Coaching for Instructional Improvement

Neufeld, Barbara; Donaldson, Morgaen L.

doi:10.1017/cbo9781139013949.028

Cited by 8 publications

(8 citation statements)

References 3 publications

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“…Examination of a statewide professional development program that incorporates the work of literacy coaching assists the field of literacy education in answering questions about professional development programs and their impact on teacher learning (Borko, 2004). Neufeld and Roper (2003) present an overview of models through which coaching in schools has been developed, focusing particularly on what they call change coaches and content coaches . Change coaches work primarily with principals, focusing on improving school leadership as a path to school improvement; whereas content coaches work primarily with teachers, focusing on discipline-based instructional improvement.…”

Section: Review Of Related Literaturementioning

confidence: 99%

Literacy Coaching in Wyoming Secondary Schools

Rush

2013

Journal of Literacy Research

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In 2006, The Wyoming state legislature allocated monies to fund Instructional Facilitators (IFs) in schools around the state. This interview study, developed through situational analysis, explores the roles and responsibilities of IFs in Wyoming secondary schools, and the contextual factors of those schools that impact the work of IFs, particularly those whose work is focused on literacy coaching. Findings from the study include descriptions of common work roles, individual coaching with teachers, providing staff development to groups of teachers, and collection, analysis, management, and interpretation of data. Contextual issues of teacher enrollment and embeddedness in school professional development structure are also presented as of great importance to IFs, and recommendations for IFs' work in schools, as well as for future research are presented.

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Section: Review Of Related Literaturementioning

confidence: 99%

Literacy Coaching in Wyoming Secondary Schools

Rush

2013

Journal of Literacy Research

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“…Instructional coaching is a specialist and content-based approach to facilitate teachers' growth in a short time. Comparing with other coaching approach, instructional coaching is aiming to support teachers to meet their personal career goals in a specific context in terms of subject or teaching skills [45]. As a consequence, instructional coaching can be regarded as an embedded work which has situated in teachers' work life.…”

Section: Coachingmentioning

confidence: 99%

Mentoring & Coaching: Effective to Advance Development

Shi¹

2023

Proceedings of the 3rd International Conference on Education Studies: Experience and Innovation (ICESEI 2022)

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With the fast social development in terms of economy and technology, teachers' academic performance and teaching skills have gained more attention to boost the progress of schools and even societies. According to a comparison and summary of articles from various scholars, and also interviews with some teachers from Chinese secondary schools, this article mainly discusses mentoring and coaching, which can be regarded as two vital factors for teachers' improvement. Based on the discussion towards different models of mentoring and coaching, this research can evidently find that both mentoring and coaching are significant for educators and educational organizations as they can help to achieve goals and advance development. However, some difficulties still need to be acknowledged and tackled in the future, which is demonstrated in this article.

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“…Coaches are sometimes referred to as "change agents" (Learning Point Associates, 2004;Tung et al, 2004), implying that the teacher leaders who take these positions are pivotal in the creation of change through professional development. Change coaches may support the development of leadership or collaboration skills (Neufeld & Roper, 2003); or they may filter new information from outside the school (such as research or achievement data), something referred to in the literature as "knowledge management" (Coggins et al, 2003).…”

Section: Literature Reviewmentioning

confidence: 99%

The Mediating Effect of Normative Commitment on the Relationship Between Instructional Coaching Skills and Teamwork of Teachers

Quines

Albutra²

2023

EJES

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The purpose of this study was to determine the mediating effect of normative commitment on the relationship between instructional coaching skills and teamwork of teachers. Utilizing quantitative, non-experimental design via correlational technique, data were obtained from 300 elementary public school teachers who belong to the 3 districts, Magsaysay, Bansalan and Matan-ao under the Division of Davao Del Sur in the province of Davao Del Sur. The researcher utilized a stratified random sampling technique and an online survey mode of data collection. The researcher also utilized the statistical tools mean, Pearson r and Medgraph using Sobel z-test. From the results of the study, it was found out that there is a very high level of mean scores for all variables of normative commitment, instructional coaching skills and teamwork of teachers. Also, results revealed that there are significant relationships between instructional coaching skills and teamwork, between instructional coaching skills and normative commitment and between normative commitment and teamwork of teachers. Further, it was revealed that there was a full mediation effect of normative commitment on the relationship between instructional coaching skills and the teamwork of teachers. Article visualizations:<img src="/-counters-/soc/0058/a.php" alt="Hit counter" />

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Coaching for Instructional Improvement

Cited by 8 publications

References 3 publications

Literacy Coaching in Wyoming Secondary Schools

Literacy Coaching in Wyoming Secondary Schools

Mentoring & Coaching: Effective to Advance Development

The Mediating Effect of Normative Commitment on the Relationship Between Instructional Coaching Skills and Teamwork of Teachers

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