Coaches’ and teachers’ noticing through annotations: Exploring analytic stance across coaching cycles

Amador, Julie M.; Gillespie, Ryan; Choppin, Jeffrey; Carson, Cyndi

doi:10.51272/pmena.42.2020-291

Cited by 1 publication

(3 citation statements)

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“…The Coaching Institute was designed to meet several professional learning needs for coaches, such as needs for (1) support in inquiry, noticing and analyzing data (Amador et al. , 2020; Aspfors and Fransson, 2015; Gardiner and Weisling, 2018; Tunney and van Es, 2016; Yılmaz and Bıkmaz, 2021), (2) preparation for enhancing teacher reflection (Aspfors and Fransson, 2015; Gardiner and Weisling, 2018; Yılmaz and Bıkmaz, 2021) and (3) opportunities for networking and collaboration (Hobson et al.…”

Section: Discussionmentioning

confidence: 99%

“…In many cases, mentor preparation took the form of professional learning communities where participants had opportunities to reflect on problems of practice (Jacobs and Yendol-Hoppey, 2010;Harrison et al, 2005;Zellermayer and Margolin, 2005) and develop a shared vision for practice (Tunney and van Es, 2016). Several themes of professional learning needs for supporting coaching emerged, including needs for (1) support in inquiry, noticing and analyzing data (Amador et al, 2020;Aspfors and Fransson, 2015;Gardiner and Weisling, 2018;Yılmaz and Bıkmaz, 2021), (2) preparation for enhancing teacher reflection (Aspfors and Fransson, 2015;Gardiner and Weisling, 2018;Yılmaz and Bıkmaz, 2021) and (3) opportunities for networking among coaches to facilitate systemic change Levine, 2011;Mangin and Dunsmore, 2015).…”

Section: Preparation For Coachingmentioning

confidence: 99%

“…Differences in feedback for coaches who participated in professional development on the core practice The Coaching Institute was designed to meet several professional learning needs for coaches, such as needs for (1) support in inquiry, noticing and analyzing data (Amador et al, 2020;IJMCE 11,3 Aspfors and Fransson, 2015;Gardiner and Weisling, 2018;Tunney and van Es, 2016;Yılmaz and Bıkmaz, 2021), (2) preparation for enhancing teacher reflection (Aspfors and Fransson, 2015;Gardiner and Weisling, 2018;Yılmaz and Bıkmaz, 2021) and (3) opportunities for networking and collaboration Levine, 2011;Mangin and Dunsmore, 2015). It was possible that asking coaches to consider the core practice of eliciting student thinking as part of their feedback alone could have led to differences in the extent to which coaches mentioned the related look-fors.…”

Section: Associations Between Coach Feedback and Psts' Instructional ...mentioning

confidence: 99%

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Examining coaches’ feedback to preservice teacher candidates on a core practice

Cash

Dack

Leach

2022

IJMCE

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PurposeFor preservice teacher candidates (PSTs), receiving feedback on core practices is an important component in supporting the development of their practice. However, coaches are often underprepared to support PSTs on core practices, and feedback can be infrequent or low quality (Anderson and Stillman, 2013; Clarke et al., 2014). Understanding such variation in the content and process for providing feedback to PSTs is important in evaluating and improving feedback effectiveness for amplifying their learning.Design/methodology/approachThe authors studied feedback provided by coaches in response to a video of a sample PST’s lesson. The authors examined the extent to which coaches’ feedback targeted the core practice of eliciting student thinking and whether this was associated with their assigned PSTs’ instructional practices during student teaching. The authors also questioned whether this aspect of coach feedback could be changed in response to professional development.FindingsThe results provide preliminary evidence that coaches vary in the extent to which they focus feedback on a particular practice, even when directed to do so. Moreover, when coaches provide focused feedback on a core practice, the PSTs that they coach use the core practice during student teaching. Further, coaches’ feedback can be improved through professional development.Originality/valueThis study contributes to a limited evidence base examining the association between feedback and PSTs’ observed practice. It also establishes that coach feedback can be improved with professional development. The authors discuss these results in the context of documenting and improving teacher preparation.

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