Education Commons^™

Coaching For Change: Amount Of Instructional Coaching Support To Transfer Science Inquiry Skills From Professional Development To Classroom Practice, James A. Houston

Department of Educational Administration: Dissertations, Theses, and Student Research

Instructional coaching as a follow-up component to high-quality professional development experiences is being used to improve classroom instruction to meet the requirements of NCLB and promote organizational change. The purpose of this study was to determine the minimum number of coaching sessions necessary to translate new strategies and skills learned during a summer institute into classroom practice.

Teachers attended a 2-week summer institute focusing on the development of guided science inquiry as both an instructional strategy as well as a content. Teachers implemented a unit lasting approximately 6–8 weeks focusing on the newly learned guided inquiry strategies and skills, video-recorded …

Developmental Stages Of New Graduate Student Instructional Consultants: Implications For Professional Growth, Mary C. Wright, Laura N. Schram, Kristen S. Gorman

To Improve the Academy: A Journal of Educational Development

Effective consulting is a key skill for educational developers. Although most educational developers are new to the field, there is limited research about how new practitioners develop consulting skills. The key research question this study explores is: How do new graduate teaching consultants develop as practitioners? This study empirically applies several “classic” models of consulting to better understand new consultants’ perceived development of expertise, preferred consulting approaches, and reflection about them. The findings are generally confirmatory of the ways that classic frameworks map onto the development of consultants. They also suggest greater attention to supporting new consultants beyond “getting started,” …