Transcript From Research to Practice: An Analysis of the Interaction

Teacher Coaching:
The Missing Link in
Teacher Professional Development
Randy Keyworth
The Wing Institute
Teachers are only as effective as
they know how to be.
Teacher Professional Development
Industrial Complex
Teacher Professional Development Industrial Complex
PRE-SERVICE
professional development occurs before the individual’s
first job
teacher training programs:
IN-SERVICE
course work
student teaching
professional development occurs after the individual’s
first job begins
induction:
intensive training during first year(s) of
of teaching
ongoing:
workshops & conferences
continuing education (CEUs)
advanced degrees
peer collaboration (mentoring, etc.)
PRE-SERVICE Metrics
Teacher Preparation Programs
Number of institutions (2011):
1,434
Number of programs (2011):
2,054
Number of students enrolled:
724,173
Number of new teacher graduates (BA):
Traditional programs
Alternative (IHE) 6%
Alternative (non-IHE)
89%
5%
Dollars spent:
$ 20.4 Billion
Number of years
4-5 years
235,138
IN-SERVICE Metrics
3.2 million teachers
ACTIVITY
% TEACHERS
COSTS
82 %
$ 2 Billion
Induction
Advanced
Degrees
(university)
60% with MAs
35% enrolled
Professional Development
(workshops, conferences)
95%
Total Professional Development costs:
$ 15 Billion (salary)
$ 6 Billion
$ 18-25 Billion
($ 4–8,000 / teacher)
$ 61 – 68 Billion
Teacher Professional Development Goals
Overall goals of teacher professional development
• improve student outcomes
• acquisition of effective teaching skills
• increase teacher motivation, satisfaction &
retention
Professional Development & Student Outcomes
2011 NAEP Reading
At or above proficiency
4th Grade = 34%
8th Grade = 34%
12th Grade = 38%
2011 NAEP Math
At or above proficiency
4th Grade = 40%
8th Grade = 35%
12th Grade = 26%
National Assessment
of Educational
Progress (NAEP)
Pre-Service: TEACHING SKILLS
Rated "Very Valuable" in Developing Competence to Teach
One's own teaching experience
83%
Other teachers/colleagues
76%
Courses in subject being taught
64%
Life experiences in general
64%
Professional development
45%
The faculty in one's subject area major
38%
Education methods courses
35%
Studying on one's own
32%
Experiences in non-school occupation
23%
The college of education faculty
22%
0%
20%
40%
60%
80%
100%
National Center for Education Information (2011)
Discussions with fellow teachers
Aspects of Teacher
Preparation Program
Rated “Very Effective”
– All Teachers
75%
Actual teaching part of the program
66%
Practical experience from instructors
50%
Assistance provided by mentors at school
46%
Working with other school district staff
44%
Actual assistance provided by instructors
37%
Knowledge and background of instructors
36%
Education courses taken after beginning
teaching
34%
Learning materials provided by
instructors
31%
Lectures/learning sessions with experts in
particular areas of teaching
On-going assessments of my progress in
the program
25%
Education courses before teaching in the
program
25%
Group study seminars/meetings
Working with college faculty in the school
where I was teaching
National Center for Education
Information (2011)
27%
Keeping portfolios, journals
20%
16%
14%
0% 10% 20% 30% 40% 50% 60% 70% 80%
Pre-Service: TEACHING SKILLS
How Well do Schools of Education Prepare Teachers?
Percent Responding "Very Well" or " Moderately Well"
100%
90%
80%
70%
60%
56%
54%
Deans
Faculty
50%
40%
38%
40%
Teachers
Principals
30%
20%
10%
0%
Levine (2006)
Professional Development & New Teacher Retention
Cumulative Percent of Teachers Leaving the
Profession Each Year
50%
46.2%
45%
40.4%
40%
35%
32.6%
30%
24.4%
25%
20%
15%
14.0%
10%
5%
0%
After 1 year
After 2 years
After 3 years
After 4 years
After 5 years
Teacher Professional Development Goals
Overall goals of teacher professional development
NO
• acquisition of effective teaching skills
NO
• improve student outcomes
NO
• increase teacher motivation, satisfaction &
retention
WHAT ARE WE MISSING?
Training Components and Attainment of Outcomes
in Terms of Percent of Participants
10%
30%
Show Knowledge of Skill
Theory & Discussion
60%
95%
Plus Demonstration
5%
20%
Demonstrate Skill
60%
95%
Plus Coaching
0%
Uses Skill in Classroom
Plus Practice &
Feedback
0%
5%
95%
0%
20%
40%
60%
80%
100%
Joyce & Showers , 2002
What does research tell us about Professional Development
INDIRECT TRAINING: didactic instruction, written materials
teacher preparation coursework
workshops, conferences
CEUs
advanced degrees
Research:
DIRECT TRAINING:
poor treatment fidelity
poor generalization
poor maintenance
classroom based, modeling, rehearsal, feedback
student teaching
induction
peer collaboration
Research:
results contingent upon presence of
coaching practice elements
COACHING PRACTICE ELEMENTS
ADDRESSES IMMEDIATE ISSUES
Focus is on authentic concrete, everyday challenges faced by
teachers with real students in real classrooms
Elmore (2006)
ACTIVE ENGAGEMENT
Process encourages teachers participation and collaboration in
the learning process, feedback, and problem solving
Gordon (2004)
COACHING PRACTICE ELEMENTS
SUBJECT CONTENT:
Training is evidence-based and related state standards for
courses and translating those standards into curriculum, lesson
plans, student learning.
Jacobs (2004)
Not just focused on content but on the teaching and learning of
content.
Blank & de las Alas (2009)
TEACHING SKILLS:
Training focuses on evidence-based, classroom teaching
practices.
Blank & de las, Alas
(2009)
COACHING PRACTICE ELEMENTS
MODELING (IN-CLASS):
Training uses guided practice to model lesson in the teacher’s
classroom with that teacher’s students (I do, we do, you do)
Teachers more likely to try practices that have been modeled for
them in professional development settings.
Snow-Renner et al. (2005)
OBSERVATION (IN-CLASS):
Trainer observes teacher’s performance at a level of frequency
and specificity necessary to support and sustain skill acquisition
COACHING PRACTICE ELEMENTS
FREQUENT FEEDBACK (ON PRACTICE)
Feedback is given in a frequent, constructive, data-based,
problem solving manner that encourages teacher collaboration
Cooper (2004)
TRAINER SKILLS
Trainers, instructors, coaches…have experience and expertise in
social influence, teaching, and consultation (instruction,
modeling, observation, feedback, etc.)
National Staff Development Council (2001)
COACHING PRACTICE ELEMENTS
ONGOING FEEDBACK & SUPPORT:
Systems are in place for providing ongoing feedback and problem
solving on student / teacher performance.
Yoon (2007)