Understanding Teachers' Perceptions of Academic Coaching Quality in an On-Site Professional Development Program PDF Download
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Author: Phillip Wood
Publisher:
ISBN:
Category : Employees
Languages : en
Pages : 205
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Book Description
Quality teacher training and continued learning is essential to providing the high quality education that yields adequate levels of student success. Though called by many different names, academic coaches appear to be the answer to the continuing problem of creating a positive learning environment that meets the challenges of educating students with varying abilities and needs. Driven by the analysis of student performance data, academic coaches train teachers in the best instructional practices and build teacher content knowledge to support improved student learning. Additionally, academic coaches offer support during the implementation of content learned through staff development. This study utilized the APS teacher perceptions survey, along with a survey of principals regarding how they utilized coaches in their schools, to determine if the method of coach usage at the schools influenced teachers' perceptions of the three dependent variables-teacher perception of coaching effectiveness, teacher perception of the school personnel-academic coaching affiliation, and teacher perception of overall coaching quality. The quantitative data analysis involved using ANOVA to detect if there were any differences between the groups of teachers on how they viewed academic coaching, then using Tukey's post hoc test to determine which groups differed specifically. The results indicated that the manner in which academic coaches are used in 3 elementary schools do influence teacher perceptions of academic coaching, but explain only a small amount of the variance between the teacher groups.
Author: Phillip Wood
Publisher:
ISBN:
Category : Employees
Languages : en
Pages : 205
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Book Description
Quality teacher training and continued learning is essential to providing the high quality education that yields adequate levels of student success. Though called by many different names, academic coaches appear to be the answer to the continuing problem of creating a positive learning environment that meets the challenges of educating students with varying abilities and needs. Driven by the analysis of student performance data, academic coaches train teachers in the best instructional practices and build teacher content knowledge to support improved student learning. Additionally, academic coaches offer support during the implementation of content learned through staff development. This study utilized the APS teacher perceptions survey, along with a survey of principals regarding how they utilized coaches in their schools, to determine if the method of coach usage at the schools influenced teachers' perceptions of the three dependent variables-teacher perception of coaching effectiveness, teacher perception of the school personnel-academic coaching affiliation, and teacher perception of overall coaching quality. The quantitative data analysis involved using ANOVA to detect if there were any differences between the groups of teachers on how they viewed academic coaching, then using Tukey's post hoc test to determine which groups differed specifically. The results indicated that the manner in which academic coaches are used in 3 elementary schools do influence teacher perceptions of academic coaching, but explain only a small amount of the variance between the teacher groups.
Author: Haley Beyer
Publisher:
ISBN:
Category :
Languages : en
Pages :
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Book Description
To compete in global markets American children need the opportunity to develop critical educational skills that will be necessary to enter an ever-changing workforce. Many times the first chance educators encounter children is in Prekindergarten. Prekindergarten educators are given the opportunity to equal the playing field for students of various backgrounds. One way to help bridge the gap of disparity for students who qualify for prekindergarten is to offer high quality instruction. One critical instructional skill, which research supports, is critical for future academic success is an understanding of literacy. To ensure prekindergarten students are exposed to quality literacy instruction their teachers should be attending professional development that is supported by research, content focused, and expands their own knowledge and understanding of literacy. Long gone are the days of one size fits all professional development opportunities. To compete in the 21st century educators needs to know, understand, and facilitate learning to ensure quality instruction for all students. Research supports that literacy is critical to future success. As educators we realize the importance of an early start, which for many begins in prekindergarten. Teachers need to be equipped with a knowledgeable skill set to help children develop the required skills for future academic success. Current teachers needs research based quality professional development C3 Coaching Summer Academy was implemented as a research based quality professional development. Phase I of this study focused on analyzing the perceived impact the professional development had on ELL Teacher’s knowledge, skills, and confidence in the emergent literacy skills of alphabetic principle and phonological awareness. Descriptive statistics were used to analyze the outcomes. Additionally, correlations between outcomes and years of experience in teaching were computed. Phase II of this research project focused on evaluating instructional materials used during the C3 Coaching Summer Academy. The researcher developed a custom rubric, based on quality factors identified by research. The researcher applied the rubric to materials separately, creating separate outcomes. Results from the C3 Coaching Summer Academy Awareness Survey indicate that teacher’s perceptions about their overall skills, knowledge, and confidence in the areas of alphabetic principle and phonological awareness were impacted. The results revealed that teachers’ perceived impact was high, with ratings reported from moderate to major. Teachers’ reported that the greatest impacts from the professional development were in the areas of aligning standards to content, as well as allowing the teachers to practice and apply knowledge. The research clearly shows that the professional development was needed and effective in contributing to the overall skills, knowledge, and confidence of the teachers who participated. Results from the custom rubric indicate that the C3 Coaching Summer Academy lesson plans used during the professional development were rated as quality materials. When the rubric was applied to the two individual power points independently they did not meet the same high standard. The researcher concluded that when a lesson plan and corresponding power point were combined the scores reflected that the materials were of high quality. The rubric analysis reveals that the power points should not be used individually for professional development purposes, as the gaps in information may not provide educators quality professional development. These findings concur with Darling-Hammond and Richardson (2009) that insist educators need quality professional development that contributes to their skills and knowledge in order to meet the needs of students in their classrooms. No Child Left Behind also mandates that teachers receive quality professional development that contributes not only to their own knowledge, but also contributes to academic gains in the classroom. America has a long-standing relationship addressing reading instruction, as research supports that literacy instruction projects future academic success. To help plan for future quality professional development the researcher developed an action plan that can help address the needs of 21st century educators.
Author: Elena Aguilar
Publisher: John Wiley & Sons
ISBN: 1118421027
Category : Education
Languages : en
Pages : 375
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Book Description
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.
Author: National Academies of Sciences, Engineering, and Medicine
Publisher: National Academies Press
ISBN: 0309499062
Category : Education
Languages : en
Pages : 223
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Book Description
Teachers play a critical role in the success of their students, both academically and in regard to long term outcomes such as higher education participation and economic attainment. Expectations for teachers are increasing due to changing learning standards and a rapidly diversifying student population. At the same time, there are perceptions that the teaching workforce may be shifting toward a younger and less experienced demographic. These actual and perceived changes raise important questions about the ways teacher education may need to evolve in order to ensure that educators are able to meet the needs of students and provide them with classroom experiences that will put them on the path to future success. Changing Expectations for the K-12 Teacher Workforce: Policies, Preservice Education, Professional Development, and the Workplace explores the impact of the changing landscape of K-12 education and the potential for expansion of effective models, programs, and practices for teacher education. This report explores factors that contribute to understanding the current teacher workforce, changing expectations for teaching and learning, trends and developments in the teacher labor market, preservice teacher education, and opportunities for learning in the workplace and in-service professional development.
Author: Imelda R. Castaňeda
Publisher:
ISBN:
Category :
Languages : en
Pages : 266
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Book Description
This study sought to test whether multidimensional professional development programs are preferable to a traditional one, which, typically, consists of taking a graduate course. It compared teachers' perceptions about the effects of three programs for professional development on their teaching practice and student performance. Two of the programs, the Arts Integration Program and Job Shadowing Institute, were multidimensional models of professional development. The third was Technology Training, a traditional model of professional development. The purpose of the study was to contribute to the body of knowledge about teachers' perceptions of the effect of professional development on their teaching practice and their students' learning. The study included elementary, middle, and high school teachers as participants and survey respondents. It spanned three years. Descriptive data were collected to provide an accurate description of the three programs. Participant observations of professional development sessions, informal and formal interviews of teachers, administrators, and facilitators were among the data collection tools used during the first two years of the study to provide a detailed description of the actual programs. The main focus of the study was a survey of participants' perceptions of the effect of professional development on their teaching and their students' learning. Survey results indicated that teachers perceived that professional development could be most effective for improving their teaching practice and student learning when the professional development programs are intentional, on going, and systemic. The non-traditional, multidimensional professional development was found to be more effective than the traditional model. However, the results of the study also indicated that even a traditional model of professional development was perceived as having an impact on students' learning when applications were made to curricular content and when there was support for further training. Based on these findings, a model or 'scaffold' towards effective professional development was conceptualized using constructs and characteristics that might influence teaching practice and student learning. Results are discussed in the light of the limitations of the study, implications for education, and suggestions for future research.
Author: Petty, Teresa
Publisher: IGI Global
ISBN: 152250205X
Category : Education
Languages : en
Pages : 859
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Book Description
As educational standards continue to transform, it has become essential for educators and pre-service teachers to receive the support and training necessary to effectively instruct their students and meet societal expectations. However, there is not a clear consensus on what constitutes teacher effectiveness and quality within the education realm. The Handbook of Research on Professional Development for Quality Teaching and Learning provides theoretical perspectives and empirical research on educator preparation and methods for enhancing the teaching process. Focusing on teacher effectiveness and support provided to current and pre-service educators, this publication is a comprehensive reference source for practitioners, researchers, policy makers, graduate students, and university faculty.
Author: Melinda M. Mangin
Publisher:
ISBN:
Category : Education
Languages : en
Pages : 232
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Book Description
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.
Author: Amanda Gutierrez
Publisher: Springer
ISBN: 9811370028
Category : Education
Languages : en
Pages : 235
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Book Description
This book explores how educators are proactively working to reclaim teacher professionalism by engaging in exemplary practice and promoting quality education for all. It examines voices in contemporary Australian teacher education and how professionalism can contribute to achieving the multiplicity of purposes in education. The work of contemporary teachers and teacher educators, and perceptions about this work, have changed significantly. In recent times, governments have identified key issues linked to the quality of teachers, as presented in multiple inquiries, creating shifts in public policy and increasing regulation. Educators must work towards improving public and policy maker perceptions of teaching as a profession. Teacher educators make an important contribution in engaging in ongoing scholarship and debate that examine research and practice and speak back to managerial discourses on professionalism. It is through this work that educators shape and re-shape understanding of what it means to be a professional.
Author: Shelley Ann Nicholson
Publisher:
ISBN:
Category : Day care centers
Languages : en
Pages : 464
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Book Description
The purpose of this study was to explore the professional development of child care teachers through their descriptions and perceptions of their training experiences. Influenced by frameworks on professional thought and beliefs (Clark, 1988), the following questions guided this study: How do child care teachers working in for-profit centers describe their professional development experiences? Specifically, what sources, contents, formats and amounts do they describe? What perceived relationship of professional development to their classroom practice do they describe? How do they describe the relationship of professional development to issues in the field such as quality and teacher turnover? And what insights can they provide in regards to pre-service and in-service professional development? The sample included 18 child care teachers working in 6 for-profit centers. Data were collected through interviews, and analyzed using qualitative research techniques including comparative analysis. The findings are described in four thematic sections: 'Sink or Swim': (Entry Training Experiences); "Very Good, For the most Part": (Inservice Training Classes); "It Can Only Make Things Better": (Importance of Training); and "Everything Under the Sun": (Professional Development Needs). The teachers' provided rich descriptions about their experiences both in training classes and within their centers. For many of these teachers, a lack of preservice and minimal inservice training opportunities led to reliance on their own abilities and learning from others in their environment. Training classes were seen as positive experiences overall, however many teachers reported instances of impractical content and disengaging formats. While the majority of these teachers thought that "training is important", their descriptions revealed a limited influence on practice. Further, while many teachers saw relationships between training and important issues in the field like program quality, these described relationships were tempered by their perceptions of the role that personal characteristics play in how teachers relate to training. In addition, the teachers provided their own ideas about how to meet the professional development needs of child care teachers. The findings of this study have many implications for the field in terms of designing and structuring professional development opportunities for child care teachers to better meet their needs within their particular contexts.
Author: Faye Burrowes
Publisher:
ISBN:
Category :
Languages : en
Pages : 128
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Book Description
