Ambitious Leadership: A Case Study of Coaching at DC Bilingual

Autor/inn/en	Grossman, Jill; Cawn, Brad
Institution	New Leaders
Titel	Ambitious Leadership: A Case Study of Coaching at DC Bilingual
Quelle	(2016), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Instructional Leadership; Case Studies; Coaching (Performance); Expertise; Instructional Effectiveness; Literacy; Instructional Improvement; Teaching Methods; Feedback (Response); Bilingual Schools; Common Core State Standards; Mixed Methods Research; Faculty Development; Elementary School Students; Elementary School Teachers; Reading Achievement; Mathematics Achievement; Evidence Based Practice; District of Columbia + Suchen Sie Ihr Suchwort? Instruction; Leadership; Bildung; Erziehung; Führung; Case study; Fallstudie; Case Study; Expert appraisal; Unterrichtserfolg; Alphabetisierung; Schreib- und Lesefähigkeit; Unterrichtsqualität; Teaching method; Lehrmethode; Unterrichtsmethode; Bilingual scholl; Bilinguale Schule; Common core curriculum; Curriculum; Kerncurriculum; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz
Abstract	The DC Bilingual Public Charter School, located in the District of Columbia, is a dual language school which educates all students in English and Spanish. Since its inception, students have made significant progress in reading and mathematics achievement. Administrators attribute this to the school's laser-like focus on ensuring that all teachers have the skills to deliver the school's standards-aligned curriculum with fidelity. The school has had to create a culture of rigorous and ongoing learning for adults in the building. This case study describes how the school has built this culture and increased teacher capacity through a comprehensive coaching system. The members of the instructional support team design and deliver professional development, coach teachers one-on-one, and work with them in grade-level and vertical team meetings. They also lead small-group and individual interventions with struggling students in their respective content areas, ensuring that the learners with the greatest need have continued access to the best educators in the school. To carry out this level of instructional coaching, the school maintains several essential practices: (1) collecting and using data to design an effective coaching team; (2) leveraging pedagogical and instructional expertise; (3) establishing positive attitudes and expectations around coaching; (4) using evidence-based coaching and pedagogy; and (5) establishing time in the schedule for coaching support. The report describes coaching in action and offers questions for reflection. [For the main report, "Ambitious Leadership: How Principals Lead Schools to College and Career Readiness," see ED584804.] (ERIC).
Anmerkungen	New Leaders. 30 West 26th Street Second Floor, New York, NY 10010. Tel: 646-792-1070; e-mail: info@newleaders.org; Web site: http://www.newleaders.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01