Intentional, individualized instructional coaching, combined with interactions that benefit the teacher in context, position a new teacher for long-term success.

Despite a focus on interactive read alouds (IRAs) in literacy methods courses, many teacher candidates (TCs) need support translating instructional recommendations into practice. Practice-based approaches can help TCs begin to embody knowledge, techniques, and dispositions necessary for teaching. This qualitative study investigates two literacy…

Many school leaders are committed to providing coaching to teachers, but coaching doesn't come together in their school because they haven't taken time to communicate a clear definition of coaching to the school and, especially, set up a clear structure for a coaching program. Aguilar, an education consultant and respected author on coaching,…

Many faculty struggle with designing and teaching online courses. Classic standardized course review models, such as the ones developed by Quality Matters (QM), are valuable tools, yet they often enforce rigid standards and lead to time-intensive course reviews. This paper offers a new solution as two faculty ask, "What would happen if an…

Results from a study of the relationship between different types of professional development practices and early childhood practitioners' use of 10 different recommended early intervention/early childhood special education practices are reported. The participants were 955 practitioners employed in early intervention, preschool, preschool special…

Teacher professional development (PD) is often extended as a driver of good teaching and effective schools. In recent years, teacher PD has increasingly focused on developing teacher social capital by placing teachers within professional communities to collectively solve instructional problems. Using Bourdieu's and Coleman's conceptions of social…

While teacher effectiveness has been a particular focus of federal education policy, and districts allocate significant resources toward professional development for teachers, these efforts are guided by an unexplored assumption that classroom practice can be improved through intervention. Yet even assuming classroom practice is responsive, little…

The purposes of the research study were to a) study the current situation of school management and administration using professional learning community b) to develop professional learning community for the school administrators and c) follow up collaborative practice among school colleagues and administrators within school using professional…

The purpose of this study, which was conducted over the course of five semesters at one institution, was to determine the effectiveness of the Academic Coaching for Excellence (ACE) program for academically at-risk students. The study utilized archival data, which had been collected by the Center for Academic Retention and Enrichment Services…

This is the first study to evaluate an autism intervention model, the parent-delivered Early Start Denver Model (P-ESDM), for young children with fragile X syndrome (FXS), a known genetic disorder associated with autism spectrum disorder. Four parent-child dyads participated in a low-intensity, parent coaching model of the P-ESDM to evaluate…

With consistent pressure and an elevated sense of accountability for student achievement, campus principals need to maximize their resources and focus their leadership on academic areas that achieve the most success from students. Leading instructional coaches to engage teachers in the activities that teachers and principals view as most impactful…

The components included in this conceptual framework describe the types of supports and resources provided by the Early Educator Support, Licensure, and Professional Development Office (EESLPD) to guide North Carolina (NC) Birth through Kindergarten (B-K) Early Childhood Educators (ECEs) who work in public and nonpublic school settings and have…

In recent years, there has been an increasing focus on professional learning structures for teaching and finding ways to embed this learning into the daily work of teachers. This is premised on the understanding that one-shot professional development yields little transfer or change of practice to ultimately impact student learning. But how has…

Literacy coaches are more effective when they have a clear plan for their collaborations with teachers. This article provides details of such a plan, which involves identifying a problem, understanding the problem, deciding what to do differently, and trying something different. For each phase of the problem-solving model, there are key tasks for…

Improving educator effectiveness and school functioning requires continuous attention to practice selection, implementation fidelity, and progress monitoring, especially in the context of systemic school reform efforts. As such, supporting professional development must be targeted, comprehensive, efficient, and relevant. In particular, coaching…