Browsing by Author "Tyra, Serena"

Now showing 1 - 3 of 3
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    Approaches to effective pedagogy coaching in diverse settings: Challenges and opportunities
    (2009) Teemant, Annela; Tyra, Serena; Vogt, Lynn
    Professional development models that promote teacher use of research-based practices for diverse learners is a growing concern, especially among school populations that are increasingly diverse in terms of language, cultural, and economic status. This paper describes how the Standards for Effective Pedagogy, promoted by the Center for Research on Education, Diversity & Excellence (CREDE), are being used as the focus of coaching with public school teachers in various national and international settings. Two case studies are detailed, highlighting different contexts, aims, and models for coaching. Implications are presented based on the successes and challenges associated with these coaching models for improving teacher use of the Standards for Effective Pedagogy.
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    Coaches Need Coaches: Shadow Coaching as Systematic Support for Coach Professional Learning
    (2021-04) Tyra, Serena; Sherman, Brandon; Teemat, Annela; School of Education
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    Evaluating the Effectiveness of the CREDE Coaching Model
    (2009) Teemant, Annela; Tyra, Serena; Wink, Joan
    This paper describes and evaluates the effectiveness of an instructional coaching model focused on use of five research-based teaching practices promoted by the Center for Research on Education, Diversity and Excellence (CREDE). These pedagogical practices improve academic achievement among diverse student populations. Forty-one elementary teachers participated in a full year of professional development, combining a 30-hour intensive workshop with individual coaching. Using the Standards Performance Continuum, data were gathered during each teacher coaching cycle. Findings demonstrate a significant trend for how teachers incorporate the Five Standards and how instructional coaching significantly improved teacher use of the Five Standards. Improvements in the coaching intervention are needed to support all teachers in reaching the highest levels of implementation.