67.067-12 - Investigating How Instructional Coaching Supports Teacher Learning and Development Across Disciplines Using Core Practices

• In Event: 67.067 - MTCC Roundtable Session 31

Session Type: Roundtable Session

Abstract

While instructional coaching is largely accepted and used as a professional learning support for instructional improvement, we still need to specify the conditions, practices, and tools that help make instructional coaching productive. This symposium will explore four studies of content-focused coaching and teacher learning across a spectrum of grade levels (elementary through secondary), across disciplines (mathematics, science, social studies) and across scales (single classrooms to school-wide systemic improvement) to identify, examine, and compare conditions, practices, and tools that support coaches’ work with teachers on core instructional practices with the aim of supporting teachers to take up ambitious instructional practices. This symposium seeks to more clearly specify how coaching can be designed to support teacher learning and instructional improvement.

Sub Unit

• Division K - Teaching and Teacher Education / Division K - Section 08: Teacher Learning and Professional Development

Chair

• Anne Garrison Wilhelm, Southern Methodist University

Papers

• Coaching to Support Teachers' Collective Improvement of Practice and Systemic Change - Lynsey K. Gibbons, Boston University; Elham Kazemi, University of Washington

• Practice-Based Coaching for Document-Based History: Exploring the Role of Specifications of Practice - Abby Reisman, University of Pennsylvania; Lisette Nnenna Enumah, The University of Pennsylvania; Lightning Jay, University of Pennsylvania

• Practice-Based Coaching for Project-Based Learning (PBL): Bringing Practice-Based Teacher Education to PBL - Sarah Schneider Kavanagh, University of Pennsylvania; Emily C. Rainey, University of Pittsburgh; Chenelle Boatswain, University of Pennsylvania

• How Responsive Coaching Mediates Elementary Teachers' Enactments of Responsive Science Teaching Practices - Carolyn Colley, University of Washington

Discussant

• Pamela L. Grossman, University of Pennsylvania