Coaching-related intervention in an educational setting
Mariam Nazarudin u1220504
some
How are we currently supporting teachers
How are we currently supporting teachers Formal training
How are we currently supporting teachers Formal training Mentoring new teachers
How are we currently supporting teachers Formal training Mentoring new teachers Hire better qualified teachers
How are we currently supporting teachers Formal training Mentoring new teachers Hire better qualified teachers Collaborative (co-) coaching around learning & teaching practices
What else can we do to maximise teachers’ potential…
coaching around practice of
instruction / teaching
professional development teacher receive in support of these
practices
aspects of teacher quality influence student
achievement
teacher characteristics external to the classroom
(e.g. Educational attainment)
classroom practice
(Wenglinsky, 2002; Laitsch 2003)
professional development teacher receive in support of these
practices
aspects of teacher quality influence student
achievement
teacher characteristics external to the classroom
(e.g. Educational attainment)
classroom practice
effect size .56
effect size .33
effect size .09
(Wenglinsky, 2002; Laitsch 2003)
single most dominant factor affecting student
academic gain is teacher effect
(Sanders & Rivers, 1996)
RAND Corporation, 2012
(Ross, 1992)
Instructional Coaching is a partnership approach
Instructional Coaching is a partnership approach
governed by 7 principles Equality
Reciprocity
Praxis
Reflection
Dialogue
Voice
Choice
Instructional Coaching is a partnership approach
governed by seven principles
and seven practices
Equality
Reciprocity
Praxis
Reflection
Dialogue
Voice
Choice
Enrol
Refine
Explore
Observe
Model
Explain
Identify
Instructional Coaching: Kansas Coaching Project, n.d.; Knight, 2012; Knight, n.d.; Knight & van Nieuwerburgh, 2012
instructional coaches and teachers are equal partner
teachers have choices on what and how they learn
empower and respect voices of teachers
Professional learning enable authentic dialogue
teachers to reflect on ideas before adopting them,
free to accept or reject them
praxis: apply learning to real-life practice,
reconstruct and use content the way teachers consider most useful
Reciprocity: benefit from success, learning & experience of others
Instructional Coaching: How do seven practices look?
Enrol Refine Explore Observe Model Explain Identify
Enrol teachers choose to opt in
coaching as development intervention can be:
part of professional learning discussion
recommend by head teacher/deputy head teacher
link to school’s vision
instructional coach hold briefing sessions with teachers
Identify teachers dialogue, reflect and choose practice to learn (link with Praxis)
instructional coach meet teachers individually to identify needs and discuss possible interventions
Explain teachers dialogue, reflect and choose practice to trial collaboration on practice:
instructional coach explain precisely but
provisionally on practice
teachers offer suggestions on how to adapt
for their classroom co-construct observation form
Model teachers reflect and dialogue on the
practice they observed coach demonstrate the practice teacher observe and record on observation form
Observe teachers implement practice
coach observe teacher and record on observation form discuss how the practice went
Explore teachers reach conclusion on practice
coach provide feedback from observation collaboratively explore the data
Refine Teachers continue practising coach provide on-going support (feedback-model-observe-feedback) until teachers use practice effectively and habitually
(Knight, n.d.)
“My work is practical. What matters most is what happens in the classroom... show how [teachers]
can be effective and successful”.
David Ginsburg, Instructional Coach, Philadelphia
(Wong & Wong, 2012)
“vital to the success of our students due to the
way that we collected data and made
instructional decisions based on that
data” Nichole Zoeller, Title I, Irving Elementary School
(Instructional Coaching Testimonials, 2012)
“discovers new strategies to support children’s
learning... starting to see children’s language and literacy skills improve.”
Amelia, Teacher, Massachusetts
(Skiffington, Washburn & Elliott, 2011)
“As a result of the coaching that our teachers now receive...
students, such as myself, are showing a higher level of interest and understanding in the classroom, which in
turn leads to better grades and a better overall education”.
Nicholas Adams, Sophomore At Bellwood-antis High School, Pennsylvania
(PAHSCI, n.d.) Pennsylvania High School Coaching Initiative
More voices from students, teachers, principals and coaches on the PAHSCI site
Teachers leaving out
major components of teaching practices outlined in instructional manuals
Teachers uses teaching
practices closely outlined in instructional manuals
4%
13%
Student Improvement
(Knight, 2005)
providing on-going instructional coaching support,
generates implementation rate of at least 85%
(Knight, 2005)
providing on-going instructional coaching support,
generates implementation rate of at least 85%
(Knight, 2005) Standard “sit-and-
get” workshop around 10%
95% of teachers experiencing high intensity one-on-one
coaching changed classroom practice compared with 80% of
teachers experiencing low intensity one-on-one coaching
high intensity: once or twice a month low intensity: once or twice a semester
(PIIC, 2013) Pennsylvania Institute for Instructional Coaching
Arrange for Instructional Coach to do a presentation to teachers Offer places to 4 volunteer teachers to trial the effectiveness of Instructional Coaching for one term (4 months) Gather teachers’ insights on their journey (qualitative) Gather students’ feedback (qualitative) Return here to present findings and recommendations if Instructional Coaching should be added as another element of professional development for teachers
References Instructional Coaching: Kansas Coaching Project (n.d.). Retrieved from
http://instructionalcoach.org/about/about-coaching Instructional Coaching Testimonials (2012). Testimonials. Learning is growing.
Retrieved from https://learningisgrowing.wordpress.com/testimonials/ Knight, J. (2005). A primer on instructional coaches. Principal leadership, 5(9), 16-21.
Retrieved from http://www.instructionalcoach.org/images/downloads/articles/Knight_PL2005-05.pdf
Knight, J. (2012). Coaching to improve teaching: Using the instructional coaching
model. In C. Nieuwerburgh (Ed.), Coaching in education: Getting better results for students, educators and parents (pp. 93-113). London: Karnac.
Knight, J. (n.d.). Instructional coaching. Instructional Coaching Kansas Coaching
Project. Retrieved from http://www.instructionalcoach.org/images/downloads/research-pubs/Chapter2.pdf
References Knight, J. & van Nieuwerburgh, C. (2012). Instructional coaching: a focus on practice.
Coaching: An international journal of theory, research and practice, 5(2), 100-112.
Laitsch, D. (2003). The effect of classroom practice on student achievement.
ResearchBrief, 1(11). Retrieved from http://www.ascd.org/publications/researchbrief/v1n11/toc.aspx
PAHSCI (n.d.). Voices from the field: Instructional coaching works. Pennsylvania High
School Coaching Initiative. Retrieved from http://pahsci.pacoaching.org/index.php/instructional-coaching/voices-from-the-field
PIIC (2013). Teacher perceptions of instructional coaching. Pennsylvania institute for
instructional coaching. Retrieved from http://piic.pacoaching.org/images/PIICdocuments/Research_and_Eval/piic%20teacher%20perceptions%20march%202013.fhi360.pdf
References RAND Corporation (2012). Teachers matter: Understanding teachers’ impact on
student achievement. Measuring teacher effectiveness. Retrieved from http://www.rand.org/education/projects/measuring-teacher-effectiveness/teachers-matter.html
Ross, J. A. (1992). Teacher efficacy and the effects of coaching on student
achievement. Canadian Journal of Education/Revue canadienne de l'education, 17(1), 51-65. Retrieved from http://www.csse-scee.ca/CJE/Articles/FullText/CJE17-1/CJE17-1.pdf#page=53
Sanders, W. & Rivers, J. (1996). Cumulative and residual effects of teachers on future
student academic achievement (Research Progress Report). Knoxville, TN: University of Tennessee Value-Added Research and Assessment Center. Retrieved from http://www.cgp.upenn.edu/pdf/Sanders_Rivers-TVASS_teacher%20effects.pdf
References Skiffington, S., Washburn, S., & Elliott, K. (2011). Instructional coaching: Helping
preschool teachers reach their full potential. Young Children, 66(3), 12-19. Retrieved from https://www.naeyc.org/files/yc/file/201105/Teachers_Full_Potential_OnlineMay2011.pdf
Wenglinsky, H. (2002). How schools matter: The link between teacher classroom
practices and student academic performance. Education Policy Analysis Archives, 10(12). doi: http://dx.doi.org/10.14507/epaa.v10n12.2002
Wong, H. & Wong, R. (2012). Effective teaching: The lasting impact of instructional
coaching. Teachers.Net Gazette, 9(10). Retrieved from http://www.teachers.net/wong/OCT12/