Micro-Credentialing Teacher Leadership

In this chapter, the authors explore the influence of a synchronous teacher leadership coaching design on supporting an educator's micro-credential experience within an established system. The authors include several experienced leadership coaches who had the opportunity to support teachers in this work. The coaching model created by this partnership was particularly interesting because it integrated established best practices of micro-credentials (e.g., tied to financial incentives), while also addressing some of the key challenges (e.g., communication). Findings include that coaching teacher leaders was especially useful to those teachers hesitant to start or complete a micro-credential on their own, thus making coaching a valuable tool for districts looking to implement micro-credentials districtwide.

A Coaching Model to Promote Economic Mobility and Child Developmental Outcomes

OBJECTIVES: Children growing up in poverty experience worse developmental outcomes than their more economically advantaged peers. Whether Mobility Mentoring, a program focused on building parent executive function to promote economic mobility, results in improved child developmental outcomes is not known. METHODS: This study population was drawn from children enrolled in Washington State’s public, income-qualified prekindergarten program and their families. We used a quasi-experimental, preintervention-postintervention design with 2 contemporaneous comparison groups: children in the same settings whose families did not receive the intervention and children in settings in which the intervention was not offered. Primary outcomes are improvement in each of the 6 dimensions of the Teaching Strategies GOLD (TSG) measure (social-emotional, physical, cognitive, language, literacy, and mathematics) and meeting or exceeding “widely held expectations” in all of these 6 dimensions. RESULTS: Within sites that offered the coaching program, children whose parents received the program (n = 2609) showed gains in 2 of 6 TSG dimensions compared with children (n = 440) whose parents did not, and also met or exceeded widely held expectations. TSG outcomes of all children in sites offering the intervention (n = 3049) did not differ from those of children in sites that did not (n = 7216). CONCLUSIONS: Findings provide sufficient evidence of a positive impact of Mobility Mentoring on child development to merit further study. If substantiated, building parental executive function may improve child outcomes as well as enhance progress toward economic self-sufficiency, and potentially be more engaging than traditional family support programs.

Coaching from a Distance: Exploring Video-based Online Coaching

This study explored an innovative coaching model termed video-based online video coaching. The innovation builds from affordances of robot-enabled videorecording of lessons, accompanied by built-in uploading and annotation features. While in-person coaching has proven effective for providing sustained support for teachers to take up challenging instructional practices, there are constraints. Both logistical and human capacity constraints make in-person coaching difficult to implement, particularly in rural contexts. As part of an NSF-funded project, we studied nine mathematics coaches over four years as they engaged in video-based coaching with teachers from geographically distant, rural contexts. We adapted a content-focused coaching model that involved a collaborative plan-teach-reflection cycle with synchronous and asynchronous components. The planning and debriefing sessions were done synchronously via Zoom, while the teaching and initial video reflection on teaching via annotations were done asynchronously. We focused on the coaches’ practices in each part of the coaching cycle by analyzing interviews, surveys, annotations of the video, and transcripts of the planning and debriefing sessions. We found that: features of the online environment enabled the coach-teacher pairs to collaboratively discuss the mathematics and how students engaged with the mathematics; the coach used video and annotations to help teachers reflect on specific aspects of their practice; and the coach-teacher pairs formed trusting and productive relationships despite not having met in-person during the duration of their work together. Our findings showed that the online platform is not only an effective implementation for coaching, but also affords new opportunities for teacher reflection and evidence-based discussions.

Coaching Jiwa Merdeka sebagai Proses Pembangunan Karakter Guru dalam Rangka Peningkatan Kualitas PAUD di Daerah Istimewa Yogyakarta

The purpose of community service is to to delivery services for childhood education teachers through coaching model of “Independent Soul” in the context of character development of PAUD teachers in dealing with the Covid 19 pandemic, and to improve the quality of PAUD. This program uses a qualitative approach. The data in this research were obtained through FGDs, interviews, and literature studies. The activity mentioned in this program is an effort to hold a community-service based program to apply the appropriate technology known as Teknologi Tepat Guna (TTG) in education. The result of the activity indicates that the right methods and approaches to raise motivation and enthusiasm for PAUD teachers during the COVID-19 pandemic are coaching and training that emphasizes the aspects of sense and soul processing. Those methods and approaches are proven to give a positive impression for the participants.

Model Penanaman Nilai Karakter Disiplin Mahasiswa dalam Meningkatkan Sumber Daya Unggul di Era 4.0

The purpose of this study is to find out the model for inculcating the value of disciplinary character by lecturers to foster student discipline character values in increasing superior resources in the 4.0 era. This research is motivated by the lack of student discipline in learning. It can be seen that students are late in collecting assignments from the allotted time and the results of the work done. This research uses descriptive qualitative research with 7 students as the research subject. Data collection techniques were carried out by means of observation and interviews. Furthermore, data analysis, data presentation and conclusions are made. The results of this study indicate that the model for inculcating student discipline character values in improving superior resources in the 4.0 era is the habituation model, the exemplary model and the coaching model. The value of disciplined character is a positive attitude that affects students' abilities, so that they have superior resources in the 4.0 era.AbstrakTujuan dari penelitian ini untuk mengetahui model penanaman nilai karakter disiplin yang dilakukan dosen untuk menumbuhkan nilai karakter disiplin mahasiswa dalam meningkatkan sumber daya unggul di era 4.0. Penelitian ini dilatarbelakangi kurangnya disiplin mahasiswa dalam belajar. Hal tersebut terlihat keterlambatan mahasiswa dalam mengumpulkan tugas dari waktu yang telah ditentukan dan hasil tugas yang dikerjakan. Penelitian ini menggunakan jenis penelitian kualitatif deskriptif dengan subjek penelitian 7 orang mahasiswa. Teknik pengumpulan data dilakukan dengan cara observasi dan wawancara. Selanjutnya dilakukan analisis data, penyajian data dan membuat kesimpulan. Hasil dari penelitian ini menunjukkan bahwa model penanaman nilai karakter disiplin mahasiswa dalam meningkatkan sumber daya unggul di era 4.0 yaitu model pembiasaan, model keteladanan dan model pembinaan. Nilai karakter disiplin merupakan sebuah sikap positif yang memengaruhi kemampuan mahasiswa, sehingga memiliki sumber daya unggul di era 4.0.

Iterative Design and Pilot Implementation of a Tiered Coaching Model to Support Socio-Emotional Teaching Practices

We used an iterative process to design the Tiered Coaching Model (TCM) to support preschool teachers’ implementation of the Pyramid Model. In the TCM, teachers are matched to one of three coaching tiers based on their observed classroom practices, individual characteristics, and preferences. Coaching tiers included self-guided coaching, small group coaching, and individual coaching. We describe TCM model development and two field tests exploring its potential usability and effectiveness. In Field Test 1, the model was tested with 16 lead preschool teachers. Focus groups and teacher feedback informed systematic model revisions. In Field Test 2, we gathered preliminary findings from an additional 24 teachers. All teachers across coaching tiers and field tests increased their use of Pyramid Model practices while engaging in the TCM, providing promising evidence for wider demonstrations and future rigorous evaluations of the model.

Theorizing about components of teacher professional development: supports and barriers

PurposeThis paper reports on a study exploring a sustained coaching model of teacher professional development (PD). The study was undertaken with middle school teachers in a small rural school division in Alberta, Canada. The goal of the study was to theorize about the components of the sustained coaching model of PD that supported or was a barrier to teachers engaging in a year-long PD series.Design/methodology/approachA grounded theory methodology was used to theorize about the components of a teacher PD model that participants viewed as being a support or barrier to their engagement in the PD. Data were collected from two individual participant interviews: one interview at the beginning of the year and one interview at the end of the year.FindingsFindings indicate that teacher PD should include a constant community, accountability to other participants in that community, and a balance of theoretical and practical support and be provided over multiple sessions. In addition, in order for the PD to be sustainable, barriers to engaging in the PD should be minimized.Originality/valueA recognition of the complexity of the factors influencing a teacher's interaction with PD provides a lens with which to consider the potential for a teacher's engagement with PD.