Team Teacher Research is inconclusive. Face to face with a Teams of teachers Some research Coaching (e.g., team of teachers with and a coach suggests: Before the face-to-face session: Coach instructional videos of exemplary provides team of teachers with videos of improved coaching, teaching exemplary teaching. Videos may be of the knowledge of the behavioral teachers within the team, of the coach, or content area in coaching) of other teachers. Teachers work which coaching Some individually to review the videos and occurs experimental and identify specific teaching behaviors that improved practice qualitative were exemplary and the impact of those of the specific research, much of practices on student performance. teaching practices it related to team During the face-to-face session: The coach included in the coaching of and teachers watch the videos of exemplary videos teacher–child exemplary teaching. The coach asks the interactions. improved learner teachers to discuss specific exemplary Research is outcomes in the teaching behaviors. The coach provides inconclusive but area in which the performance feedback about the suggests that the video analysis exemplary teaching to the whole group so coaching of teams occurs (e.g., that the team of teachers can make of teachers literacy) explicit linkages between exemplary includes the same teaching from the video and the impact on practices as student performance. This cycle is coaching, repeated. Coach also uses alliance-building with some strategies*. adjustments. *Alliance-building strategies: Demonstrating expertise in the area in which coaching occurs (e.g., literacy)) Collaborating (e.g., setting goals based on the recipient needs) High-quality communication skills (e.g., summarizing, active listening, asking open-ended questions)
Team Teacher Coaching (e.g., instructional coaching, behavioral coaching) Some experimental and qualitative research, much of it related to team coaching of teacher–child interactions. Research is inconclusive but suggests that the coaching of teams of teachers includes the same practices as coaching, with some adjustments. Research is inconclusive. Before the face-to-face session: Coach provides team of teachers with videos of exemplary teaching. Videos may be of the teachers within the team, of the coach, or of other teachers. Teachers work individually to review the videos and identify specific teaching behaviors that were exemplary and the impact of those practices on student performance. During the face-to-face session: The coach and teachers watch the videos of exemplary teaching. The coach asks the teachers to discuss specific exemplary teaching behaviors. The coach provides performance feedback about the exemplary teaching to the whole group so that the team of teachers can make explicit linkages between exemplary teaching from the video and the impact on student performance. This cycle is repeated. Coach also uses alliance-building strategies*. *Alliance-building strategies: Demonstrating expertise in the area in which coaching occurs (e.g., literacy)) Collaborating (e.g., setting goals based on the recipient needs) High-quality communication skills (e.g., summarizing, active listening, asking open-ended questions) Face to face with a team of teachers with videos of exemplary teaching Teams of teachers and a coach Some research suggests: improved knowledge of the content area in which coaching occurs improved practice of the specific teaching practices included in the exemplary videos improved learner outcomes in the area in which the video analysis occurs (e.g., literacy)
models_of_support_-_matric_discuss_guide-final_3.docx