Teacher As Noticer

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Teacher as noticer

By Yvonne Godber

Categories: Coaching, Social & emotional learning

Vol. 41, No. 3

Improving educators’ abilities to recognize and respond to signals that indicate students are upset, confused, or disengaged is a powerful but often underused strategy for ensuring that all students are accessing rigorous learning. Research has shown that when adults respond to students’ social and behavioral cues for help in a timely, proactive, and sensitive matter, students are more able to get back on track with important learning tasks at hand. Such supportive responses have been linked to increases in student achievement, peer relationships, and engagement, and decreases in exclusionary disciplinary practices (Gregory et al., 2016), all of which can help schools achieve important equity goals. Research has shown that when adults respond to students’ social and behavioral cues for help in a timely, proactive, and

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Authors

Yvonne Godber

Yvonne Godber ([email protected]) is a Teachstone consultant.

Coaching project for middle and high school teachers

Learning Forward, Teachstone, and American Institutes for Research are collaborating on a federally funded Education Innovation Research grant to refine and scale a validated, strength-based supplemental coaching program for middle and high school teachers based on the Classroom Assessment Scoring System (CLASS). For further information visit www.secondarycoaching.org.

Early validation research on this program, the MyTeachingPartner (MTP) 1:1 Video Coaching Model for teachers, showed a nine-point achievement gain for secondary students (50th to 59th percentile), and the model has been recognized in the What Works Clearinghouse (Allen et al., 2011).

References

Allen, J.P., Pianta, R.C., Gregory, A., Mikami, A.Y., & Lun, J. (2011). An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333, 1034-1037.

Gregory, A., Hafen, C.A., Ruzek, E., Mikami, A.Y., Allen, J.P., & Pianta, R.C. (2016). Closing the racial discipline gap in classrooms by changing teacher practice. School Psychology Review, 45(2), 171-191.