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Effects of coaching on teacher use of sociocultural instructional practices |
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| Authors: | Annela Teemant Joan Wink |
| Affiliation: | a School of Education, Indiana University Purdue University Indianapolis, 902 West New York Street, ES 3121, Indianapolis, IN 46202, USA b California State University Stanislaus, Department of Teacher Education, DBH 319, One University Circle, Turlock, CA 95382, USA c 1022 Stanford Dr., Simi Valley, CA 93065, USA |
| Abstract: | This study evaluates a performance-based instructional coaching model intended to improve teacher pedagogy and classroom organization for educating diverse student populations. Elementary teachers (N = 21) participated in a 30-h workshop and seven individual coaching sessions across an academic year. The coaching model promoted use of the Standards for Effective Pedagogy, five research-based practices known to increase student achievement. Findings demonstrate performance-based instructional coaching led to statistically significant (a) improvements in teacher pedagogy, (b) patterns of teacher growth, and (c) changes in classroom organization. Implications for improving teachers’ ultimate achievement, the coaching protocol, and research are addressed. |
| Keywords: | Instructional coaching Professional development Culturally relevant pedagogy Teacher improvement High-risk students Sociocultural patterns Elementary school teachers |
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