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School of Education

Instructional Coaching Skills Training

Instructional Coaching Skills Training

 

Instructional Coaching Induction Program Training

One of the essential components of induction is instructional coaching for new teachers. Instructional coaches are critical components of induction for novice teachers and “no technology, no curriculum, no standardized structures can substitute for the power of a knowledgeable and skillful veteran to move a novice teacher to ambitious levels of teaching” (Moir and Gless, 2001, p.112). TPI, in Partnership with Holdingford, ROCORI, and Sartell-St. Stephen, have developed an instructional coaching program for novice teachers, which is summarized below. It is recommended that novice teachers participate in instructional coaching, tailored for new teachers, for the first two years of their teaching career.

 

ICIP

ICIP2

 

Effects of Instructional Coaching

Wallace et al. (2008) summarized a series of meta analyses conducted by Joyce and colleagues (c.f., Showers & Joyce, 1996, for a useful summary). These, and related studies have shown that very few educators or other social service professionals implement professional development in the absence of coaching. As can be seen from the table below, only about 1 in 20 participants in in-services at the level of “theory and discussion” can demonstrate a change in skills and these only in trainings settings, not in natural settings. When coaching is added only 5% of educators fail to demonstrate new skills. Coaching is clearly the most central variable in instituting change or, as Wallace et al put it, “bridging the gap between knowledge and practice.” Well-prepared coaches serve as this metaphorical bridge.

 

A Summary of A Meta-Analysis of the Effects of Training and Coaching on Teachers’ Implementation in the Classroom

OUTCOMES

(% of participants)

Training Components

Demonstrate Knowledge

Demonstrate Skills in a Training Setting

Use New Skills in the Classroom

Theory and Discussion

10%

5%

0%

Demonstration in Training

30%

20%

0%

Practice & Feedback in Training

60%

60%

5%

Coaching in Clinical Setting

95%

95%

95%

References:

Showers, B. & Joyce, B. (1996). The evolution of peer coaching. Educational Leadership, 53(6), 12-16.

Wallace, F. (2008). Implementing the findings of research: bridging the gap between knowledge and practice.  Alexandria, VA: Educational Research Service, 2008.

Moir, E., & Gless, J. (2001). Quality induction: An investment in teachers. Teacher Education Quarterly, 109-114.


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