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Instructional Coaching And Its Effects On Middle School Mathematics Teachers Perceptions Of Coaching And Content Knowledge
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Book Synopsis Instructional Coaching and Its Effects on Middle School Mathematics Teachers' Perceptions of Coaching and Content Knowledge by : Jamie-Marie Louise Wilder Miller
Download or read book Instructional Coaching and Its Effects on Middle School Mathematics Teachers' Perceptions of Coaching and Content Knowledge written by Jamie-Marie Louise Wilder Miller and published by . This book was released on 2017 with total page 205 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis Teacher Perceptions of Instructional Coaching in Elementary Mathematics by : Katelyn Sylvester
Download or read book Teacher Perceptions of Instructional Coaching in Elementary Mathematics written by Katelyn Sylvester and published by . This book was released on 2020 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: Instructional coaching as a form of job embedded professional development is a common practice in many school districts. An instructional coaching model requires thoughtful planning, design, and funding to become a common practice in schools and the perceptions of the classroom teacher as the primary recipient of such in service is essential to fostering a district culture of ongoing teaching and learning. This study intends to determine what are elementary school teachers' perceptions of being coached in elementary mathematics, in what ways instructional coaching is effective, and the extent to which teacher perceptions and beliefs impact the implementation of an instructional coaching model in a school district. In an attempt to contribute to previous literature, this study seeks to understand the lived experiences of teachers who were coached in mathematics during the 2019-2020 school year. By inquiring and gathering data of teacher perceptions of their experiences, future policy and practice of various Local Education Agencies in determining revisions and refinement to current coaching model initiatives. This case study contributes to current research and embodies a unique subset of characteristics that have the potential to be replicated and further developed in consideration of collected kindergarten- fifth grade teacher perceptions of being provided with job embedded professional development during the 2019-2020 school year by a content specific math coach.
Book Synopsis The Art of Coaching by : Elena Aguilar
Download or read book The Art of Coaching written by Elena Aguilar and published by John Wiley & Sons. This book was released on 2013-02-22 with total page 375 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Book Synopsis Mathematics Coaching Handbook by : Pia Hansen
Download or read book Mathematics Coaching Handbook written by Pia Hansen and published by Routledge. This book was released on 2013-07-23 with total page 146 pages. Available in PDF, EPUB and Kindle. Book excerpt: This book serves as a reference to help prepare and support effective math content coaches. It provides insight into the leadership skills necessary to mentor other teachers, establish collaborative teacher teams, influence school culture positively, and improve student achievement.
Book Synopsis Instructional Coaching by : Jim Knight
Download or read book Instructional Coaching written by Jim Knight and published by Corwin Press. This book was released on 2007-05-01 with total page 301 pages. Available in PDF, EPUB and Kindle. Book excerpt: An innovative professional development strategy that facilitates change, improves instruction, and transforms school culture! Instructional coaching is a research-based, job-embedded approach to instructional intervention that provides the assistance and encouragement necessary to implement school improvement programs. Experienced trainer and researcher Jim Knight describes the "nuts and bolts" of instructional coaching and explains the essential skills that instructional coaches need, including getting teachers on board, providing model lessons, and engaging in reflective conversations. Each user-friendly chapter includes: First-person stories from successful coaches Sidebars highlighting important information A "Going Deeper" section of suggested resources Ready-to-use forms, worksheets, checklists, logs, and reports
Book Synopsis Teachers' Perspectives of Instructional Coaches' Impact on Student Achievement in Middle School by : Tullie Westmoreland
Download or read book Teachers' Perspectives of Instructional Coaches' Impact on Student Achievement in Middle School written by Tullie Westmoreland and published by . This book was released on 2015 with total page 125 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative, transcendental phenomenology study was to describe middle school teachers' perspectives of role of the instructional coach in student achievement at Pleasant Valley Middle School. Pleasant Valley Middle School is a pseudonym used to protect teachers and the instructional coach being used in the research. The instructional coach provided professional learning to meet instructional needs of teachers, helped teachers use formative assessments to plan for instruction and implement differentiation strategies, and modeled scientifically-based instructional strategies to help teachers integrate new learning. Individual interviews and a focus group were conducted with teachers who worked with the instructional coach. These teachers also completed journals of their experience implementing new instructional strategies recommended by the instructional coach to provide data. The interviews, journals, and focus group were designed to answer three research questions. What are teachers' perceptions about how the instructional coach provided professional learning for teachers that impact classroom instruction and student achievement? What are teachers' perceptions about the instructional coach using data to help teachers plan for instruction: formative assessments, differentiation, best practices, etc.? What are teachers' perceptions on the effectiveness of the instructional coach observing lessons and providing feedback? Data analysis was achieved as outlined by Moustakas (1994) when transcendental phenomenological reductionism was conducted. The themes that emerged from the data were: (a) Current educational practices, (b) collaborating to integrate successful strategies, (c) identifying needs and validating themes, (d) modeling to provide support and build confidence, and (e) inspecting and what is expected.
Book Synopsis A Guide to Mathematics Coaching by : Ted H. Hull
Download or read book A Guide to Mathematics Coaching written by Ted H. Hull and published by Corwin Press. This book was released on 2009-07-01 with total page 177 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The authors provide a commonsense approach for those who work directly with classroom teachers to support and improve teaching and learning. Easily read, this book lays out a simple plan for success as a mathematics coach." —Emily S. Rash, Mathematics Specialist Monroe City School District, LA Discover how effective coaching relationships add up to improved mathematics teaching and learning! Math coaches play a vital role in strengthening math instruction and learning in schools. However, without a collegial relationship with the teachers they are trying to help, it is difficult to foster productive collaborations that lead to better teaching practice and increased student achievement. This resource helps coaches confidently clarify, define, and fulfill their role as influential mathematics leaders. Based on principles established by NCTM and NCSM, this volume features a three-part process for engaging teachers in building high-quality, equitable mathematics programs. The chapters help coaches effectively: Collaborate with teachers to align and implement curriculum that positively impacts student learning and achievement Build trust and rapport with hesitant or resistant teachers Develop collegial partnerships for planning, analyzing, and reflecting on instruction Support and sustain individual and institutional change Filled with numerous vignettes to illustrate coaching practices and strategies to move teachers toward more effective instructional models, A Guide to Mathematics Coaching is an essential companion for transforming mathematics classrooms.
Book Synopsis Leading for Instructional Improvement by : Stephen Fink
Download or read book Leading for Instructional Improvement written by Stephen Fink and published by John Wiley & Sons. This book was released on 2011-03-22 with total page 311 pages. Available in PDF, EPUB and Kindle. Book excerpt: Leading for Instructional Improvement Educational experts agree that quality teaching is the single most important factor in improving educational outcomes for all students. Teaching is a highly sophisticated and complex endeavor requiring deep expertise on the part of teachers and school leaders. This book shows how teacher, school, and district leaders can cultivate the expertise of teachers to deliver high quality instruction for all students. Leading for Instructional Improvement captures the nationally acclaimed work conducted by the Center for Educational Leadership at the University of Washington in its effort to improve the quality of teaching and leadership in schools across the country. The book provides extensive practical guidance grounded in theory and research, along with powerful stories and examples from classrooms, schools, and districts. Many of the tools, protocols, and frameworks contained in this book can be accessed electronically by visiting the Center for Educational Leadership website at www.k-12leadership.org. Praise for Leading for Instructional Improvement "This book offers insights that are invaluable to educators who seek to enhance teacher effectiveness now. The ideas presented are practical and applicable to schools in a variety of settings." PEDRO A. NOGUERA, Ph.D., Peter L. Agnew Professor of Education, Steinhardt School of Culture, Education and Development and executive director, Metropolitan Center for Urban Education "A deep and thoughtful look at how the issue of expertise is cultivated. Seizing upon their Center's research-based instructional framework, the authors provide important insights and tools." DR. BEVERLY HALL, superintendent, Atlanta Public Schools "In this age of intense focus on how we evaluate teachers, we have to remember that any evaluation is only as good as the evaluator. This extremely useful book provides an excellent roadmap for how principals can become more effective in the most important aspect of their work, instructional leadership." JERRY D. WEAST, Ed.D., superintendent of schools, Montgomery County Public Schools, Maryland "Fink and Markholt offer practitioners a guide to effective teaching. Leading for Instructional Improvement asks us to heed the lessons within and support the kind of teacher education that will improve student achievement for today's schools and those of tomorrow." BARNETT BERRY, president, Center for Teaching Quality
Book Synopsis Examining Mathematics Coaches in Supporting Teachers to Develop Ambitious Instructional Practices by : Lynsey Kay Gibbons
Download or read book Examining Mathematics Coaches in Supporting Teachers to Develop Ambitious Instructional Practices written by Lynsey Kay Gibbons and published by . This book was released on 2012 with total page 173 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Book Synopsis The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics by : Julie Louise Middleton
Download or read book The Role of Instructional Coaching for Teacher Learning in Elementary Mathematics written by Julie Louise Middleton and published by . This book was released on 2019 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This study examines how instructional coaching shapes teacher learning in elementary/intermediate mathematics education. Coaching is an initiative that is currently being implemented in a large Ontario Board of Education to address the teaching and learning needs in mathematics education. This multi-case study, with a cross-case analysis examines the perceptions of five elementary and intermediate teachers and four instructional coaches who have participated in instructional coaching specific to mathematics. The overall impression of instructional coaching from the participants' perspectives was a positive one. Instructional coaching as a form of professional learning adhered to many of the components that are deemed to be important for effective professional learning environments of taking place over time, embedded in the teachers' practice, self-directed, and relevant (Desimone, 2009). The teachers took an active role in their learning by choosing and determining the focus of the coaching sessions, and at the end of the study, commented about how they were incorporating aspects of the instructional coaching learning into their mathematics practice. The instructional coaches also commented about the work having impact, emphasizing the importance of choice and working with teachers who had elected to participate in the instructional coaching initiative. The major findings from the study are: (1) perceptions of the instructional coaching vary amongst the superintendents, administrators and teachers; (2) instructional coaching is an effective means of professional learning; (3) it is evident that the teachers perceived that their mathematics program was positively impacted by the work that took place with their instructional coach; (4) instructional coaching has a transient nature to it because there were many changes in personnel, which meant that some schools were working with various instructional coaches since the program was first introduced; and (5) instructional coaching has the ability to make school-wide change, through the work done with collaborative inquiry groups, as well as individual teachers. Findings from the study may inform how instructional coaching is implemented in school districts. The hiring practices of how coaches are selected and assigned to various schools need to be considered.
Book Synopsis Standards for Middle and High School Literacy Coaches by : International Reading Association
Download or read book Standards for Middle and High School Literacy Coaches written by International Reading Association and published by International Reading Assoc.. This book was released on 2006 with total page 72 pages. Available in PDF, EPUB and Kindle. Book excerpt: This US report from the International Reading Association looks at standards for middle and high school literacy coaches. The standards are organised into two parts - leadership standards and content area literacy standards. Table of contents: * Introduction * Part 1: Leadership standards * Part 2: Content area literacy standards (english language arts, mathematics, science, social studies) * Part 3: What we know and what we need to know about literacy coaches in middle and high schools: a research synthesis and proposed research agenda * References.
Book Synopsis Instructional Coaches and the Instructional Leadership Team by : Dean T. Spaulding
Download or read book Instructional Coaches and the Instructional Leadership Team written by Dean T. Spaulding and published by Corwin Press. This book was released on 2012-08-07 with total page 161 pages. Available in PDF, EPUB and Kindle. Book excerpt: Supercharge school improvement with instructional coaches! For instructional coaches, no two days are ever the same. This unique companion melds theory and practice to show how coaches can seamlessly integrate themselves into the fabric of the school and help teachers improve their practice from day one. Dean Spaulding and Gail Smith address common challenges of coaches and instructional leadership teams, including: Observing classrooms and providing formative feedback Reaching out to the hesitant or resistant teacher Adapting data and analysis into usable information for the team Recruiting, training, and supporting new instructional coaches Journal entries based on the real-life experiences give an inside look at the day-to-day work of an instructional coach and the power of coaching to improve teacher effectiveness. The book also includes field-tested activities, materials, and forms for collecting data, navigating busy days, and organizing information. Instructional Coaches and the Instructional Leadership Team is ideal for those wanting to learn best practices to engage educators and support teacher evaluation reform. "This book would have made my life SO much easier. I highly recommend it to new and experienced instructional coaches alike!" —Kathy Ferrell, Instructional Coach Excelsior Springs Middle School, MO "This is a wonderful resource. Even schools without instructional coaches will benefit from the strategies and suggestions included. It′s an excellent book even for those who shy away from data analysis!" —Ann Dargon, Assistant Superintendent of Schools Westport Community Schools, MA
Book Synopsis Everything You Need for Mathematics Coaching by : Maggie B. McGatha
Download or read book Everything You Need for Mathematics Coaching written by Maggie B. McGatha and published by Corwin Press. This book was released on 2018-04-02 with total page 361 pages. Available in PDF, EPUB and Kindle. Book excerpt: Math coaches wear many hats. You think on your feet and have to invent, react, and respond—often without time to prepare—in a myriad of professional contexts. What’s your go-to resource for support? Plan, focus, and lead: Your toolkit for inspiring math teachers Meet Everything You Need For Mathematics Coaching: Tools, Plans, and a Process That Works for Any Instructional Leader. This one-stop, comprehensive toolkit for improving mathematics instruction and learning is designed for busy math coaches and teacher leaders who often have to rely on their own competencies. Using the Leading for Mathematical Proficiency Framework, the authors position student outcomes as the focus of all professional work and connect the Eight Mathematical Practices for students with NCTM’s Eight Effective Teaching Practices to help you guide teachers toward growing mathematics proficiency in their classrooms. This hands-on resource details critical coaching and teaching actions, and offers nearly a hundred tools for: Shifting classroom practice in a way that leads to student math proficiency and understanding of mathematical concepts. Honing in on key areas, including content knowledge and worthwhile tasks, student engagement, questioning and discourse, analysis of student work, formative assessment, support for emergent language learners and students with special needs, and more. Navigating a coaching conversation. Planning and facilitating professional learning communities. Finding a focus for professional development or a learning cycle. Making connections between professional learning activities, teaching, and student learning. Using the coaching cycle—plan, gather data, reflect—to build trust and rapport with teachers. With examples from the field, a comprehensive list of resources for effective coaching, and a plethora of tools you can download and share with teachers, this toolkit is your must-have guide to designing a professional learning plan and leading with clarity and purpose.
Book Synopsis Teaching Critical Thinking Strategies in Mathematics by : Autumn G. Gabriel Edd
Download or read book Teaching Critical Thinking Strategies in Mathematics written by Autumn G. Gabriel Edd and published by . This book was released on 2019-09-03 with total page 156 pages. Available in PDF, EPUB and Kindle. Book excerpt: There is an inconsistency with urban middle school teachers' perceptions about promoting critical thinking skills within middle schools in a large metropolitan area. By implementing differentiated approaches in mathematics classes that incorporates critical thinking skills, such as modeling activities, open-ended questioning, using Bloom's taxonomy, cooperative grouping, computer-based instruction and diagnostic and adaptive teaching, instead of traditional work-book exercises, student's scores in mathematics would increase, but also urban teachers' insight about the importance of critical thinking skills would also give credibility to usefulness. Thinking critically in problem situations is a skill that has received increasing attention as an educational goal (Incikabi, Tuna, & Biber, 2013; Goodchild, Fuglestad, & Jaworski, 2013). The National Commission on Standards declared that the teaching of critical thinking skills was crucial to producing students who were not only ready for college, but also for the workforce (Kaplan & Kies, 1995). The purpose of this descriptive phenomenological study was to explore urban middle school mathematics teachers' perceptions about incorporating critical thinking skills within mathematics classes daily. The study consisted of fifteen 8th grade mathematics teachers who taught African American males in a large metropolitan city in Georgia. Achieving the purpose may not only assist mathematics teachers in urban middle schools with teaching critical thinking skills, but also provide insight into how urban middle school mathematics teachers feel if teaching critical thinking skills to African American males and other ethnic groups does promote transformation of knowledge. Tsui (2002) suggested that establishing effective critical thinking skills was essential for student's success at the post-secondary level; perhaps these critical thinking skills could also be essential to students' success at the middle school level in a mathematics class. An educational objective of school systems should be to develop students who are independent enough to think critically about academic subjects and real-world situations (Whittaker, 2014; Jensen, 2013). The study contributed to challenges and extend theory by first analyzing which theoretical methods used in public schools in large metropolitan cities in mathematics classes were not effectively working in educating African American males. The descriptive phenomenological study conveyed through questionnaires the lived experiences and perceptions of urban middle school mathematics teachers from their own perspectives, if incorporating critical thinking skills within mathematical lessons assisted with transferring knowledge. The study showed teachers' perception of teaching critical thinking skills did promote transference of knowledge, and the same critical thinking skills employed by middle school mathematics teachers assisted African American males with being successful in middle school mathematics classrooms. This field of study is valuable to leaders because it presented an alternative teaching strategy for not only closing the achievement gap in mathematics, but also enabling African American males to think critically about mathematics. Understanding how teachers felt about teaching critical thinking skills at the middle school level provided leaders with not only valuable information about the necessity of incorporating critical thinking skills in the curriculum, but also challenged the one-size fits all approach to educating African American males.
Book Synopsis Teacher Perceptions of the Use of Mathematics Coaches for the Improvement of Instruction by : Leyah Kathryn Nicometi
Download or read book Teacher Perceptions of the Use of Mathematics Coaches for the Improvement of Instruction written by Leyah Kathryn Nicometi and published by . This book was released on 2011 with total page 128 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of the study was to examine teacher perceptions of the impact mathematics content coaches have had on instructional practices and on student learning. Data were collected from teachers in Grades 3, 4, and 5 who were teaching in five schools during the 2009-2010 academic school year. The Alabama State Department of Education survey was used to collect data. The survey consisted of two parts. The first part was composed of 41 questions using a 5-point Likert-type scale. The second part consisted of three open-ended questions. Interview data were collected from a purposeful sample of teachers. Responses to survey items can be grouped into four main themes: performance, collaboration, environment, and attitude. There was little difference found among the responses. Within all four themes, the response type of almost always has the highest frequency of occurrence (62%), with usually being the second most chosen response (23%). These results demonstrate that participants are very satisfied with the mathematics coaches' performance, collaboration, environment, and attitude. Few respondents chose usually, sometimes, and rarely as their response choice. Responses to the open-ended questions revolved around three main themes: lesson modeling, which included observation and feedback; lesson development; and frequency of teachers meetings with their coach. A few respondents did not have the opportunity to meet with their coach on a weekly basis. The overwhelming theme suggested by those who responded to the final question revolved around spending more time in the classroom. Interviewees commented that their content coach had taught them to be reflective thinkers through observation and feedback. Although survey data were subjected to an exploratory factor analysis, given the relatively small number of survey respondents, these data are of limited value. They are, however, reported because of the wide use of the instrument in Alabama. These data suggest that there were four latent factors underlying the 41 survey questions: performance, collaboration, environment, and attitude. Although Cronbach [alpha] coefficients indicated strong internal consistency for all four factors, these should be interpreted cautiously, because of the small sample size.
Book Synopsis Teachers' Perceptions of Instruction, Rigor, and High Achievers by : Diane R. Best
Download or read book Teachers' Perceptions of Instruction, Rigor, and High Achievers written by Diane R. Best and published by . This book was released on 2016 with total page 147 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this qualitative study was: (a) to determine the impact of the introduction of the PA Core Standards in mathematics on advanced middle school students and identify the impact of adaptable and rigorous instructional practices currently utilized in schools on high achieving students in mathematics and (b) to determine teachers' perceptions of how a framework, such as Multi-Tiered Systems of Support (MTSS), impacts the instructional practices utilized to meet the needs of advanced learners to increase student achievement. This study examined the instructional practices and frameworks used by middle school mathematics teachers to advance the learning of high achievers. Additionally, this research identified the need for a systematic framework to identify and accommodate the advanced learner's individual student needs. Looking at instructional practices and components of the Multi-Tiered Systems of Support/Response to Intervention/Response to Instruction and Intervention (MTSS/RtI/RtII) as self-reported by teachers and comparing the average growth index (AGI) in the Pennsylvania Value-Added Assessment System (PVAAS) for advanced students provided evidence of instructional practice effectiveness. Qualitative data was collected through an online survey and allowed the researcher to study the connection of instructional practices within a systematic framework. The researcher determined the types of instructional practices implemented in the middle school mathematics classes as related to the Depth of Knowledge level that advanced students needed to grow academically. The researcher also identified teacher perceptions of important aspects of the mathematics classroom and collected evidence to support instructional practices and organizational structure of the school.
Book Synopsis Data Driven Instruction by : Stephen J. O'Toole
Download or read book Data Driven Instruction written by Stephen J. O'Toole and published by . This book was released on 2013 with total page 103 pages. Available in PDF, EPUB and Kindle. Book excerpt: The purpose of this study was to determine middle school mathematics teachers' perceptions about student achievement data, the structures within the school system that help or hinder their ability to use data, and the teachers' perceptions towards the effect that examining data has on student achievement. This qualitative study investigated the perceptions of 20 middle school mathematics teachers' use of data to drive their instruction. Through the use of constructed response and open-ended survey items, the study identified (1) how teachers use student achievement data, (2) the types of data used most frequently, (3) the supports and impediments to using data, and (4) their beliefs about the effect using data has on their instruction and student achievement. Individual interviews with 6 participants provided additional information pertaining to the 3 research questions. The findings from this research reveal that middle school mathematics teachers frequently use and value course level formative assessments compared to state and district level assessments. The results indicate that teachers believe there are supports in place to help them use data. Supports included data warehouses, meetings with colleagues, and administrative assistance. Response data identified lack of time for analyzing data and for implementing instructional strategies based on data as significant impediments to using data to drive instruction. Teachers believed that using data changed their instruction and raised student achievement of struggling students.
