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Instructional coaching in Pennsylvan...

Gaffney, Donna M.

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Instructional coaching in Pennsylvania: Coaches' perceptions of role preparation and professional learning.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Instructional coaching in Pennsylvania: Coaches' perceptions of role preparation and professional learning./
作者:	Gaffney, Donna M.
面頁冊數:	130 p.
附註:	Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
Contained By:	Dissertation Abstracts International77-05A(E).
標題:	Physical education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3742180
ISBN:	9781339346717

Instructional coaching in Pennsylvania: Coaches' perceptions of role preparation and professional learning.
Gaffney, Donna M.

Instructional coaching in Pennsylvania: Coaches' perceptions of role preparation and professional learning. - 130 p.

Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.

Thesis (Ed.D.)--Widener University, 2015.

Instructional coaching, as a form of job-embedded professional learning, supports teacher evaluation through the provision of collegial, evidence-based feedback to teachers for the purpose of growth and improvement in practice. Although instructional coaching plays an important role in improving teachers' practice and increasing student achievement, there is limited research regarding the professional development instructional coaches receive in order to be successful in this complex and much needed role.

ISBN: 9781339346717Subjects--Topical Terms:

635343
Physical education.

Instructional coaching in Pennsylvania: Coaches' perceptions of role preparation and professional learning.
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245 1 0 $a Instructional coaching in Pennsylvania: Coaches' perceptions of role preparation and professional learning.
300 $a 130 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-05(E), Section: A.
500 $a Adviser: Brenda R. Gilio.
502 $a Thesis (Ed.D.)--Widener University, 2015.
520 $a Instructional coaching, as a form of job-embedded professional learning, supports teacher evaluation through the provision of collegial, evidence-based feedback to teachers for the purpose of growth and improvement in practice. Although instructional coaching plays an important role in improving teachers' practice and increasing student achievement, there is limited research regarding the professional development instructional coaches receive in order to be successful in this complex and much needed role.
520 $a This study gives voice to the instructional coaches in Pennsylvania concerning the quality and content of their own professional development, as well as their perceived ability to effectively support their colleagues with the implementation of initiatives such as the Educator Effectiveness System in Act 82 of 2012. By learning more about the professional development of instructional coaches, as well as coaches' perceptions of their own learning, schools can better support the instructional coaches they identify for this critical role.
520 $a Utilizing Learning Forward's Standards for Professional Learning, three research questions were posed to determine Pennsylvania instructional coaches' perceptions of the learning design, implementation and outcomes of their own professional learning. Examining instructional coaches' beliefs, perceptions, and attitudes toward their professional development provides insights to their capacity to effectively support the implementation of initiatives such as Educator Effectiveness, as well as their capacity to lead systemic change.
520 $a Survey data was collected using Learning Forward's Standards Assessment Inventory (SAI2). Using descriptive statistics and qualitative analysis of additional open-ended questions, the results of the study indicated that the professional learning experiences of instructional coaches align more closely with the Implementation and Outcomes standards than the Learning Designs standard. This lesser alignment to the Learning Designs standard is notable, as integrating theories, research, and models of human learning into the planning and design of professional learning contributes to its effectiveness.
520 $a Instructional coaches are a viable and valuable form of job-embedded professional learning in our schools. Because the quality of the instructional coaching that teachers receive is dependent upon the quality of preparation and support those selected to be coaches receive, careful attention must be paid to ensure that their professional learning meets the standards and expectations for the important role of coach.
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856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3742180