scholarly journals Developing Effective Instructional Skills: The Master Educator Program at SUNY Buffalo State

2020 ◽  
Author(s):  
Lorena D. Mathien
Keyword(s):  
Professional Development ◽  
Instructional Coaching ◽  
School Of Education ◽  
Instructional Skills ◽  
Declining Enrollment ◽  
University Level ◽  
Instructor Effectiveness ◽  
K 12 ◽  
The University ◽  
Traditional Approaches

With higher education facing budget cuts and declining enrollment, instructor effectiveness continues to be crucial, particularly in a state of increasing workloads with restricted resources. However, the dilemma of how to develop effective instructional skills while still maintaining a research agenda stems from a larger contradiction within professional disciplines; teaching is essential to the profession but holds a devalued position compared to research. It is not enough for educator to recognize that teaching and research are mutually reinforcing, universities must also recognize and support this reality. Understanding that we must learn to be good instructors, even as teaching is devalued, led our School of Professions to reflect on how we can develop strategies for becoming effective educators while still fulfilling our research (and service) agenda. With the Master Educator (MEP) program, our school is developing internal talent via instructional coaching between our School of Education (SOE) and our School of Professions (SOP). Research indicates that traditional forms of professional development are not effective. In turn, research on instructional coaching in K-12 setting has indicated a much higher implementation rate than traditional approaches to professional development; however, to our knowledge, there have been no attempt at implementing instructional coaching at the university level. The MEP is the first program to implement this practice at the university level.

scholarly journals Priming Your Environment for Growth Through a Collaborative Model of Instructional Coaching

2018 ◽  
Vol 7 (1) ◽  
pp. 23-28
Author(s):  
Wendy Farr ◽  
Sarah Saltmarsh
Keyword(s):  
Common Core State Standards ◽  
Instructional Coaching ◽  
Linguistically Diverse ◽  
State Standards ◽  
Core State ◽  
Sustainable Change ◽  
Population Standards ◽  
University Level ◽  
K 12 ◽  
The University

Teacher preparation is complex in nature. Students in K-12 education comprise an increasingly culturally and linguistically diverse population. Standards have significantly evolved with state and Common Core State Standards that now place a greater emphasis on academic discourse both in written and oral forms. To better prepare the next generation of teachers to  address these shifts in expectations, we are examining the influence of instructional coaching at the university level. The work encompasses professional development on research-based ELL principles to support the changing populations of students in conjunction with coaching sessions to enhance coursework. The results of this study were statistically significant and have set the stage for our next steps in sustainable change at the university level.

Challenges in teacher for school health education and promotion

2005 ◽  
Vol 12 (3-4) ◽  
pp. 162-164 ◽  
Author(s):  
Becky J. Smith ◽  
William Potts-Datema ◽  
Ann E. Nolte
Keyword(s):  
Professional Development ◽  
Teacher Preparation ◽  
Health Education ◽  
School Health ◽  
The United States ◽  
School Health Education ◽  
University Level ◽  
K 12 ◽  
The University ◽  
Health Education And Promotion

The health education and promotion profession is facing a series of teacher preparation challenges related to the delivery of quality school health education/promotion programmes. The challenges occurring in the United States are also present in a variety of other regions as the education structure attempts to ensure that students receive a sound preparation in health education and promotion during their school experience. The challenges can be categorised into the following areas: • Quality and quantity of professional preparation for teachers during their preservice university training; • Need for in-service of teachers already in the K-1 2 workforce (in the USA grades K -12 are broadly equivalent to ages five to 17 years); • University faculty workforce professional development needs; • Research to provide baseline data for future standards development. Because there is a direct connection between community and school and parents and teachers at the K-1 2 level of education, the demand for highly skilled teachers and professional development is playing out at that level much more rapidly than at the university level. The relative isolation of some university faculty and programmes has developed an interesting situation in which many administrators and master teachers at the K-12 level of education have a better grasp and understanding of new teaching and learning strategies and tools than professors at the university level. This has happened at the same time when there is also a shortage of university professors entering school health education/promotion teacher education. This confluence of realities may predicate the need for a radical change in university based teacher preparation in health education/promotion. The overwhelming challenge for many countries including the United States remains the large number of teachers in the current workforce who must be provided professional development experiences. Currently both the National Health Education Standards for K-1 students and teacher preparation standards in health education reflect best practice theory only. There is no national data to support the standards. During the next ten years it is imperative that nationwide data be collected, compiled and analysed on actual learning outcomes for both K-12 students and health education teacher candidates. This will allow the next set of standards at both of the above-mentioned levels to reflect the knowledge and skills that have been actually attained and demonstrated. It will also be a basis for creating revisions and expansions in such a way that national standards can be an actual measure by which student performance can be judged. It is hoped that the rising tide of both national and international interest in having an increasingly health literate population will inspire members of the profession to be creative in the development of educational approaches, strategic partnerships, and funding to put strong systems of teacher preparation in place for the future.

scholarly journals Instructional Coaching for Implementing Visible Learning: A Model for Translating Research into Practice

2019 ◽  
Vol 9 (2) ◽  
pp. 101 ◽  
Author(s):  
Jim Knight
Keyword(s):  
Professional Development ◽  
Instructional Coaching ◽  
University Of Kansas ◽  
Educational Innovations ◽  
Instructional Coaches ◽  
The Past ◽  
Research Findings ◽  
Foundational Research ◽  
Research Initiatives ◽  
The University

Visible Learning has been one of the most influential research initiatives conducted in education in the past few decades, and at the same time, instructional coaching is becoming one of the most popular forms of professional development. This paper considers how the implementation of Visible Learning may be supported through instructional coaches by: (a) offering a brief summary of the central tenants of Visible Learning; (b) summarizing the foundational research on instructional coaching conducted at the Kansas Coaching Project at The University of Kansas Center for Research on Learning; (c) describing what those findings reveal about effective instructional coaching practices; and (d) pointing out how the research findings suggest that instructional coaching should be used to support the implementation of Visible Learning or any other educational innovations.

scholarly journals Beyond the Seal of Biliteracy: The Development of a Bilingual Counseling Proficiency at the University Level

2018 ◽  
Author(s):  
Fernando Estrada ◽  
Magaly Lavadenz ◽  
Meghan Paynter ◽  
Roberto Ruiz
Keyword(s):  
English Learners ◽  
Linguistic Diversity ◽  
Counseling Students ◽  
Counseling Program ◽  
School Of Education ◽  
Latina Students ◽  
Community Agencies ◽  
University Level ◽  
Demographic Shifts ◽  
The University

In this article, the authors propose that California’s Seal of Biliteracy for high school seniors can serve as an exemplar to advocate for the continued development of bilingual skills in university, graduate-level students—and counseling students in particular. Citing literature that points to the need for linguistic diversity among counselors in school and community agencies, the authors describe the efforts taken by the Counseling Program in the School of Education at Loyola Marymount University (LMU) in partnership with LMU’s Center for Equity for English Learners to address the need. Their pilot of a Certificate of Bilingual Counseling in Fieldwork (CBC-F) involved the development and testing of proficiency rubrics that adhered to current standards for teaching foreign languages and simultaneously measured professional competencies in counseling. Results of the CBC-F pilot with five female Latina students in the counseling program at LMU in the spring of 2017 appeared promising and were described in detail. These findings have implications for preparing and certifying professionals in other fields with linguistic and cultural competencies in response to current demographic shifts.

One Point of View: Great Theory; Why Little Impact?

1987 ◽  
Vol 34 (5) ◽  
pp. 2
Author(s):  
Jane D. Gawronski
Keyword(s):  
Education Research ◽  
Curriculum And Instruction ◽  
Point Of View ◽  
Mathematic Education Research ◽  
University Level ◽  
Mathematic Education ◽  
K 12 ◽  
The University ◽  
Regional Programs ◽  
The Ideal

Mathematics education research has established itself a a viable, identifiable discipline. Publications in the area are readily available, presentation on mathematic education research are expected to be part of national and regional programs, and mathematic education positions at the university level often include an expectation of efforts in research. Why then doe the en e linger that the research remains great theory, with little or no clas room impact? Perhap the truth is somewhere between this extreme and the ideal of research-driven curriculum and instruction for K-12 mathematics.

Staffing, Financing, and Governing Professional Development Schools

1991 ◽  
Vol 13 (1) ◽  
pp. 87-101 ◽  
Author(s):  
Neil D. Theobald
Keyword(s):  
Professional Development ◽  
Public Schools ◽  
Professional Development Schools ◽  
Colleges Of Education ◽  
Organizational Reform ◽  
Reform Agenda ◽  
Simultaneous Reconstruction ◽  
School Concept ◽  
K 12 ◽  
The University

The professional development school concept represents an attempt to reshape the relationship between public schools and colleges of education to provide for more effective preservice and inservice education, improved educational programs for K-12 students, and an expanded knowledge base for dealing with the instructional, curricular, and organizational reform agenda facing schools. The purpose of this paper is to (a) confront the financial and organizational problems that school and university personnel are likely to face in developing professional development schools and (b) identify structures and processes that will allow these schools to contribute to the simultaneous reconstruction of the public schools in which teachers work and the university programs in which they prepare.

scholarly journals Universal Design for Learning in the University Classroom

2019 ◽  
Vol 4 (1) ◽  
pp. 38
Author(s):  
Patricia Kohler-Evans ◽  
Chayla D. Rutledge ◽  
Candice Dowd Barnes
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Universal Design ◽  
Universal Design For Learning ◽  
Traditional Lecture ◽  
Design For Learning ◽  
Design Paradigm ◽  
Learning Principles ◽  
K 12 ◽  
The University

Universal Design for Learning (UDL) is based on the architecture and industrial design paradigm, universal design. The UDL framework provides guidelines for teachers when they create, instruct, and assess the delivery of content. Based on three underlying principles: multiple means of representation, action and expression, and engagement, UDL targets the needs of every learner in the classroom. Although much has been written about UDL in the K-12 classroom, the principles apply equally to higher education. Most faculty are well versed in the delivery of content through a traditional lecture format, yet few consider applying UDL principles. It is not enough that an instructor provide knowledge. He or she must also ensure that critical content is accessible to all students entering the university classroom. Faculty members recognized for their excellence in teaching include teaching strategies that are aligned to UDL principles. These strategies include creation of positive learning environments, use of humor, active engagement vs passive engagement, and explicit structure. The primary purpose of the article is threefold: to discuss the importance of using a UDL approach in higher education, to help faculty begin using a UDL approach through professional development, and sharing strategies for students in the higher education classroom.  Recommendations are made for providing professional development to faculty to increase their use of universal design for learning principles with questions for consideration. Additional recommendations are made for teaching students through the UDL lens. By using a UDL framework, all students have access to curriculum in ways meaningful to each individual.

Sign in / Sign up

Export Citation Format

Share Document