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See detailInstructional coaching for teachers: A strategy to implement new practices in the classrooms
Devine, Mary; Houssemand, Claude UL; Meyers, Raymond UL

in Procedia Social and Behavioral Sciences (2013), 93

There is increasing evidence that professional development programs, including those for teachers, are more effective when they involve intensive forms of support. Instructional coaching is a proven ... [more ▼]

There is increasing evidence that professional development programs, including those for teachers, are more effective when they involve intensive forms of support. Instructional coaching is a proven support to both teacher development and student achievement. A model of instructional coaching developed by Jim Knight and his colleagues at the Center for Research on Learning of the University of Kansas will be presented. The principles have been validated in studies of teacher professional development in the USA and in Europe. A systematic literature search on instructional coaching has been done in order to find the most relevant studies and reports. Instructional coaching for teachers is a collaborative, on-site, evidence-based approach, based on a close collaboration with school principals. The main strategic elements of the process will be outlined. A special section is dedicated to evaluation of the on-going implementation of coaching and the changing teaching practices. Evaluation of teachers’ perceptions, instructional practices and the links to student achievement will be presented. Instructional coaching can support schools in implementing new teaching practices in a sustained way. Instructional coaching also ensures that teaching practices are realized with fidelity, ensuring systematic, high-quality implementation. The aim is to ultimately improve student achievement in schools. [less ▲]

Detailed reference viewed: 156 (8 UL)
Full Text
Peer Reviewed
See detailHow can coaching make a positive impact within educational settings?
Devine, Mary; Meyers, Raymond UL; Houssemand, Claude UL

in Procedia Social and Behavioral Sciences (2013), 93

There is growing acceptance that large scale educational reform is needed to meet the challenges of the 21st century. The contribution that coaching can make in these settings has been the focus of recent ... [more ▼]

There is growing acceptance that large scale educational reform is needed to meet the challenges of the 21st century. The contribution that coaching can make in these settings has been the focus of recent discussions and research. Much of the research comes from the UK, USA and Australia and these will be reviewed to provide an overview of some of the approaches that have been used. A systematic literature search has been done using the keywords “coaching” and “education”, followed by a manual search based on references. Articles, books and reports were read in order to extract the most relevant and the most interesting studies. There is an emerging evidence-base that coaching is a powerful tool to support learning and development for students, teachers, school leaders and their educational establishments. A variety of coaching approaches have been used successfully. These approaches are outlined: behavioral coaching, solution-focused coaching, cognitive and cognitive-behavioral coaching, instructional coaching, executive coaching, peer coaching, and positive organizational leadership. The coaching approaches are also reviewed based on their focus on the three main educational actors: students, teachers, and school leaders. The contributions made by positive psychology for creating learning cultures within schools are also reviewed. All coaching approaches can provide valuable contributions, but ultimately school improvement will fail if coaching remains on an individual level. Therefore, systems of collective and collaborative learning are necessary to generate a collective learning culture. [less ▲]

Detailed reference viewed: 309 (5 UL)