Dynamic Learning Project
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Browsing Dynamic Learning Project by Subject "Dynamic Learning Project"
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Item Funding Coaching is Not Enough: The Role of the District Administrator in Coaching(Digital Promise, 2021-05) Hardy, Angela; Bakhshaei, MahsaDistricts are increasingly investing in coaching programs to improve teacher practice and student outcomes. However, merely providing schools with the funding for a coaching position is not enough. To maximize the return on the investment of coaching, our research on the Dynamic Learning Project (DLP) shows that districts need to ensure that they are taking an active role in eliminating barriers to effective coaching and fostering a culture that encourages teachers to innovate their practice. Drawing from our three-year research study of instructional coaching across 32 districts, this guide describes concrete ways districts can remove roadblocks and support coaching throughout the school year.Item How School Administrators can Serve as Productive Partners in Teacher Coaching Programs(Digital Promise, 2021-05) Bakhshaei, Mahsa; Hardy, AngelaWhen school administrators support instructional coaching, it is more likely to be effective in improving teacher practice. Building teacher buy-in, promoting awareness of the coach’s non-evaluative role, ensuring coaches have adequate time to provide classroom support, meeting consistently with the coach, and trusting the coach to make decisions are all critical components of a successful coaching program. Based on data from our study of instructional coaching across 163 schools, this guide describes specific actions school-based administrators can take to serve as productive partners in instructional coaching programs.Item Instructional Coaching Holds Promise as a Method to Improve Instruction with Technology(Society for Information Technology & Teacher Education (SITE), 2020-04) Bakhshaei, Mahsa; Hardy, Angela; Ravitz, Jason; Seylar, JohnInstructional coaching is an evidence-based form of professional development to support teacher growth. Few empirical studies examine conditions that define its effectiveness in improving teachers’ ability to use technology to support student engagement and learning. Using evidence from two pilot years of an instructional technology coaching program in 108 schools nationwide, our study examines and explores the attributes that teachers, principals, and coaches report contribute to the effectiveness of coaching for improving teacher use of technology in their practice.