This teaching case study explores how two school administrators support whole-school performance improvement through professional development (PD). Wilson Elementary School has seen significant academic growth as measured by state assessments. The administrators attribute these improvements to the PD structures they have implemented which focus…

Purpose: Co-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better…

The actions of a teacher are one of the strongest factors influencing students' academic achievement and future life success. However, some of the most common frameworks that are used to evaluate teachers and guide their development or improvement are not based on or informed by research about effective teaching methods. Other frameworks are…

We used a multiple-probe single-case research design to examine the effect of a professional development package that included real-time, technology-enhanced, and performance-based feedback and video analysis on three preschool teachers' use of naturalistic instruction targeting children's communication and child responses. We also measured the…

The effectiveness of an instructional coach is extremely important in the teaching and learning process. The purpose of this mixed-methods study was to determine the current reality of school stakeholders' perceptions of roles, responsibilities, and barriers to effective instructional coaching and to use this information to make recommendations to…

This mixed-methods study examined educators' perceptions of obstacles that prevent instructional coaches from increasing teacher efficacy and developing relationships with teachers. Data were gathered from instructional coaches in a focus group, interviews with administrators, and teachers using a survey. Transcripts from the focus group and…

Professional development coaching helps faculty achieve their professional goals, yet little is known about its long-term impact. To better understand long-term impact, we surveyed 172 faculty who participated in our coaching program. Descriptive, inferential, and qualitative data in this mixed methods study suggest that faculty who engaged in…

This article describes a one semester Professional Development for Teaching (PDT) seminar designed for mathematics Graduate Teaching Assistants (GTAs) that focuses on the implementation of active-learning techniques. The PDT seminar models active-learning strategies so GTAs have experiences to draw on when teaching undergraduate classes. A…

Effective use of classroom management practices is critical to creating positive classroom climates supporting students' academic and behavioral outcomes, and teachers in rural areas have a strong need for training in classroom management. One classroom management practice with significant support is behavior-specific praise (BSP). Research shows…

This exploratory case study employed deductive thematic analysis of coaching interactions of four coach-teacher dyads in primary school settings to explore the instructional coaches' use of the Partnership Learning principle of equality. Evidence of coaches' procedural knowledge (i.e. what coaches say and do) in relation to the principle of…

This mixed methods study investigates novice teacher and coach survey responses from a two-year induction programme to learn more about what makes a good match. We qualitatively analyse comments from all novice teachers and coaches who were paired across years and find shared themes of structural, professional, and personality similarities as well…

While coaching is a well-documented form of professional development to support teachers' instructional practices in mathematics, limited research exists on how coaches can support teachers in differentiating their mathematics instruction. Hence, as part of this retrospective case study, we explored how one instructional coach leveraged a coaching…

Mathematics specialists support the teaching and learning of K-12 mathematics and attend to school-based responsibilities and needs. This study examined the shifts in responsibilities of mathematics specialists during the COVID-19 pandemic to better-understand their current and potential future influence on mathematics teaching. An online survey…

Coaching has become a prominent professional development tool for helping early childhood teachers implement curriculum and research-based practices in their classrooms. One of the coaching strategies found to create positive changes in teacher practice and child outcomes is building trust between the coach and teacher(s). Despite what is known in…

Coaching is increasingly being used in higher education as a mechanism to meet the individualized professional development needs of faculty. Faculty coaching has been associated with positive organizational and pedagogical outcomes. However, missing from the research is insight into why faculty choose to participate in coaching and how the…