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/