Study of teacher coaching based on classroom videos: impacts on student achievement and teachers'practices
Auteur(s) : Melissa Clark, Jeffrey Max, Susanne James-Burdumy, Silvia Robles, Moira McCullough, Paul Burkander, Steven Malick
Editeur(s) : U.S. Department of Education
Date : 06/2022
Helping teachers become more effective in the classroom is a high priority for educators and policymakers. A growing body of evidence suggests that individualized coaching focused on general teaching practices can improve teachers’ instruction and student achievement. However, little is known about the benefits of specific approaches to coaching, including who is doing the coaching, how coaches observe teachers’ instruction, and how or how often coaches provide feedback to teachers. This study examined one promising strategy for individualized coaching: professional coaches—rather than district or school staff—providing feedback to teachers based on videos of their instruction. Feedback based on videos gives teachers the opportunity to observe and reflect on their own teaching and allows coaches to show teachers specific moments from their teaching when providing feedback. For this study, about 100 elementary schools were randomly divided into three groups: one that received fewer highly structured cycles of focused professional coaching during a single school year (five cycles), one that received more (eight cycles), and one that continued with its usual strategies for supporting teachers. The study compared teachers’ experiences and student achievement across the three groups to determine the effectiveness of the two versions of the
coaching.
Télécharger le document : https://ies.ed.gov/.../2022006.pdf#page=1
mot(s) clé(s) : formation des enseignants
