Browsing by Subject "Classroom-based coaching"

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    Measuring the Effectiveness of an ESL Coaching Model
    (National Clearinghouse for English Language Acquisition, 2010) Teemant, Annela
    Identifying professional development models that result in accelerated academic and linguistic development among English language learners (ELLs) is a pressing educational concern, especially in an era demanding that teacher performance be directly linked to student achievement. Classroom-based coaching has proven effective in helping teachers to expand skills, sustain change over time, and improve student achievement (e.g., Speck & Knipe, 2001). Coaching provides teachers with a “chain of assistance” (Tharp & Gallimore, 1988, p. 83) in their efforts to implement researched-based practices. This article describes the growth targets, process, and outcome data of the ESL (English-as-a-Second Language) Effective Pedagogy (EEP) Coaching Model. This is a new, sociocultural, performance-based coaching model (Teemant, Reveles, & Tyra, in prep) focused on research-based practices known to improve ELLs’ student achievement. 1 The EEP coaching model is grounded in Vygotsky’s (1978) premise that learning is social, and that through dialogue and interaction with more knowledgeable others – coaches and peers – classroom teachers receive assistance in their Zone of Proximal Development (ZPD) to gain the knowledge they need to competently promote the academic development of mainstreamed ELLs.