching according to their levels of education and little significant difference in perceptions according to years of experience. Open-ended responses indicate that further research should be done to explore instructional coaching training needs, time limitations, other non-coaching responsibilities, and roles of instructional coaches.
