My Teaching Partner-Secondary: A Video-Based Coaching Model

Gregory, Anne; Ruzek, Erik; Hafen, Christopher A.; Mikami, Amori Yee; Allen, Joseph P.; Pianta, Robert C.

doi:10.1080/00405841.2016.1260402

Cited by 40 publications

(26 citation statements)

References 24 publications

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“…target not only the teachers but also the school leaders. Some approaches are focused on implementing reform practices with high fidelity, a technical approach (Denton & Hasbrouck, 2009); programs such as My Teaching Partner (Gregory et al, 2017) and Classroom Strategies Coaching (Reddy et al, 2017) seem to belong in this category. In this type of program, the coach has an "instructional expert" role.…”

Section: Theoretical Framework Defining Video Coachingmentioning

confidence: 99%

Teacher Video Coaching, From Design Features to Student Impacts: A Systematic Literature Review

Linden

Meij²,

McKenney

2021

Review of Educational Research

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Video and coaching as vehicles for teachers’ professional development have both received much attention in educational research. The combination of the two, video coaching, where teachers watch and discuss videos of their own practice with a coach, seems especially promising, but there is limited insight into how the design leads to desired teacher and student outcomes through mediating enactment processes. This review systematically synthesized the occurrences and co-occurrences of video coaching design features, enactment processes, teacher outcomes, and student impacts as reported in 59 empirical studies. The literature corpus contained information on design features for all studies, but the video coaching enactment processes were described in only half of the studies. Altogether, the studies showed that video coaching can support some positive teacher outcomes, such as changes in pedagogical behavior, but evidence was not consistently reported for all types of outcomes. Few studies examined impacts on learners. Taken together, this review revealed important gaps in knowledge, which highlights the importance of paying attention to unpacking teacher learning processes.

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Section: Theoretical Framework Defining Video Coachingmentioning

confidence: 99%

Teacher Video Coaching, From Design Features to Student Impacts: A Systematic Literature Review

Linden

Meij²,

McKenney

2021

Review of Educational Research

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“…Students benefit when teachers reliably enact effective teaching behaviors (Allen et al, 2011). Because effective teaching behaviors are equitable, reductions in race and socioeconomic achievement gaps are expected to attend increased enactment of core practices (Gregory et al, 2016). Less directly but no less important, as teacher skill levels increase and their behaviors reflect this learning, students will likely develop these same skills (Bandura & Walters, 1977).…”

Section: Proposed Outcomes Of Integrative Teacher Educationmentioning

confidence: 99%

An Integrative Model of Teacher Education: Educating Teaching Knowledge and Social, Cognitive and Affective Skills

Hirshberg¹

2020

Preprint

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Teacher quality explains more variance in student outcomes than any other school-based factor. An effective teaching corps is vital in order to improve educational outcomes, but effective teaching is complex. Effective teachers adaptively regulate the classroom environment, promoting safe, organized learning contexts that promote student engagement and are sensitive to the academic, social and emotional needs of students. Research has illuminated teaching behaviors that optimize student engagement and learning, but little theoretical or empirical work has explicated the antecedents that allow for these behaviors to emerge. Without identifying and then educating these antecedents, teachers can learn about effective practices without being able to enact them. In this review, core antecedent skills involved in teaching are identified, operationalized and disaggregated from teaching knowledge and from the teaching behaviors that are recognized as effective forms of practice. A novel developmental model for teacher education that marries the cultivation of knowledge with skills is proposed.

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“…MTP-S is a 2-year professional development program designed to improve the emotional, organizational, and instructional features of classrooms through coaching the teacher to display high-quality interactions with students (Hafen, Ruzek, Gregory, Allen, & Mikami, 2015; Hamre et al, 2013; for a recent summary of MTP-S theory, see Gregory, Ruzek, et al, 2017). In the MTP-S program for secondary school, teachers pick one focal classroom out of their course load each academic year to be the target of the coaching, based on teacher perception that this classroom is the most academically or behaviorally challenging.…”

Section: Mtp-s In Focal Coached Classroomsmentioning

confidence: 99%

Focused Classroom Coaching and Widespread Racial Equity in School Discipline

Gregory

Ruzek²,

DeCoster

et al. 2019

AERA Open

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We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 U.S. classrooms in secondary schools. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools as the teachers in the trial. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal, coached classrooms. The current study addressed whether effects found in the teachers’ focal, coached classrooms generalized to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.

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My Teaching Partner-Secondary: A Video-Based Coaching Model

Cited by 40 publications

References 24 publications

Teacher Video Coaching, From Design Features to Student Impacts: A Systematic Literature Review

Teacher Video Coaching, From Design Features to Student Impacts: A Systematic Literature Review

An Integrative Model of Teacher Education: Educating Teaching Knowledge and Social, Cognitive and Affective Skills

Focused Classroom Coaching and Widespread Racial Equity in School Discipline

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