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Research
Why coaching and why now? Most ABLE instructors are part-time and the average length of stay for an ABLE student is approximately 50 hours. It is critical to use those few hours in the most effective way. Therefore, a major objective is to "equip, empower, and expect staff to implement effective instructional practices." Peer coaching is a key strategy. The second part of the rationale for special needs peer coaching is that of all forms of teacher professional development, coaching is the most effective. Repeated studies by Bruce Joyce and Beverly Showers have shown that when teachers participate in standard in-service models, they apply less than 20% of their learning back in their classrooms (Showers, Joyce & Bennett, 1987; Shower & Joyce, 1995). By developing a system-wide coaching model, providing intentional, ongoing support to staff at the program and classroom levels and building on the successes of the LD Core Training model, our commitment to quality teaching and learning will be strengthened. This coaching model will also support the potential development of quality learning communities where continuous improvement is the norm for students, teachers and administrators alike.
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