The purpose and importance of a good education Abstract:
Teaching, learning, and coaching beliefs and practices of instructional coaches Opening The number of Essays on beliefs about learning coaches hired by school districts has more than doubled since the introduction of federal standards requiring an ongoing and focused attention on the professional development of teachers Domina et al.
This means that the majority of school districts across the United States now employ instructional coaches to work with teachers to provide professional development, implement standards-based policy, and improve teacher effectiveness in the classroom by building instructional capacity.
Many of these new instructional coaches are former classroom teachers with a high level of instructional expertise, but limited experience with professional development, instructional coaching or knowledge of the complex roles they have been asked to assume Gallucci et al.
Topic This research study will examine the teaching, learning, and coaching beliefs and practices of instructional coaches. In their organizational role, coaches build instructional capacity among teachers, helping teachers to develop the processes to affect whole school improvement.
In their reform role, coaches frame policy messages and help teachers to make sense of and implement the practices of policy reform in their classrooms.
These two seemingly similar, yet different, purposes have resulted in numerous types of instructional coaches and a variety of roles that coaches assume depending on their school and program context.
As a result, the position of instructional coach differs widely and the perceptions of the roles of the coach may not always align with their assigned tasks and responsibilities.
Many instructional coaches enter the position directly from the classroom and the training they receive is often limited and may or may not align with the work they are doing with teachers. As a result, instructional coaches are constantly working to make meaning of their role.
This study will explore these ideas through the lens of organizational sensemaking, which focuses on how individuals make meaning of their experiences and then act on that understanding.
Significance The current body of knowledge examining instructional coaches own beliefs and perceptions of their work is minimal and little is known about how these perceptions influence their coaching practices or how coaches perform their various roles.
It is important that instructional coaches have a greater understanding of the various roles they are asked to play and the complexity of their roles because they, knowingly or unknowingly, act as sensemakers for classroom teachers as they make decisions about what policy messages teachers focus on, thereby influencing how the policies are ultimately implemented into classroom practice.
District and school leaders will also benefit from this knowledge as they make decisions about instructional coaching programs and aligning the work of their coaches with the goals of the school or district.
This understanding also has the potential to impact how leaders support their instructional coaches in affecting policy change in the classroom through the professional learning that coaches receive. Problem Statement Current educational policies and reform efforts have increasingly called for improved teacher practice that leads to increased student achievement surrounding academic standards Galey, As a broad definition, instructional coaches are full-time professional developers, working on-site with teachers to incorporate research-based instructional practices into their classrooms Knight, Therefore, these novice coaches must learn to navigate the tension that exists between meeting the needs of the individual teachers they serve and the needs of the system in which they were hired.
Galey classifies these roles into three broad categories: In their cognitive role, coaches work with individual and small groups of teachers to improve classroom practice. In their organizational role, coaches work toward building instructional capacity and collegial sharing among teachers.
In their reform role, coaches use their position to influence teachers and implement systemic reforms at the classroom level. Organization In the following sections, this dissertation will examine the complexity of the roles and practices of instructional coaches in an era of educational reform.
The first section describes organizational sensemaking, the conceptual framework of this study, which focuses on how people make meaning of their circumstances to inform their sense of identity and guide their behaviors. Next, the literature review will examine the educational environment in which instructional coaching exists, the types and roles of coaches, and the complexity of the roles of coaches.
A review of the methodological literature will focus on how researchers have approached the study of instructional coaching. Then, a discussion of the methodological issues will discuss the strengths and weaknesses of the methodological approaches used in the research of instructional coaching.
The synthesis section will pull together the various elements of the literature review to present a picture of the current state of instructional coaching. Next, the critique section will examine the strengths and weaknesses of prior research studies to identify where and how this dissertation contributes to the larger body of instructional coaching research literature.
Finally, a summary of the chapter will identify the key elements of the discussion and describe the need for the current study. Other research around this time characterized the American educational system as being bureaucratic, fragmented, unresponsive to change, and ineffective, especially in the sense that school leaders lacked influence over the important instructional work taking place in classrooms Taylor, This lead to a proliferation of research centered on characteristics of effective schools: Their previous research had shown that even with strong professional development experiences, few teachers who had learned a new skill or instructional approach would add it to their classroom practice on a regular basis.
Other researchers began to investigate this staff development model and a strong research base for peer coaching developed, which eventually served as a foundation for the instructional coaching models that emerged from the provisions of the No Child Left Behind Act of NCLB. The No Child Left Behind Act mandated that states and school districts include provisions for hiring highly qualified teachers and creating school improvement plans that included professional development for teachers.
Department of Education,p. Instructional coaching also adheres to the principles of high quality professional development: 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.
Types of Instructional Coaches One of the obstacles researchers have encountered in studying instructional coaching is defining the roles and responsibilities of the instructional coach due to the multiple approaches and models available for categorizing the work of the coach.
In a study of elementary literacy coaches, Deussen et al. Coaches have also been described by their purpose within the school: Galey has classified the many roles of instructional coaches into three broad categories based on their function:My Beliefs about Teaching and Learning 1.
It is important for students to be able to learn the appropriate content set aside by the state, but also for them to learn skills to put the content to work. Students need to realize their own understanding, and learn how to think critically about the .
My Core Beliefs And Theory Of Practice Education Essay. Print Reference this.
Disclaimer: and beliefs needed to be successful in post-secondary education and employment, but also the character and integrity required to be productive citizens in our global, technological, and multidimensional society. Because teaching and learning . Identify your beliefs: State what beliefs you hold about teaching and learning mathematics for each of the following: a) What learning mathematics is for in the early childhood environment b) The role of the teacher in children learning mathematics c) The role of the teacher in teaching mathematics to children d) Children and their learning of.
All children can learn. They may not learn at the same pace or in the same way. They may not need to learn the same thing at the same time. They may not have the same motivation or the same interests. But they all can learn and they all can learn math. This research study will examine the teaching, learning, and coaching beliefs and practices of instructional coaches.
Special attention will be paid to these beliefs and practices within the context of coaches’ cognitive, organizational, and reform roles. Teaching Philosophy Is Based On The Belief That Students Need A Safe Learning Environment.
Teaching Philosophy Statement: My teaching philosophy is based on the belief that students need a safe learning environment in order for deeper understanding to take place.