The Effects of Professional Development and Coaching on Teaching Practices

Abstract

He also serves as an Extension Services Consultant for the National Center for Women and Information Technology (NCWIT). His past experiences include having been a middle school science teacher, Director of Academic and Instructional Support for the Arizona Department of Education, a research scientist for the Center for Research on Education in Science, Mathematics, Engineering and Technology (CRESMET), and an evaluator for several NSF projects. His first research strand concentrates on the relationship between educational policy and STEM education. His second research strand focuses on studying STEM classroom interactions and subsequent effects on student understanding. His work has been cited more than 2200 times and he has been published in multiple peer-reviewed journals such as Science Education and the Journal of Research in Science Teaching.

A Protocol for Developmental Faculty Coaching at the University Level

“…Hunt and Weintraub (2004) examined the effects of coaching on undergraduate business students. Judson et al (2018) found that coaching had positive effects on engineering faculty. Orr and Sonnadara (2019) note that faculty coaches are needed in medical education as the curriculum shifts from learning based on time to learning based on competency.…”

Facilitating Change in Instructional Practice in a Faculty Development Program through Classroom Observations and Formative Feedback Coaching

“…For confirmation, ongoing adoption would be the best outcome, but how to continue to encourage or measure that would be a worthwhile endeavor to pursue. Another study from this project looks at RTOP scores and the effects of coaching of those participants who were observed six times during the year in a more formal statistical analysis [22]. This study also concludes that the formative-feedback coaching was effective in changing instructor practices.…”