Individualized Coaching to Improve Teacher Practice Across Grades and Subjects: New Experimental Evidence

2016 ◽  
Vol 31 (7) ◽  
pp. 1033-1068 ◽  
Author(s):  
Matthew A. Kraft ◽  
David Blazar
Keyword(s):  
Classroom Management ◽  
Instructional Practices ◽  
Management Skills ◽  
Coaching Model ◽  
Implementation Challenges ◽  
Grade Levels ◽  
Principal Evaluations ◽  
Initial Cohort ◽  
Subject Areas ◽  
Teacher Coaching

This article analyzes a coaching model focused on classroom management skills and instructional practices across grade levels and subject areas. We describe the design and implementation of MATCH Teacher Coaching among an initial cohort of 59 teachers working in New Orleans charter schools. We evaluate the effect of the program on teachers’ instructional practices using a block randomized trial and find that coached teachers scored 0.59 standard deviations higher on an index of effective teaching practices comprised of observation scores, principal evaluations, and student surveys. We discuss implementation challenges and make recommendations for researcher–practitioner partnerships to address key remaining questions.

scholarly journals Collegial Peer Coaching Model: A Case Study in Empowering Science Teachers

2012 ◽  
Vol 7 (1) ◽  
Author(s):  
Teresita V. De La Cruz
Keyword(s):  
Classroom Management ◽  
Science Teachers ◽  
Peer Coaching ◽  
State University ◽  
Management Skills ◽  
Coaching Model ◽  
Personal Qualities ◽  
Teaching Learning ◽  
Performance Scale

This study was an attempt to develop and validate the proposed Collegial Peer Coaching Model (CPCM) for Science Teachers across various levels at Southern Luzon State University, Lucban, Quezon. The research design is a combination of descriptive-qualitative and developmental research methods involving 18 science teachers in the primary, secondary and tertiary levels. Three instruments were developed for the study—a teacher performance scale, a primer on peer coaching and an evaluation questionnaire. Results suggest that the participants had highly favorable performance ratings in the conduct of the three instructional components of the CPCM, as most participants achieved either ‘very satisfactory’ or ‘outstanding’ ratings after the conduct of the model, in comparison to their pre-CPCM ratings. The predominantly identified criteria for classroom observation are discussed as well as the quantity increases obtained by science teachers by group level along the three instructional components. The acceptability ratings also indicate very favorable scores. Among the conclusions made, it seems that the science teachers’ teaching science performance require more skills improvement and/or refinement in the component identified as the “management of the teaching-learning activities” than in “classroom management skills” and “personal qualities.” Keywords - Peer Coaching, Science Teacher Empowerment

Integrating iPads in Middle School Science Instruction

TPACK ◽  
2019 ◽  
pp. 307-323
Author(s):  
Lana M. Minshew ◽  
Janice L. Anderson
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Instructional Practices ◽  
Mobile Devices ◽  
Instructional Coaching ◽  
Middle Grades ◽  
School Science ◽  
Coaching Model ◽  
Teacher Coaching ◽  
Drill And Practice

With the appropriate support and experience, iPads and other mobile devices can be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the iPad provides opens up the classroom for innovative instructional practices, allowing students to physically explore their world, though the devices themselves are not enough to guarantee student engagement and learning. The Gradual Increase of Responsibility (GIR) model for teacher coaching (Collet, 2008) is used as the instructional coaching model of professional development. Through GIR, coaches model, make recommendations, ask probing questions, and affirm teachers' decisions over the course of several months to increase the teacher's independence in using technology to transform instruction for students. This study aims to examine how middle grades teachers' integration of one-to-one technology moves beyond drill and practice and using apps as extension activities.

Integrating iPads in Middle School Science Instruction

2017 ◽  
pp. 42-58
Author(s):  
Lana M. Minshew ◽  
Janice L. Anderson
Keyword(s):  
Professional Development ◽  
Student Engagement ◽  
Instructional Practices ◽  
Mobile Devices ◽  
Instructional Coaching ◽  
Middle Grades ◽  
School Science ◽  
Coaching Model ◽  
Teacher Coaching ◽  
Drill And Practice

With the appropriate support and experience, iPads and other mobile devices can be used for collaborative scientific inquiry moving beyond individual skill practice and assessment appropriations. The mobility and access the iPad provides opens up the classroom for innovative instructional practices, allowing students to physically explore their world, though the devices themselves are not enough to guarantee student engagement and learning. The Gradual Increase of Responsibility (GIR) model for teacher coaching (Collet, 2008) is used as the instructional coaching model of professional development. Through GIR, coaches model, make recommendations, ask probing questions, and affirm teachers' decisions over the course of several months to increase the teacher's independence in using technology to transform instruction for students. This study aims to examine how middle grades teachers' integration of one-to-one technology moves beyond drill and practice and using apps as extension activities.

The Relation Between Teachers' Diagnostic Sensitivity, their Instructional Activities, and their Students' Achievement Gains in Reading*

2013 ◽  
Vol 27 (4) ◽  
pp. 283-293 ◽  
Author(s):  
Lars Behrmann ◽  
Elmar Souvignier
Keyword(s):  
Reading Comprehension ◽  
Classroom Management ◽  
Reading Program ◽  
Multilevel Analyses ◽  
Moderating Effects ◽  
Management Skills ◽  
Judgment Accuracy ◽  
Achievement Gains ◽  
Instructional Activities ◽  
Main Effects

Single studies suggest that the effectiveness of certain instructional activities depends on teachers' judgment accuracy. However, sufficient empirical data is still lacking. In this longitudinal study (N = 75 teachers and 1,865 students), we assessed if the effectiveness of teacher feedback was moderated by judgment accuracy in a standardized reading program. For the purpose of a discriminant validation, moderating effects of teachers' judgment accuracy on their classroom management skills were examined. As expected, multilevel analyses revealed larger reading comprehension gains when teachers provided students with a high number of feedbacks and simultaneously demonstrated high judgment accuracy. Neither interactions nor main effects were found for classroom management skills on reading comprehension. Moreover, no significant interactions with judgment accuracy but main effects were found for both feedback and classroom management skills concerning reading strategy knowledge gains. The implications of the results are discussed.

scholarly journals Penerapan Lesson Studi Melalui Pelatihan Pola In-On-In dalam Meningkatkan Mutu Pembelajaran Pada Madrasah Ibtidaiyah

2021 ◽  
Vol 2 (1) ◽  
pp. 53
Author(s):  
Durahman Durahman
Keyword(s):  
Lesson Study ◽  
Final Conclusion ◽  
Coaching Model ◽  
Mutual Learning ◽  
Study Lesson ◽  
Quality Of Learning ◽  
Study Implementation ◽  
Teacher Coaching ◽  
And Training

Improving the quality of education can be started by improving the quality of teachers in teaching and professional behavior. Teacher upgrading and training is one form of the effort. The teacher coaching model to achieve the quality of learning in school is Lesson Study. Lesson Study is a "model of professional educator development through collaborative and sustainable learning learning based on the principles of collegality and mutual learning to build learning communities". The in-on-in training of lesson study implementation for madrasah ibtidaiyah teachers in the ministry of religion is an effort to improve the professionalism of madrasah teachers in managing learning. The training participants consisted of 30 madrasah ibtidaiyah teachers formed in 6 (six) groups according to grade level to carry out lesson study activities, among others: planning (plan), implement (do), and reflect (see). The final conclusion of the training participants increased their understanding of lesson study as an effort to improve the quality of learning. Abstrak Peningkatan mutu pendidikan dapat dimulai dengan meningkatkan mutu guru dalam mengajar dan berprilaku professional. Penataran dan pelatihan guru salah satu bentuk dari upaya tersebut. Model pembinaan guru untuk mencapai kualitas pembelajaran di sekolah adalah Lesson Study. Lesson Study adalah ”model pembinaan profesi pendidik melalui pengkajian pembelajaran secara kolaboratif dan berkelanjutan berlandaskan prinsip-prinsip kolegalitas dan mutual learning untuk membangun komunitas belajar”. Pelatihan in-on-in implementasi lesson study bagi guru madrasah ibtidaiyah di lingkungan kementerian agama adalah upaya meningkatkan profesionalitas guru madrasah dalam mengelola pembelajaran. Peserta pelatihan terdiri dari 30 orang guru madrasah ibtidaiyah dibentuk dalam 6 (enam) kelompok sesuai tingkatan  kelas melaksanakan kegiatan lesson study antara lain : merencanakan (plan), melaksanakan (do), dan mereflekasi (see). Simpulan akhir peserta pelatihan meningkat pemahamannya terhadap lesson study sebagai upaya meningkatkan mutu pembelajaran.  

Engaging Pre-Service Teachers in Virtual Field Experience During COVID-19

2021 ◽  
Vol 19 (3) ◽  
pp. 14-32
Author(s):  
Zeina Hojeij ◽  
Sandra Baroudi
Keyword(s):  
Preservice Teachers ◽  
Classroom Management ◽  
United Arab Emirates ◽  
Field Experience ◽  
Teaching Experience ◽  
Delivery Mode ◽  
Management Skills ◽  
Online Delivery ◽  
Face To Face ◽  
Virtual Field

Due to the COVID-19 pandemic, universities have moved rapidly to transition of various courses and programs from face-to-face to online delivery mode. Involving pre-service teachers in the virtual field experience remained almost impossible. In the United Arab Emirates, however, a small cohort of four pre-service teachers have completed their teaching practicum online for the first time. Therefore, this study aimed to explore the effectiveness of virtual practicum placement and its impact on developing preservice teachers' teaching practices, classroom management skills, and the use of online resources. A qualitative approach was employed for data collection including open-ended interviews, journal entries, and written reflections under guided reflective categories to uncover participants' perceptions about their virtual teaching experience. Findings revealed the significant role of the mentor and suggested a framework for effective virtual field experience.

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