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Journal Article Feature Presentation Fall 2017 Conference

Journal Article Feature Presentation Fall 2017 Conference 46 th PAC-TE Teacher Education Assembly Harrisburg, PA Collaborating for Change: Using Instructional Coaching and Professional Learning Communities to Support Reform at Multiple Levels of University-School Partnerships

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Journal Article Feature Presentation Fall 2017 Conference

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  1. Journal Article Feature Presentation Fall 2017 Conference 46th PAC-TE Teacher Education Assembly Harrisburg, PA Collaborating for Change: Using Instructional Coaching and Professional Learning Communities to Support Reform at Multiple Levels of University-School Partnerships Greer M. Richardson, Ph. D. Deborah S. Yost, Ph. D. Alana Mellor, M.S. Ed. Allison Rudolph, M.S. Carol M. Pate, Ed. D

  2. The research examined the outcomes of a multileveled collaboration-focused intervention of an instructional coaching framework that was used to cultivate teachers’ capacity to support the development of preservice and inservice teachers as well as facilitate professional learning communities in their schools. Research Abstract

  3. Greater Philadelphia Instructional Coaching Program • By providing student teachers (STs) with quality cooperating teachers (CTs), STs’ instructional and management skills and confidence would be enhanced, to enable greater retention as novice teachers. GPIC Premise

  4. Build sustainable partnerships between IHE and LEAs • Support school principals, cooperating teachers, and university supervisors as they master effective coaching strategies • Support student teacher and teacher development • Recognize and disseminate value added contributions of the partnership • Institutionalize sustained change at both IHE and LEAs around teacher development GPIC Program Goals

  5. GPIC IHE Partners

  6. Eastern University • Barry • Blankenburg • Bridgeport • Caley • Candlebrook • Franklin • MaST • Nebinger • Roberts • Souderton • Spruance • UM Middle GPIC LEA Partners

  7. Collaboration has become a common practice across K-20 educational settings. • Research has identified teacher collaboration as an opportunity for school reform through professional development that improves practice and student achievement (Goddard, Goddard, Kim & Miller, 2015; Hallinger and Heck, 2010; Ketterlin-Geller, Baumer, & Lichon 2015; Ronfeldt, Farmer, McQueen, & Grisson, 2015; Waldron & McLeskey, 2010). • Likewise, the university-school partnership collaboration has been an effective tool in supporting teacher and student development (Darling-Hammond, Hammerness, Grossman, Rust, & Shulman, 2005). Collaboration Literature

  8. Research suggests that collaborations are… • Egalitarian • Focused on common goals student learning • Accepting of differences • Shared leadership • Change focused • Connect theory and practice • Fosters collegial relationships Collaboration Literature

  9. Program Collaborations

  10. Program Collaborations

  11. Research Design

  12. TE programs aligned • key content with the reality of schools: • Danielson • TES • CC standards • ICs, Principals, and University Supervisors: • take first two IC courses together • develop relationships which carries over to STs • Through expert coaching, STs had an enhanced experience • ICs increased their teaching expertise through coursework, coaching STs, and leading PLCs GPIC Change Process

  13. Research Participants

  14. Research Instruments

  15. Research Finding-PSAT

  16. Research Finding-CRQ

  17. Research Finding-Focus Groups

  18. Research Finding-PLCs

  19. Conclusions

  20. What kind of collaborations have you engaged in with local schools? • How have those collaborations supported student teaching and/or in-service teacher development? • Are universities supporting site based PD such as PLCs and instructional coaching? • 4. Howhave you gauged/measured the impact of your efforts on your partnerships Questions for Group Discussion

  21. Questions? We invite you to view our website http://gpicprogram.org

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