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Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement

The My Teaching Partner-Secondary (MTPS) program demonstrated improvements in classroom interactions and student outcomes in secondary schools using one-on-one coaching between study staff and teachers. Despite promising results, the time, cost, and oversight from a university research team may pose...

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Autores principales: Stuhlman, Megan, Mikami, Amori Yee, Hofkens, Tara, Allen, Joseph, Pianta, Robert, Smit, Sophie
Formato: Online Artículo Texto
Lenguaje:English
Publicado: 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9850827/
https://www.ncbi.nlm.nih.gov/pubmed/36686153
http://dx.doi.org/10.3389/feduc.2022.883226
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author Stuhlman, Megan
Mikami, Amori Yee
Hofkens, Tara
Allen, Joseph
Pianta, Robert
Smit, Sophie
author_facet Stuhlman, Megan
Mikami, Amori Yee
Hofkens, Tara
Allen, Joseph
Pianta, Robert
Smit, Sophie
author_sort Stuhlman, Megan
collection PubMed
description The My Teaching Partner-Secondary (MTPS) program demonstrated improvements in classroom interactions and student outcomes in secondary schools using one-on-one coaching between study staff and teachers. Despite promising results, the time, cost, and oversight from a university research team may pose barriers to adoption of coaching programs like MTPS at scale. The My Teaching Team (MTT) project sought to translate key ingredients from MTPS into existing professional development contexts that are already built into many middle and high school educators’ weekly schedules: co-planning or professional learning community meetings. Six teams of secondary teachers (N = 30 teachers) participated in a pilot test of the usability of MTT materials across 5 months in one school year. Three teams elected to use MTT materials, and three elected to be a comparison group who continued their typical practices. Teams adopting MTT materials were observed to do so with good implementation integrity, and reported satisfaction with the intervention. Compared to typical practice teams, those using MTT were observed to spend more meeting time discussing teaching practice and less time discussing logistics/mechanics, and engaged in more video sharing and feedback to team members in the MTT sessions that explicitly encouraged this. The number of MTT meetings completed by a team, as well as spending more time discussing teaching practices and video sharing (but not feedback provided) during team meetings, predicted students’ self-reports of greater engagement and observations of higher levels of emotional support provided in the classroom. Implications for translating empirically supported interventions from the lab to real-world school settings are discussed.
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spelling pubmed-98508272023-01-19 Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement Stuhlman, Megan Mikami, Amori Yee Hofkens, Tara Allen, Joseph Pianta, Robert Smit, Sophie Front Educ (Lausanne) Article The My Teaching Partner-Secondary (MTPS) program demonstrated improvements in classroom interactions and student outcomes in secondary schools using one-on-one coaching between study staff and teachers. Despite promising results, the time, cost, and oversight from a university research team may pose barriers to adoption of coaching programs like MTPS at scale. The My Teaching Team (MTT) project sought to translate key ingredients from MTPS into existing professional development contexts that are already built into many middle and high school educators’ weekly schedules: co-planning or professional learning community meetings. Six teams of secondary teachers (N = 30 teachers) participated in a pilot test of the usability of MTT materials across 5 months in one school year. Three teams elected to use MTT materials, and three elected to be a comparison group who continued their typical practices. Teams adopting MTT materials were observed to do so with good implementation integrity, and reported satisfaction with the intervention. Compared to typical practice teams, those using MTT were observed to spend more meeting time discussing teaching practice and less time discussing logistics/mechanics, and engaged in more video sharing and feedback to team members in the MTT sessions that explicitly encouraged this. The number of MTT meetings completed by a team, as well as spending more time discussing teaching practices and video sharing (but not feedback provided) during team meetings, predicted students’ self-reports of greater engagement and observations of higher levels of emotional support provided in the classroom. Implications for translating empirically supported interventions from the lab to real-world school settings are discussed. 2022-05 2022-05-31 /pmc/articles/PMC9850827/ /pubmed/36686153 http://dx.doi.org/10.3389/feduc.2022.883226 Text en https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY) (https://creativecommons.org/licenses/by/4.0/) . The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Article
Stuhlman, Megan
Mikami, Amori Yee
Hofkens, Tara
Allen, Joseph
Pianta, Robert
Smit, Sophie
Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement
title Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement
title_full Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement
title_fullStr Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement
title_full_unstemmed Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement
title_short Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings: Early Indications of Potential to Impact Collaborations, Classroom Interactions, and Student Engagement
title_sort integrating research-supported coaching practices into secondary teachers’ team meetings: early indications of potential to impact collaborations, classroom interactions, and student engagement
topic Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9850827/
https://www.ncbi.nlm.nih.gov/pubmed/36686153
http://dx.doi.org/10.3389/feduc.2022.883226
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