Coaching in the K-12 Context

Killion, Joellen

doi:10.4135/9781446247549.n19

Cited by 13 publications

(10 citation statements)

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“…In an effort to avoid these obstacles, key coaching competencies have been established and are currently promoted across several disciplines, including education (Ennis et al, 2005). For example, Killion (2012) defined the coach role through 10 pivotal competencies, including: (a) resource provider, (b) data coach, (c) curriculum specialist, (d) instructional specialist, (e) mentor, (f) classroom supporter, (g) learning facilitator, (h) school leader, (i) catalyst for change, and (j) learner. Such guidelines can be helpful with supporting professional development opportunities for educators.…”

mentioning

confidence: 99%

Rethinking Professional Development in Rural Communities for Students with Autism Spectrum Disorder

Mueller

Brewer

2013

Rural Special Education Quarterly

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In this manuscript the authors propose a professional development model for teachers of students with autism spectrum disorder who are served in rural communities. The components of this four-tiered model include: (a) education through ongoing workshops, (b) coaching, (c) parent information meetings, and (d) ongoing data collection. After implementing the model for 1 year in three school districts, the researchers conducted qualitative interviews with educators to explore their perceptions and experiences with the training model. Data analysis indicated coaching was one of the most beneficial aspects of this model. Teacher perceptions of the successes and challenges with the model are presented, along with implications for meeting the needs of students with autism spectrum disorder through professional development in rural communities.

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confidence: 99%

Rethinking Professional Development in Rural Communities for Students with Autism Spectrum Disorder

Mueller

Brewer

2013

Rural Special Education Quarterly

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“…Research supports this assertion, producing evidence that instructional coaching can contribute to substantive change in teaching and improvement in student learning outcomes (cf., a meta-analysis on coaching by Kraft et al [2018] and Campbell and Malkus’s [2011] experimental study). Some quasi-experimental and observational studies provide further promising evidence that coaching programs, when well designed, can be a promising intervention worthy of scale (Foster & Noyce, 2004; Garet et al, 2011; Killion, 2012; Mangin & Dunsmore, 2014; Neufeld & Roper, 2003; Polly, 2012). However, the research on coaching also shows that effects on teaching and student learning are variable.…”

Section: Literature Review and Conceptual Frameworkmentioning

confidence: 99%

Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model

Russell¹,

Correnti²,

Stein

et al. 2020

Educational Evaluation and Policy Analysis

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Rigorous college-and-career readiness standards require significant shifts in typical mathematics instruction. Many schools and districts employ coaches to support instructional changes. Although there is evidence that coaching programs can support teaching improvement, research has yet to identify high-leverage coaching practices. In collaboration with a network of state leaders and coaches, our research team refined a model for math coaching and documented the practices coaches employed in one-on-one work with teachers. Analysis of videotaped coaching conversations and teaching events suggests that model-trained coaches improved their capacity to use a high-leverage coaching practice—deep and specific prelesson planning conversations—and that growth in this practice predicted teaching improvement, specifically increased opportunities for students to engage in conceptual thinking.

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“…There is an emerging evidence base to suggest that instructional coaching is a promising intervention to support teaching improvement and student learning (Allen, Pianta, Gregory, Mikami, & Lun, 2011; Biancarosa, Bryk, & Dexter, 2010; Blazar & Kraft, 2015; Bryk, Gomez, Grunow, & LeMahieu, 2015; Campbell & Malkus, 2011; Foster & Noyce, 2004; Garet et al, 2011; Killion, 2012; Mangin & Dunsmore, 2015; Matsumura, Garnier, & Resnick, 2010; Matsumura, Garnier, & Spybrook, 2012, 2013; Neufeld & Roper, 2003; Neuman & Cunningham, 2009; Polly, 2012; Powell, Diamond, Burchinal, & Koehler, 2010; Sailors & Price, 2010). For example, a 3-year randomized control study conducted by Campbell and Malkus (2011) found that coaches positively influenced elementary student mathematics achievement, particularly after coaches had gained experience and skill through extensive professional development.…”

Section: Conceptual Groundingmentioning

confidence: 99%

Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project

Russell¹,

Correnti²,

Stein³

et al. 2019

American Educational Research Journal

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Attempts to scale up instructional interventions confront implementation challenges that mitigate their ultimate impact on teaching and learning. In this article, we argue that learning about adaptation during the design and implementation phases of reform is critical to the development of interventions that can be implemented with integrity at scale. Through analysis of data generated during a mathematics instructional coaching initiative, we examine the adaptations coaches made to diverse relational and organizational contexts. Findings from two studies of adaptation illustrate the need to attend to the extent to which adaptations are consistent with the core features of a reform. Based on our findings, we posit a generalizable model that supports evidence-based mutual adaptation.

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Coaching in the K-12 Context

Cited by 13 publications

References 0 publications

Rethinking Professional Development in Rural Communities for Students with Autism Spectrum Disorder

Rethinking Professional Development in Rural Communities for Students with Autism Spectrum Disorder

Mathematics Coaching for Conceptual Understanding: Promising Evidence Regarding the Tennessee Math Coaching Model

Learning From Adaptation to Support Instructional Improvement at Scale: Understanding Coach Adaptation in the TN Mathematics Coaching Project

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