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Session Type: Symposium
While promising evidence connects instructional coaching and teacher mentoring to instructional improvement, less is known about what cutting-edge practices coaches and mentors are developing to support teachers. This session brings together researchers from leading research universities to share emergent research on innovation in the practices of instructional coaches and teacher mentors. As we prepare to invest in the next generation of instructional coaches and teacher mentors, the papers in this symposium expand the knowledge based about the practices of coaches and mentors. Without such knowledge, investments in coaching and mentoring may fail to address the inequitable disparities in teaching quality that continue to impact K-12 schools and disadvantage students based on race and family income.
Practice-Based Coaching for Inquiry-Based Teaching: Understanding Relationships Between Coaching Practice and Teaching Practice - Sarah Schneider Kavanagh, University of Pennsylvania; Elizabeth Gotwalt, University of Pennsylvania; JeanMarie Farrow, University of Pennsylvania; Pamela Lynn Grossman, University of Pennsylvania; Christopher G. Pupik Dean, University of Pennsylvania; Zachary Herrmann, University of Pennsylvania
Coaching for Historical Inquiry - Abby Reisman, University of Pennsylvania; Lightning Jay, Binghamton University - SUNY
Mentor Teachers' Perspectives on the Practice of Mentoring - Sharon Feiman-Nemser, Brandeis University; Karen M. Hammerness, American Museum of Natural History; Kavita Kapadia Matsko, Northwestern University; Sarah Schneider Kavanagh, University of Pennsylvania; Jamie Wallace, American Museum of Natural History
Supporting Teachers' Collective Sensemaking Across a School: Examining Coach-Led Professional Learning Formats - Lynsey K. Gibbons, University of Delaware