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Quick Coaching Leads to Quality Change

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More than 300,000 new teachers join American schools each year (Snyder et al., 2019). Although these educators have already completed teacher prepa­ration programs, they will learn crucial skills on the job: how to create equity and safety in their classrooms, inspire curiosity, main­tain high expectations for all students, take a proac­tive approach to discipline, and so much more.

What if there were an ef­fective, efficient method for helping novice teachers— and all teachers—to jump-start their practice and improvement of these skills?

Recent studies have found that quick coaching sessions dramatically improve teach­er practice and student achievement (Kraft et al., 2018). Structured coaching also positively influences both teacher beliefs about student behavior and teach­er approaches to address­ing perceived behavioral concerns. According to these studies, many skills that teachers may initially struggle with developing much more rapidly through a quick coaching model (Co­hen et al., 2020, p. 208). There is no need to wait for teachers to learn important skills on the job when school leaders can guide and sup­port them in this ongoing professional learning.

Quick Coaching Guides are designed to provide active, deliberate engagement in meaningful topics for in­dividuals, small groups, or larger professional learning communities. All resources, including tools for assess­ment and follow-up, are in­cluded. Each Quick Coach­ing Guide offers hands-on structures for reflection, learning, and planning for change, all centered around a specific focus. Accom­panying each school set of Quick Coaching Guides is a Leader Guide designed to support school leaders in facilitating directive coach­ing for teams of adults. Leader Guides develop the school leader’s ability as an instructional coach who re­sponds to teacher needs, prompts reflection, and provides useful feedback.

There are 30 timely topics to choose from, including many topics connected to social and emotional learn­ing and diversity, equity, and inclusion. As soon as you receive your school set of Quick Coaching Guides, you have everything you need to develop profession­al learning communities, incorporate professional learning into faculty or de­partment meetings, or work individually with a teacher. Quick Coaching Guides enable school leaders to choose the method that works best for their teachers and schedules. Let us help you create quality change in your schools with Quick Coaching Guides that give you everything you need to maintain active and engaged professional learning communities!


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.
  • Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88(4), 547–588. Table 208.20.
  • Snyder, T. D., De Brey, C., & Dillow, S. A. (2019). Digest of Education Statistics 2017, NCES 2018-070. National Center for Education Statistics.

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