This is a slippery slope, however, because although finding teacher resources is a great way to build a relationship with a teacher in the beginning, coaches need to monitor things closely so that teachers learn how to locate and evaluate resources that will improve student learning.
This is a great point. It's important that teacher's lean on their own resources and initiative to acquire resources that will help them.
Shareenoughinformationtoarouseinterest,but notsomuchthatitoverwhelm
This is key. The load on a teacher is massive, and it's a delicate balance to share enough but not to much information.
I too have seen as Rachelreyped said where coaches can feel like an extra stressor for teachers, even though they give them good advice. I wonder how we can improve this experience for teachers and if it's possible.
‘Thebodyofevidence continuestogrowinsupportofcoaching’svalueinpromotingteachingqualityand studentsuccess. Asaformofprofessional learningthatadvancesprofessionalexpertise, “[t]eachercoachingisconsideredahigh-qualityprofessionaldevelopment opportunitythatemphasizesjob-embeddedpractice,intenseand sustaineddurations, andactivelearning”(Blazar&
This is a powerful statement. Coaching impacts students and teachers in such a powerful way, and is ongoing and job embedded which doubles the impact. Like moon_michelle said, there is importance and power in Pteach program. It will impact future teachers strongly.
My premise is that if'we follow the guidance offered from 35 years of research, we can enter an era of unprecedented effectiveness for the public oractice of education
With such a robust body of evidence and research, we have more data than ever to improve education.
Teachers make more minute-by-minute decisions than brain surgeons, and that is why you're going home so exhausted each day.” N
Wow! I knew being a teacher was super demanding, but this fact validates so much.
Believers used observable classroom management techniques at a much higher rate than other groups within the school. Many of these techniques were informal and private.
Addressing student behavior is so much more effective when done privately. You allow the student to save face, and it really preserves the relationship between the student and teacher.
The lessons cecum omnia ttt OE oo conducted be described how they supported a grou moment’ formative a! student achievement were substantial learning of around 70 per cent. eat = k). For example, Black et al. (2003) hers to develop their use of ‘in-the- ey found that the gains in f the rate of student tween two and five times per wee p of 24 teac ssessment in mathematics and science. Thi —
These findings are incredible! Formative assessment is so powerful, and gathering that data in real time is so valuable for choosing the way forward.
The fourth component of the coherence framework acknowledge ‘nly ies 4: coun _ i Laccountability is to build internal ac way to deal with externa bui Sa when i s from the inside out. This happ the capacity to measure progres eek
This is the proactive and healthy approach. If things are dealt with internally that will reflect and be evident when external accountability comes into play.
his student agency has the potential to create more meaningful learn- ing locally and globally, and the active role of students increases student engagement.
Student agency is so powerful, and when students are given more agency, it increases meaningful learning.
y F CT Se T which we can have some control and this book outlines these beliefs student achievement ove ommitments.
Th is is so true! Teacher's believes and commitments have a great impact on student achievement. I saw this first hand when I started teaching foreign language. The prevailing belief at the time was that kids couldn't learn to speak a foreign language just being in the class so there wasn't much emphasis on speaking. As I gave students opportunities to speak and required them to, I saw growth!
Learning is the process of acquiring knowledge or skill through study, experience, or teaching. e Learning is experience that brings about a relatively per- manent change in behavior. e Learning is a change in neural function as a consequence of experience. e Learning is the cognitive process of acquiring skill or knowledge. e Learning is an increase in the amount of response rules and concepts in the memory of an intelligent system.
Learning is multifaceted and the process will look different based on the learner. It's interesting to think about which definition will resonate with each individual.