The Gradual Increase of Responsibility Model for coaching teachers

Purpose The purpose of this paper is to analyse feedback in the context of secondary initial teacher education (ITE) in England. More specifically, it aims to examine the feedback experiences of physical education (PE) subject mentors and their associate teachers (ATs) during a one-year postgraduate programme. Design/methodology/approach Semi-structured interviews, with nine PE mentors and 11 ATs within a university ITE partnership, were used to explore lesson feedback and the context in which it was provided. Interview data from the 20 participants were analysed through constant comparison to categorise content and identify patterns of responses. Findings Mentors were well versed in the formal feedback mechanism of a written lesson observation. This approach is well established and accepted within ITE, but the dialogic feedback that follows lessons was thought to be where ATs made most progress. These learning conversations were seen to provide less formal but more authentic feedback for those learning to teach, and were most successful when founded on positive and collaborative relationships between the mentor and the ATs. Practical implications These findings have implications for providers of teacher education and more specifically how they approach mentor training. The focus on lesson observations has value, but examining more informal dialogic approaches to feedback may have more impact on the learning of ATs. Originality/value These findings support the value of lesson feedback but challenge the primacy of formal written lesson observations. The learning conversations that follow lessons are shown to provide authentic feedback for ATs.

Section: Discussionmentioning

confidence: 99%

Mentoring associate teachers in initial teacher education: the value of dialogic feedback

Jones

Tones

Foulkes

2018

“…This study makes an important contribution because prior research on the question of whether EI can be taught has been largely anecdotal. Instructional coaching is an increasingly common form of professional development that has the potential to enhance teaching practices through individualized instructional feedback and support (Collet, 2015;Cornett and Knight, 2008;Knight, 2007). To create the conditions for teachers to change their current practices, coaches must establish, foster, and maintain trusting relationships with teachers (Cornett and Knight, 2008;Netolicky, 2016;Patti et al, 2015;Tschannen-Moran and Tschannen-Moran, 2010).…”

mentioning

confidence: 99%

Cultivating the emotional intelligence of instructional coaches

Tschannen‐Moran

Carter²

2016

If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation.*Related content and download information correct at time of download. Purpose -The purpose of this paper is to explore whether the emotional intelligence (EI) of instructional coaches could be improved with training, as well as how instructional coaches perceived the relevance of EI to their success as coaches.Design/methodology/approach -This mixed-method study was conducted in two phases. The quantitative phase examined pre-and post-test EI scores of 90 instructional coaches who completed a 20-hour coach training intervention designed to improve the coaching skills of educators working with teachers to improve their instruction. Of the nine instructional coaches interviewed for the qualitative phase, four had increased their EI scores while five had decreased. The study took place primarily in the USA, with two participants in the survey portion from countries outside the USA. Findings -Statistically significant increases for EI were found in the full sample. Among the 44 instructional coaches who enrolled on the training course voluntarily, there were significant improvements in total EI, both the interpersonal and interpersonal composites, and all five subscales (i.e. self-awareness, self-regulation, motivation, empathy, and social skills). The mean EI scored for the 46 coaches who were required to take the training did not increase. The themes that emerged from the interviews were increased awareness, improved listening, enhanced empathy, a focus on strengths, and the role of EI in success as instructional coaches.Research limitations/implications -Future research might examine the duration, intensity, and format of training that successfully increases EI scores. For example, comparing face-to-face formats with distance formats, such as the one used in this study, might yield interesting findings. This study would have been strengthened by the inclusion of a control group that received no training.Practical implications -Both quantitative and qualitative analyses provided evidence that EI can be improved through training; thus, such training could be incorporated into initial preparation and ongoing professional development for educators. The differential outcomes for those who v...

“…Elsewhere there is a concern with how coaching can support teacher change, particularly in the context of structuring a professional development course that is highly reflective (Collett, 2015). Coaching is identified as the engine behind the process of professional development, which has its roots in fields as diverse as education, psychology, and sports.…”

Section: Definitions Of Coachingmentioning

confidence: 99%

“…The study comprises a review of the research on coaching published in the International Journal of Mentoring and Coaching in Education (IJCME) from its inception in 2012 until the final issue of 2018. The research published over this timescale stems from diverse coaching contexts: from supporting pre-service teachers in the UK (Salter, 2015) to helping to develop a model for school leadership and professional development in the Qatari school system (Chaaban and Abu Tineh, 2017); from providing scaffolding for teacher change in the UK (Collett, 2015) to encouraging teacher innovation in Singapore (Ng, 2012). The different studies under review followed principals in urban school districts (James-Wrd, 2013), mathematics coaches in elementary schools (Polly et al , 2015), curricular coaches focused on teacher retention (De Jong and Campoli 2018) and head teachers (Celoria and Hemphill, 2014; Houchens et al , 2017; Rhodes and Fletcher, 2013).…”

Section: Introductionmentioning

confidence: 99%

The developmental needs of coaches and coachees

Eastman

2019

Purpose The purpose of this paper is to highlight the key findings, themes and concepts in coaching from the inception of the International Journal of Mentoring and Coaching in Education in early 2012 to the end of 2018. The review examines how coaching is theorized and practised in an educational context, and how coaching has evolved across educational disciplines. Design/methodology/approach The study is based on an analysis of research trends published in the International Journal of Mentoring and Coaching in Education from Volume 1 Issue 1 (2012) to Volume 7 Issue 4 (2018). The criterion according to which the articles were selected for inclusion in the literature review is whether the word “coaching” is used in the title, abstract or keywords. Findings Across a wide range of geographical and institutional contexts, the studies surveyed in this literature review point to the different ways in which coaching interventions support success in teaching and leadership. This review identifies three principal themes across the literature on coaching: confidence, trust and identity. Research limitations/implications The literature review is confined to studies published in a single publication and is therefore not representative of the entire field of coaching research. Practical implications The focus of this review is coaching in education. The review comprises a survey of research concepts, innovation and creativity in the area of coaching and education. It highlights advances in the field of coaching and education and points to areas of development for future research. Originality/value By bringing together existing research in a number of areas across the field of coaching, this literature review provides a coherent overview of a rapidly evolving and diverse field.