The Value of Coaching
Collaborative relationships spur professional growth
By Grace Y. Kang
Categories: CoachingOctober 2016
Vol. 37 No. 5
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The following is original research that practitioners may find useful in exploring coach-teacher relationships.
Valued tenets in open collaboration
Relationship capital: The quality of interpersonal connections and relationships is integral to the collaboration.
Reciprocal/co-planned: All participants create goals and content of sessions.
Constructed/organic: Authentic meaning making occurs when participants create appropriate lessons, sessions, and units for the situation.
Job-embedded/sustained: On-the-job learning opportunities are contextualized and apply throughout the school day.
References
Borko, H. (2004). Professional development and teacher learning: Mapping the terrain. Educational Researcher, 33(8), 3-15.
Hawley, D.W. & Valli, L. (1999). The essentials of effective professional development. In L. Darling-Hammond & G. Sykes (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 127-150). San Franciso, CA: Jossey-Bass.
Joyce, B. & Showers, B. (2002). Student achievement through staff development (3rd ed.). Alexandria, VA: ASCD.
Parise, L.M. & Spillane J.P. (2010). Teacher learning and instructional change: How formal and on-the-job learning opportunities predict change in elementary school teachers’ practice. The Elementary School Journal, 110(3), 323-346.
Putnam, R.T. & Borko, H. (2000). What do new views of knowledge and thinking have to say about research on teacher learning? Educational Researcher, 29(1), 4-15.
Vanderburg, M. & Stephens, D. (2010). The impact of literacy coaches: What teachers value and how teachers change. Elementary School Journal, 111(1), 141-163.
Vygotsky, L.S. (1978). Mind in society. Cambridge, MA: Harvard University Press.
Categories: Coaching
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