The Gradual Increase of Responsibility Model for coaching teachers

The Gradual Increase of Responsibility Model for coaching teachers Purpose – This collective case study investigated the ways in which coaching supports teacher change. Specifically, the purpose of this paper is to consider what types of feedback are best at what times in the coaching process and how coaching supports teachers’ application of learning to differing contexts. Design/methodology/approach – The study was conducted over an 18-month period in three settings: a university reading clinic and two schools. Participants were a coach and two in-service teachers enrolled in a literacy specialist master’s degree program. This qualitative study included observational field notes, interviews, lesson plans, and teacher reflections as primary data sources. Findings – Findings suggest a model for coaching that acknowledges the learner’s previous knowledge and experience and continuously gauges support to stay within the ever-escalating zone of proximal development. Specific coaching moves that vary by degree of scaffolding are identified, namely: modeling, recommending, asking questions, affirming, and praising. Research limitations/implications – This study clarifies the varying roles that coaches may play and how these roles change over time. Additionally, the model has implications for how coaching might change based on variability among those being coached. Originality/value – The Gradual Increase of Responsibility Model has potential to guide coaches as they engage with mentees to improve instruction. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png International Journal of Mentoring and Coaching in Education Emerald Publishing

The Gradual Increase of Responsibility Model for coaching teachers

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Publisher
Emerald Publishing
Copyright
Copyright © Emerald Group Publishing Limited
ISSN
2046-6854
DOI
10.1108/IJMCE-06-2015-0017
Publisher site
See Article on Publisher Site

Abstract

Purpose – This collective case study investigated the ways in which coaching supports teacher change. Specifically, the purpose of this paper is to consider what types of feedback are best at what times in the coaching process and how coaching supports teachers’ application of learning to differing contexts. Design/methodology/approach – The study was conducted over an 18-month period in three settings: a university reading clinic and two schools. Participants were a coach and two in-service teachers enrolled in a literacy specialist master’s degree program. This qualitative study included observational field notes, interviews, lesson plans, and teacher reflections as primary data sources. Findings – Findings suggest a model for coaching that acknowledges the learner’s previous knowledge and experience and continuously gauges support to stay within the ever-escalating zone of proximal development. Specific coaching moves that vary by degree of scaffolding are identified, namely: modeling, recommending, asking questions, affirming, and praising. Research limitations/implications – This study clarifies the varying roles that coaches may play and how these roles change over time. Additionally, the model has implications for how coaching might change based on variability among those being coached. Originality/value – The Gradual Increase of Responsibility Model has potential to guide coaches as they engage with mentees to improve instruction.

Journal

International Journal of Mentoring and Coaching in EducationEmerald Publishing

Published: Dec 7, 2015

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