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-SERVICEprofessional development occurs before the individual’s first job teacher training programs:course work student teaching IN-SERVICEprofessional 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):235,138 Traditional programs89% Alternative (IHE)6% Alternative (non-IHE)5% Dollars spent:$ 20.4 Billion Number of years4-5 years

IN-SERVICE Metrics ACTIVITY% TEACHERS COSTS Induction 82 %$ 2 Billion Advanced60% with MAs$ 15 Billion (salary) Degrees 35% enrolled$ 6 Billion (university) Professional Development95%$ Billion (workshops, conferences)($ 4–8,000 / teacher) Total Professional Development costs: $ 61 – 68 Billion 3.2 million teachers

Overall goals of teacher professional development improve student outcomes acquisition of effective teaching skills increase teacher motivation, satisfaction & retention Teacher Professional Development Goals

Professional Development & Student Outcomes 2011 NAEP Reading At or above proficiency 4 th Grade = 34% 8 th Grade = 34% 12 th Grade = 38% 2011 NAEP Math At or above proficiency 4 th Grade = 40% 8 th Grade = 35% 12 th Grade = 26% National Assessment of Educational Progress (NAEP)

National Center for Education Information (2011) Pre-Service: TEACHING SKILLS

National Center for Education Information (2011) Aspects of Teacher Preparation Program Rated “Very Effective” – All Teachers

Pre-Service: TEACHING SKILLS How Well do Schools of Education Prepare Teachers? Levine (2006)

Professional Development & New Teacher Retention

Overall goals of teacher professional development acquisition of effective teaching skills improve student outcomes increase teacher motivation, satisfaction & retention Teacher Professional Development Goals WHAT ARE WE MISSING? NO

Training Components and Attainment of Outcomes in Terms of Percent of Participants 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:poor treatment fidelity poor generalization poor maintenance DIRECT TRAINING: 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 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 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)