Elementary Teachers Perceptions Of Instructional Coaching Factored By Experience And Levels Of Education
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| Author | : Tina H. Whitten |
| Publisher | : |
| Total Pages | : 312 |
| Release | : 2017 |
| Genre | : Elementary school teachers |
| ISBN | : |
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.
| Author | : Susan Nesser Scurry |
| Publisher | : |
| Total Pages | : 190 |
| Release | : 2010 |
| Genre | : Education, Elementary |
| ISBN | : |
The current literature on instructional coaching shows that for the coaching relationship to be successful, the instructional coach must exhibit certain attitudes and behaviors to ensure the development of this relationship. These attitudes and behaviors include trustworthiness, respectfulness, credibility, enthusiasm, valuing of continuous improvement, and the ability to: empower teachers, actively listen, build collaboration and collegiality, and give nonthreatening feedback. The components of self efficacy that were examined include student engagement, instructional strategies, and classroom management. This study examined the relationship between teacher perceptions of instructional coaching attitudes and behaviors and their perceptions of increases in instructional self efficacy. The sample of teachers was divided into two groups based on levels of teaching experience. Pearson's product-moment correlations were used to find the intercorrelations of the coaching behaviors and attitudes, the self efficacy components, and the relationships between the nine coaching attitudes and behaviors and the self efficacy components. Once these intercorrelations were established, stepwise multiple regressions were completed to find the collective effect of the coaching behaviors as related to each of the self efficacy components. Consistently, the data from this study show the ability to empower teachers was the most significant behavior of the coach for perceived increases in the three components of self efficacy. For teachers with zero to five years of experience, the ability of the coach to give nonthreatening feedback was also a significant factor based on perceived increases in teacher self efficacy. For teachers with more than five years of experience, credibility of the coach was also significant. The data imply the shell of the coaching attitudes and behaviors is consistent with these two groups of teachers.
| Author | : International Reading Association |
| Publisher | : International Reading Assoc. |
| Total Pages | : 72 |
| Release | : 2006 |
| Genre | : Education |
| ISBN | : |
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.
| Author | : Rose LaShelle Monroe |
| Publisher | : |
| Total Pages | : 546 |
| Release | : 2019 |
| Genre | : Academic achievement |
| ISBN | : |
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;
| Author | : Stephen Fink |
| Publisher | : John Wiley & Sons |
| Total Pages | : 311 |
| Release | : 2011-03-22 |
| Genre | : Education |
| ISBN | : 0470542756 |
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
| Author | : Diane Sweeney |
| Publisher | : Corwin Press |
| Total Pages | : 210 |
| Release | : 2016-11-04 |
| Genre | : Education |
| ISBN | : 1506349439 |
The essential coaching moves that every coach needs to know Student-centered coaching is a highly effective, evidence-based coaching model that shifts the focus from “fixing” teachers to collaborating with them to design instruction that targets student outcomes. But what does this look like in practice? This book shows you the day-to-day coaching moves that build powerful coaching relationships. Readers will find: Coaching moves that can be used before, during, and after lessons An abundance of field-tested tools and practices that can be put to immediate use Original video clips that depict and unpack key moves Richly detailed anecdotes from practicing coaches
| Author | : Laura Beth Knight |
| Publisher | : |
| Total Pages | : 116 |
| Release | : 2008 |
| Genre | : |
| ISBN | : |
| Author | : Eleanor Drago-Severson |
| Publisher | : Corwin Press |
| Total Pages | : 369 |
| Release | : 2009-09-23 |
| Genre | : Education |
| ISBN | : 1412950724 |
This learning-oriented model of school leadership details four Pillar Practices for helping adults grow throughout their careers: teaming, providing leadership roles, collegial inquiry, and mentoring.
| Author | : Bradley Alton Scott |
| Publisher | : |
| Total Pages | : 124 |
| Release | : 2015 |
| Genre | : Electronic dissertations |
| ISBN | : |
As the expectations for student achievement continues to increase at the national, state, and local levels, the pressure specifically increases for classroom teachers to reflect and improve their instructional practices. The purpose of this study was to examine how peer coaching may promote and encourage metacognition and reflective practice, as a way to improve classroom instruction, and perhaps have a positive influence on student achievement (Bandura, 1994). The study identified elementary school teachers in Grades Pre-Kindergarten through Grade Six in public elementary schools in north Alabama that were participating in a peer coaching model called the Instructional Partnership Pilot (IPP) and assessed their levels of reflection (Gassenheimer, 2012, 2013). The teacher reflection levels were studied in two matched groups: one group of six elementary schools that had participated in a peer coaching model for either one, two, or three years and the other group was comprised of six elementary schools that had not participated in a formal peer coaching model. The study attempted to answer the following research questions: (1) Are there differences in the professional reflections of teachers involved in a peer coaching model as compared to the reflections of those teachers not involved in a peer coaching model? (2) Are there differences in the professional reflections of teachers involved in a peer coaching model such as the Instructional Partnership Pilot for one, two, or three years? The Reflective, Ethical, Moral Assessment Survey (REMAS, Arredondo Rucinski & Baugh, 2006) was used to assess the teacher perceptions. The data were then compared using a t-test and a multivariate analysis of variance (MANOVA). The results did not reveal a significant difference between the reflective perceptions of those that had and those that had not participated in peer coaching. However, it was determined that the teacher perceptions were statistically significantly different when comparing the number of years in the peer coaching model, more specifically with an implementation dip in year two and highest scores in year three.
| Author | : Elena Aguilar |
| Publisher | : John Wiley & Sons |
| Total Pages | : 419 |
| Release | : 2016-02-16 |
| Genre | : Education |
| ISBN | : 1118984161 |
The missing how-to manual for being an effective team leader The Art of Coaching Teams is the manual you never received when you signed on to lead a team. Being a great teacher is one thing, but leading a team, or team development, is an entirely different dynamic. Your successes are public, but so are your failures—and there's no specific rubric or curriculum to give you direction. Team development is an art form, and this book is your how-to guide to doing it effectively. You'll learn the administrative tasks that keep your team on track, and you'll gain access to a wealth of downloadable tools that simplify the "getting organized" process. Just as importantly, you'll explore what it means to be the kind of leader that can bring people together to accomplish difficult tasks. You'll find practical suggestions, tools, and clear instructions for the logistics of team development as well as for building trust, developing healthy communication, and managing conflict. Inside these pages you'll find concrete guidance on: Designing agendas, making decisions, establishing effective protocols, and more Boosting your resilience, understanding and managing your emotions, and meeting your goals Cultivating your team's emotional intelligence and dealing with cynicism Utilizing practical tools to create a customized framework for developing highly effective teams There is no universal formula for building a great team, because every team is different. Different skills, abilities, personalities, and goals make a one-size-fits-all approach ineffective at best. Instead, The Art of Coaching Teams provides a practical framework to help you develop your group as a whole, and keep the team moving toward their common goals.
