Presented by:
Alex Hua
Key Statement:
Beginning teachers face a lack of a support system, which has led to higher attrition rates. However, teacher coaching has proved to facilitate healthy student-teacher interactions and improves teacher outcomes.
Keywords:
Teacher Induction, Mentoring, Student-Teacher Interactions
Abstract:
One of the biggest challenges faced by beginning teachers is a lack of a support system, ultimately leading to higher rates of attrition. Teacher coaching has proved to be a promising model of professional development that facilitates healthy student-teacher interactions and improves teacher outcomes. Furthermore, research surrounding teaching coaching has shown that mentorship between trained mentors and beginning teachers can help foster valuable teaching skills. This presentation will provide an overview of the research literature around effective teacher coaching and mentorship models, including innovative “bug in ear” coaching, mixed reality simulations, and scheduled coaching meetings.
Learning Outcomes:
1. Understand the causes behind high beginning/novice teachers attrition rates
2. Learn about effective teacher coaching models support improved teacher outcomes
3. Investigate how these programs can be implemented in schools
Hear it from the author:
TRANSCRIPT:
One of the biggest challenges faced by beginning teachers is a lack of a support system, ultimately leading to higher rates of attrition. Teacher coaching has proved to be a promising model of professional development that facilitates healthy student-teacher interactions and improves teacher outcomes. New teachers first enter the job with a variety of different knowledge and skills that may or may not improve within their first couple of years. Research surrounding teacher coaching has shown that mentorship between trained mentors and beginning teachers can help foster valuable teaching skills. This presentation will provide an overview of the research literature around effective teacher coaching and mentorship models, including innovative “bug in ear” coaching, mixed reality simulations, and scheduled coaching meetings.
REFERENCES:
Cohen, J., Wong, V., Krishnamachari, A., & Berlin, R. (2020). Teacher Coaching in a Simulated Environment. Educational Evaluation and Policy Analysis, 42(2), 208–231. https://doi.org/10.3102/0162373720906217
Conroy, M. A., Sutherland, K. S., Algina, J. J., Wilson, R. E., Martinez, J. R., & Whalon, K. J. (2015). Measuring Teacher Implementation of the BEST in CLASS Intervention Program and Corollary Child Outcomes. Journal of Emotional and Behavioral Disorders, 23(3), 144–155. https://doi.org/10.1177/1063426614532949
Early, D. M., Maxwell, K. L., Ponder, B. D., & Pan, Y. (2017). Improving teacher-child interactions: A randomized controlled trial of Making the Most of Classroom Interactions and My Teaching Partner professional development models. Early Childhood Research Quarterly, 38, 57–70. https://doi.org/10.1016/j.ecresq.2016.08.005