Our Research question
How does supported lesson planning, followed by video based reflective conversations with a coach, impact teacher’s use of differentiated reading instruction in comprehension in student reading comprehension outcomes?
The Teachers As Researchers Team
Our Team consists of an executive member, a coach, four coachees/teachers and students from years 3,4 and 6.
How does supported lesson planning, followed by video based reflective conversations with a coach, impact teacher’s use of differentiated reading instruction in comprehension in student reading comprehension outcomes?
The Teachers As Researchers Team
Our Team consists of an executive member, a coach, four coachees/teachers and students from years 3,4 and 6.
PLAN
Coaching can be described as a “cycle of inquiry and knowledge building” as teachers develop and refine their teaching practice, and make shifts in pedagogical beliefs, with the support of a coach (Timberley, 2011). Within this cycle, teachers need to be supported and empowered to identify important contextual issues, problem solve, deepen their relevant pedagogical understandings, engage in research-based best practice and monitor the impact of changes in classroom instruction. It requires coaches to work with teachers to develop an “inquiry habit of mind” (Timberley, 2008; McDowall, 2007: cited in Timberley, 2011).
The Project Team reviewed the data from the 2014 staff survey. Staff were also surveyed in 2015 at the start of the year to review perceived needs, strengths and interests by the staff to guide future planning and direction. Cyclic planning also enabled a strategic implementation of the Teacher's As Researchers project.
Coaching can be described as a “cycle of inquiry and knowledge building” as teachers develop and refine their teaching practice, and make shifts in pedagogical beliefs, with the support of a coach (Timberley, 2011). Within this cycle, teachers need to be supported and empowered to identify important contextual issues, problem solve, deepen their relevant pedagogical understandings, engage in research-based best practice and monitor the impact of changes in classroom instruction. It requires coaches to work with teachers to develop an “inquiry habit of mind” (Timberley, 2008; McDowall, 2007: cited in Timberley, 2011).
The Project Team reviewed the data from the 2014 staff survey. Staff were also surveyed in 2015 at the start of the year to review perceived needs, strengths and interests by the staff to guide future planning and direction. Cyclic planning also enabled a strategic implementation of the Teacher's As Researchers project.
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ACTION
We started by sharing the purpose of the research project with staff. We provided professional development opportunities for staff and ensured our team members participated in regular meetings and were cognisant to stay abreast of current research and participate in professional learning. Professional development that is on-site and experiential in nature is critical to motivate teachers to try effective instructional practices and create a desire to change curriculum in a meaningful and viable way (Burke, 2013).
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OBSERVE
Different teachers react to the prospect of change in diverse ways. No change is successful if the people being asked to change don't see its need (Ronald Williamson, 2010). As a coach, it is necessary to engage with different teachers and create a context where change can occur. Fullan (2008) denotes that ‘teachers need to feel that there is a commitment to their well-being and professional identities’.Initially, the coach worked with only one coachee/teacher. The first sessions were focused around planning based in the Diagnostic Reading Data and gradual release model. Throughout the project information was shared with staff and more teachers requested to become involved in the coaching process. Currently there are three teachers involved in the coaching process. Three of them have participated in the video coaching process. Another teacher is working on the planning process before participating in the video process. |
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