Education Commons^™

Peer Coaching In A School In Cairo, Egypt: Implementation, Barriers, And Pathways To Effective Adoption, Steve Sider

Education Faculty Publications

Purpose – The purpose of this paper is to examine how peer coaching was introduced in one school in Egypt and to identify barriers and opportunities for successful implementation.

Design/methodology/approach – The methodology included semi-structured interviews with eight teachers, participant observation of their classes and meetings, and three focus group meetings with teachers and school administrators.

Findings – Ladyshewsky’s (2017) five key aspects of peer coaching are considered in the findings: establishing peer partners, building trust between the partners, identifying specific areas to target for learning, training on non-evaluative questions and feedback, and supporting each other as new ideas are …

“How Can He Be So Cruel?” Examining Issues Of Trust In School Improvement Efforts, Jacqueline R. Wettlaufer, Steve Sider

Education Faculty Publications

In this case, a high school vice-principal encounters tension and anger when she rewrites a staff member’s report card comments without his knowledge. The case narrative examines the conflict that arises when, under time constraints and pressures to produce student reports, the vice-principal acts on a decision she believes is ethically correct only to find that she incurs a significant setback with staffing relationships largely due to wavering of trust. The analysis examines how transformational leadership builds self-efficacy in all staff founded on trusting relationships. Professional reflection provides a conduit through which educational leaders can assess their own practice and …

Teachers Supporting Students Affected By Trauma, Madeleine Smyth

Social Justice and Community Engagement

Although many people would like to think of childhood as a relatively peaceful and happy time, research has indicated that for many children this is far from the case. One study in the United States has estimated that 26% of children will witness or experience a trauma-causing event before they enter kindergarten. Trauma can have a serious impact on a child’s learning and overall classroom experience. Teachers and other school staff can play an important role in recognizing and responding to students presenting with symptoms of trauma in the classroom and mitigating possible adverse impacts on their education. A qualitative …

“My Classroom Is A Bigger Place”: Examining The Impact Of A Professional Development Course On The Global Perspective Of Experienced Teachers, Steve Sider, Mary Ashun

Education Faculty Publications

How do experienced teachers develop a global perspective through a professional development course and how can this perspective impact classroom practice? These are the two key questions which this paper examines. We utilize Guskey’s (2002) model of teacher change as a framework for understanding the results of a study involving experienced teachers who took a professional development course which had a focus on global education. The participants engaged in a number of activities four months after the completion of the course to explore how the course had impacted their classroom teaching practice. Common themes were identified through participant reflective papers …

Designing An Effective Music Teacher Evaluation System (Part Two), Amy Clements-Cortés

Music Faculty Publications

Danielson & McGreal (2000) state that an effective teacher evaluation system must contain three elements: a) a coherent definition of the domain of teaching - "What," h) techniques for assessing all aspects of teaching-"How," and c) trained evaluators who can make consistent judgments about performance - "Who." In part one (which appeared in the previous issue of this journal) I examined some of the issues associated with these three areas. In part two below I designed a potential music teacher evaluation system that contains these elements for the school system in Ontario, Canada. On the whole, the proposed system is …

Designing An Effective Music Teacher Evaluation System (Part One), Amy Clements-Cortés

Music Faculty Publications

Danielson & McGreal (2000) state that an effective teacher evaluation system must contain three elements: ai) a coherent definition of the domain of teaching - "What," b2¡ techniques for assessing all aspects of teaching -"How," and c3) trained evaliiators who can make consistent judgments about performance - "Who." In part one I have examined some of the issues associated with these three areas and in part two which will appear in the next journal 1 designed present a potential music teacher evaluation system that contains these elements for the school system in Ontario, Canada. On the whole, the proposed system …