Teacher Learning Through Coach-Facilitated Rehearsal

• In Event: Research on Coaching as Professional Development

Abstract

One way to facilitate the improvement of instructional practice is to ground professional development activities in teachers’ classroom contexts and experiences (Kazemi & Hubbard, 2008; Wilson & Berne, 1999). While most would consider instructional coaching one such activity, the impact of coaching on student achievement (Campbell and Malkus, 2011; Matsumura et al., 2010a) and teacher knowledge and practice (Neufeld & Roper, 2002 and 2003; Matsumura et al., 2010b) is often inconclusive. This paper contributes to the growing literature on coaching by presenting a case of the high-quality enactment of instructional coaching. This case provides an opportunity to investigate the extent to which the enactment of a potentially productive coaching activity—rehearsing aspects of practice—results in teacher learning.

Author

• Nicholas M. Kochmanski, Vanderbilt University - Peabody College