Browsing by Subject "Instructional coaching"

Now showing 1 - 7 of 7
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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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    Co-Constructing Identity: A Qualitative Study of the Interplay of Identities in Instructional Coaching Conversations
    (2023-10) Bhathena, Catherine Dontie; Teemant, Annela; Lester, Jessica; Mutegi, Jomo; Medina, Monica; Wiley, Craig
    Research on coaching has been increasing over the last few decades, particularly for literacy and math. What is limited in coaching research is investigations of the process that leads to teacher and student impacts. Additionally, while some research has investigated what makes an effective coach, little has focused on the specific roles of discourse and identity in changing instructional practices. In this comparative case study, I will analyze the identity discourses of teachers and an instructional coach, myself, to investigate the interplay between coach and teacher identity and how identities and instructional practice are intertwined. The overarching research question guiding this study is How do the teachers and I, the coach, co-construct our identities in coaching conversations focused on changing instructional practices to benefit multicultural/multilingual learners? Findings in this study include that 1) teacher identity is inseparable from teacher learning, 2) coach identity is inseparable from coach learning, and 3) the interplay of coach and teacher identities impacts coaching conversations. My findings here support the need for more theorizing and research on the interplay of coach and teacher identities. My findings also indicate the need for intentional coach professional development focused on coach identity development and understanding of how teacher identity is intertwined with coach identity and the effectiveness of coaching as professional development.
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    Effects of ESL Instructional Coaching on Secondary Teacher Use of Sociocultural Instructional Practices
    (Indiana Teachers of English to Speakers of Other Languages, 2015-10-29) Teemant, Annela; Cen, Yuhao; Wilson, Amy
    This longitudinal and descriptive quantitative study investigates the efficacy of an English as a Second Language (ESL) instructional coaching intervention with urban secondary teachers (N = 22). Coached teachers participated in a 30-hour workshop and then six cycles of coaching targeting use of five research-based sociocultural principles of (language) learning called the Standards for Effective Pedagogy. Findings demonstrate instructional coaching led to unique and statistically significant (a) pedagogical transformation and (b) patterns of development for STEM and non-STEM secondary teachers. Implications for improving the professional development model for STEM teachers are discussed.
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    The effects of higher order thinking on student achievement and English proficiency
    (Indiana Teachers of English to Speakers of Other Languages, 2016-11-11) Teemant, Annela; Hausman, Charles S.; Kigamwa, James Chamwada
    This quantitative study investigates the effect of urban teacher (N = 18) use of higher order thinking on language arts achievement and English development. Using Bloom’s six level hierarchy of higher order thinking, teachers were designated as high (levels 3 to 6) or low (levels 1 or 2) users of higher order thinking. Findings demonstrate statistically significant gains in coached teachers use of higher order thinking, and simultaneous gains in their students language arts achievement. Regardless of the coaching status of their teachers, when teachers used higher order thinking, their students made significant gains in both language arts achievement and English proficiency. Implications point to the value of increasing, not decreasing, the level of cognitive challenge when teaching culturally, linguistically, and economically diverse students.
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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.
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    Mainstream ESL Instructional Coaching: A Repeated Measures Replication Study
    (Indiana Teachers of English to Speakers of Other Languages, 2012) Teemant, Annela; Reveles, Christine
    This paper describes an ESL instructional coaching model for mainstream teachers and uses a replication approach to compare the instructional coaching outcomes of urban teachers in Indiana and California to determine if the observed pattern of development can be generalized to urban elementary educators. Teachers (N = 35) participated in a 30-hour workshop and seven individual coaching sessions across a school year. Findings demonstrate ESL instructional coaching led to statistically significant change in teacher pedagogy, a shared pattern of teacher development, and subtle group differences in reaching fidelity to the model. Suggestions for improving the ESL coaching model for urban mainstream teachers are presented.
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    The Relationship of Teacher Use of Critical Sociocultural Practices with Student Achievement
    (Institute for Critical Education Studies, 2013-04-15) Teemant, Annela; Hausman, Charles S.
    This exploratory study examined whether teacher use of critical sociocultural practices improved student performance on a criterion-referenced English/Language Arts exam or the LAS Links assessments of English language proficiency for English Language Learners. Fifteen urban elementary teachers participated in a year of professional development, which used an instructional coaching model to increase teacher use of critical sociocultural practices. Using a new scale called Critical Stance, observers measured the degree of fidelity teachers exhibited in using critical practices. Teachers’ Critical Stance post-intervention and growth scores were significantly and positively correlated with increased student performance on the English/Language Arts exam as well as on five LAS Links assessments. Both native and non-native English speakers benefited from increased teacher use of Critical Stance. Teacher use of Critical Stance was also a stronger predictor of ELLs’ gains in English proficiency than teacher use of higher order thinking.