Interventions in Literacy Instruction - 2 views

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  #1 stormiduckett on 11 Mar 16

   

  Bell (2012), research consisted of answering two research questions: will a literacy-focused professional development and instructional coaching model have a positive impact on classroom quality, and will a literacy-focused professional development and instructional coaching model have a positive impact on student achievement. The research was conducted over a two year period. In year one, teacher where trained during professional develop with accurate scoring, administering, and interpreting the AIMSweb assessment. The AIMSweb is a benchmark that students take three times a year that enables teacher to monitor and track student overall progress of students and to identify those who need extra support and are at risk for reading. In year two, teacher were observed and helped through direct coaching and help with classroom quality. The coaching and support consisted of giving teachers constructive feedback, suggestions for change, and creating a positive classroom environment. Although this study focused on Catholic schools, I can relate to the emphasis on professional development to help non-tenured teachers learn classroom teaching techniques, ways to teach diverse learners, and demonstrating for teachers how to give specific assessments that can track, monitor, and identify at risk students.
  
  Spellman, M. & Bell, D. (2012). Transforming Literacy Instruction in Urban Settings: Combining Professional Development and Instructional Coaching to Improve Student Achievement. In Martin, L., Boggs, M., Szabo, S., & Morrison, T. (Eds.), Joy of teaching: ALER 34TH Yearbook (pp 149-168).

   

  <div class="cArrow"> </div><div class="cContentInner">Bell (2012), research consisted of answering two research questions: will a literacy-focused professional development and instructional coaching model have a positive impact on classroom quality, and will a literacy-focused professional development and instructional coaching model have a positive impact on student achievement. The research was conducted over a two year period. In year one, teacher where trained during professional develop with accurate scoring, administering, and interpreting the AIMSweb assessment. The AIMSweb is a benchmark that students take three times a year that enables teacher to monitor and track student overall progress of students and to identify those who need extra support and are at risk for reading. In year two, teacher were observed and helped through direct coaching and help with classroom quality. The coaching and support consisted of giving teachers constructive feedback, suggestions for change, and creating a positive classroom environment. Although this study focused on Catholic schools, I can relate to the emphasis on professional development to help non-tenured teachers learn classroom teaching techniques, ways to teach diverse learners, and demonstrating for teachers how to give specific assessments that can track, monitor, and identify at risk students. <br /> <br /> Spellman, M. & Bell, D. (2012). Transforming Literacy Instruction in Urban Settings: Combining Professional Development and Instructional Coaching to Improve Student Achievement. In Martin, L., Boggs, M., Szabo, S., & Morrison, T. (Eds.), Joy of teaching: ALER 34TH Yearbook (pp 149-168).</div>

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