Situated instructional coaching: a case study of faculty professional development Charles Doug Czajka* and David McConnell Abstract Background: Barriers to reforming traditional lecture-based undergraduate STEM classes are numerous and include time constraints, lack of training, and instructor’s beliefs about teaching and learning. Journal of Science Teacher Education, 29(3), 179–199. Many documents are from Elena’s book The Art of Coaching, but we’ve included some additional tools not found in the book.Click from the list below to jump to a category of documents or download the entire set of documents using the button below. This doesn’t only apply to new teachers – all teachers have areas in which they can improve, and the most efficient way of doing this is to undergo direct, explicit instruction. Secondary schools are often larger than elementary schools, which means there are larger numbers of teachers and more diverse groups of students (because achievement gaps widen over time), so expecting one coach in a larger building to function in the same capacity as a coach in a smaller building may not be realistic (Blarney, Meyer, & Walpole, 2008; Smith, 2009). As more and more schools are hiring instructional coaches to help meet the professional learning needs of their staff, the available research is also increasing. They believed that these roles allowed them to demonstrate their knowledge and build their credibility, develop positive working relationships with teachers, and build trust (Smith, 2012). For example, the training that many instructional coaches receive, especially in the practitioner literature, is framed in the context of supporting individual teacher change. In elementary schools, the emphasis is often placed on instruction to meet the individual needs of a teacher’s single classroom of students. one of our own. Gallucci et al. Federal Way Instructional coaches serve as learning partners with fellow educators to deliver on the promise of high quality education, every moment every day for every student. Instructional coaching is focused on supporting the learning, growth, and achievement of students and is most often linked to a school's improvement priorities. To compound the issue, in many cases, instructional coaches are often hired directly from their classrooms and do not have any significant prior knowledge regarding instructional coaching or the multi-faceted role that they are asked to play, especially with regard to their role in educational reform (Gallucci, Van Lare, Yoon, & Boatright, 2010). Another common characteristic of effective coaches is their use of a plan in their work with teachers. However, coaching is being framed more and more in the context of educational and policy reform (Coburn & Woulfin, 2012; Domina, Lewis, Agarwal, & Hanselman, 2015; Mangin & Dunsmore, 2015; Galey, 2016). ©2021 Essay Sauce / Terms of use / Content policy / Privacy policy. First, coaches who have a clarity of their role and responsibilities are more effective than those who do not have clear direction in their work (Luebeck & Burroughs, 2017; Riddle Buly et al., 2006; Toll, 2017). Coaching Beliefs, Roles, and Relationships. Instructional coaching also adheres to the principles of high quality professional development: 1) intensive, ongoing, and connected to teacher practice, 2) focused on student learning and curriculum content, 3) aligned with school improvement priorities and goals, and 4) builds strong working relationships among teachers (Darling-Hammond, Wei, Andree, Richardson, & Orphanos, 2009). Coaches had the perception that they needed to prove themselves as experts to the administrators and teachers with whom they work, especially in situations where their role was unclear or expectations for their role was varied (Domina et al., 2015; Hunt & Handsfield, 2013). Barriers to reforming traditional lecture-based undergraduate STEM classes are numerous and include time constraints, lack of training, and instructor’s beliefs about teaching and learning. Software, Apps, & Online Resource Evaluation, Support From the K-12 Instructional Program Specialist, Examples of Coaching Through Three Venues. Discussion Post - Staff Development: File ... Download File. Copyright © 2002-2021 Blackboard, Inc. All rights reserved. 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