Coaching to oversee student progress in clinical and professional development

Commentary: Align Professional Development, Classroom Practice, and Student Progress in the Curriculum and You'll Improve General Education for all Students

Learning Disability Quarterly ◽

10.2307/1511373 ◽

1998 ◽

Vol 21 (1) ◽

pp. 75-84 ◽

Cited By ~ 9

Author(s):

Charles R. Greenwood

Keyword(s):

Professional Development ◽

General Education ◽

Classroom Practice ◽

Education For All ◽

Student Progress

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Efficacy of Video Modeling and Brief Coaching on Teacher Implementation of an Evidence-Based Practice for Students With Severe Disabilities

Journal of Special Education Technology ◽

10.1177/0162643418770639 ◽

2018 ◽

Vol 33 (4) ◽

pp. 259-269 ◽

Cited By ~ 1

Author(s):

Matthew E. Brock ◽

Rachel L. Seaman ◽

Andrea L. Gatsch

Keyword(s):

Professional Development ◽

Time Delay ◽

Video Modeling ◽

Severe Disabilities ◽

Constant Time Delay ◽

Constant Time ◽

Evidence Based ◽

Student Progress ◽

Students With Severe Disabilities ◽

The Impact

Effective professional development strategies are needed to enable special educators to provide evidence-based instruction and support to students with severe disabilities. In this single-case design study, we measured the efficacy of video modeling and brief coaching to enable three elementary special education teachers to implement constant time delay and the impact of their implementation on student progress toward individualized goals. After receiving professional development, all three teachers implemented constant time delay with fidelity and promoted student progress on individualized goals. Teachers were able to identify and correct some of their own implementation errors by revisiting video models after attempting implementation. Teachers reported positive perceptions of the professional development model. We provide recommendations for how video modeling and brief coaching can be used in tandem to promote effective implementation of evidence-based practices.

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Teacher opinions about qualities of effective teaching

Pegem Eğitim ve Öğretim Dergisi ◽

10.14527/pegegog.2016.023 ◽

2016 ◽

Vol 6 (4) ◽

pp. 469-490

Author(s):

Kıvanç Bozkuş ◽

Mustafa Taştan

Keyword(s):

Professional Development ◽

Classroom Management ◽

Personality Traits ◽

Effective Teachers ◽

Classroom Teachers ◽

Student Progress ◽

Face To Face ◽

Left Behind ◽

Important Quality ◽

Teacher Opinions

This study aimed to determine both the importance order of qualities that effective teachers should have and differences between perceptions based on gender, branch and school types. Results indicated that the most important quality perceived by teachers was classroom management. Other qualities were respectively the planning of instruction, personality traits, instruction, and monitoring of student progress. Teachers did not spent enough effort to improve their qualities, and they did not care enough for pupils left behind of class. Classroom teachers attached more importance to classroom management than branch teachers. Researching of why teachers perceive classroom management as the most important quality rather than instruction, why they do not care for professional development and face to face interaction with pupils, and why classroom teachers attached more importance to classroom management than branch teachers are recommended. Also, it is suggested that the preparation and professional development activities of teachers should prioritize trainings of classroom management, instruction and monitoring of student progress.

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