How to Be a Wise Consumer of Coaching: Strategies Teachers Can Use to Maximize Coaching's Benefits
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| Title: | How to Be a Wise Consumer of Coaching: Strategies Teachers Can Use to Maximize Coaching's Benefits |
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| Language: | English |
| Authors: | Yopp, David, Burroughs, Elizabeth A., Luebeck, Jennifer |
| Source: | Journal of Staff Development. Feb 2011 32(1):50-53. |
| Availability: | Learning Forward. 504 South Locust Street, Oxford, OH 45056. Tel: 513-523-6029; Fax: 513-523-0638; e-mail: NSDCoffice@nsdc.org; Web site: http://www.learningforward.org/news/jsd/index.cfm |
| Peer Reviewed: | Y |
| Physical Description: | |
| Page Count: | 4 |
| Publication Date: | 2011 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Teacher Effectiveness, Academic Achievement, Coaching (Performance), Teachers, Teaching Methods, Feedback (Response), Educational Improvement, Reflection, Cooperation |
| ISSN: | 0276-928X |
| Abstract: | Instructional coaching is gaining popularity as a school-based effort to increase teacher effectiveness and student achievement. A coach can be broadly defined as a person who works collaboratively with a teacher to improve that teacher's practice and content knowledge, with the ultimate goal of affecting student achievement. By its very nature, coaching requires effort from both the coach and teacher. Because instructional coaching is collaborative rather than directive, it will be most effective when teachers share responsibility for the outcomes. In the authors' work with coaching in schools, they have observed behaviors that make teachers effective consumers of coaching. They discuss strategies teachers can use to maximize coaching's benefits. |
| Abstractor: | ERIC |
| Number of References: | 7 |
| Entry Date: | 2011 |
| Access URL: | https://www.learningforward.org/news/issueDetails.cfm?issueID=319 |
| Accession Number: | EJ915137 |
| Database: | ERIC |
| Abstract: | Instructional coaching is gaining popularity as a school-based effort to increase teacher effectiveness and student achievement. A coach can be broadly defined as a person who works collaboratively with a teacher to improve that teacher's practice and content knowledge, with the ultimate goal of affecting student achievement. By its very nature, coaching requires effort from both the coach and teacher. Because instructional coaching is collaborative rather than directive, it will be most effective when teachers share responsibility for the outcomes. In the authors' work with coaching in schools, they have observed behaviors that make teachers effective consumers of coaching. They discuss strategies teachers can use to maximize coaching's benefits. |
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| ISSN: | 0276-928X |
