Technology Takes Coaching To Scale

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Technology Takes Coaching To Scale

Using technology tools to strengthen, scale, and sustain instructional coaching models

In recent years, there has been increasing interest in the use of video and other technology tools to support professional learning. A growing body of evidence shows how these tools are improving teachers’ practice (Borko, Jacobs, Eiteljorg, & Pittman, 2008; Grant & Kline, 2010; van Es & Sherin, 2010). However, there has been less focus on the potential of technology tools to bring promising and proven professional development models to scale. Let’s look at how eight grantees of the Investing in Innovation Fund (i3) are using video and other technology tools to strengthen, scale, and sustain their instructional coaching models. Technology Supports Expansion Instructional coaching can be a powerful strategy for improving teacher practice and raising student achievement. However, the high cost of implementing these

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Authors

Nicole Breslow

Nicole Breslow (nbreslow@edc.org) is associate project director at Educational Development Center.

References

Borko, H., Jacobs, J., Eiteljorg, E., & Pittman, M.E. (2008). Video as a tool for fostering productive discussions in mathematics professional development. Teaching and Teacher Education, 24(2), 417-436.

Grant, T.J. & Kline, K. (2010). The impact of video-based lesson analysis on teachers’ thinking and practice. Teacher Development, 14(1), 69-83.

Hindman, A.H., Snell, E.K., Wasik, B.A., Lewis, K.A., Hammer, C.J., & Iannone-Campbell, C. (2015). Research and practice partnerships for professional development in early childhood: Lessons from ExCELL-e. Journal for the Education of Students Placed at Risk, 20(1-2), 12-28.

Tong, F., Irby, B., Lara-Alecio, R., Guerrero, C., Tang, S., & Lopez, T. (2017, April). First-grade bilingual teachers’ pedagogical differences during ESL block in a randomized control trial study. Paper presented at the annual meeting of the American Educational Research Association, San Antonio, TX.

van Es, E.A. & Sherin, M.G. (2010). The influence of video clubs on teachers’ thinking and practice. Journal of Mathematics Teacher Education, 13(2), 155-176.