Affiliation:
1. James Madison University, USA
2. Augusta County Public Schools, USA
Abstract
Teachers have professional capacity to influence their peers in a way that shapes improvement across the profession without the evaluative component principals carry as supervisors. To build this professional capacity, highly effective teachers may engage in instructional coaching to help teachers gain the necessary skills to increase efficacy and effectiveness. When teachers take on the role of instructional coach, there must also be an intentional purpose toward the relationships that take place between the principal, coach, and teacher to ensure an effective approach in commitment to teacher growth. Thjs chapter posits that elementary literacy is critical in building the foundational skills that are necessary for student success as they progress into secondary settings, providing college and career readiness. This chapter will address a conceptual framework for evidence-based instructional coaching to improve writing instruction in elementary schools.
Reference109 articles.
1. Addressing the “My Students Cannot Write” Dilemma: Investigating Methods for Improving Graduate Student Writing
2. AndersonC. (2000). How’s it going? A practical guide to conferring with student writers. Heinemann.
3. Task-based writing instruction.;A.Bantis;The CATESOL Journal,2010
4. Using Systems-Level Consultation to Establish Data Systems to Monitor Coaching in Schools: A Framework for Practice
5. Bauler, C. V., Kang, E., Afandaor-Vega, A., & Stevenson, A. (2019). ‘My partner always helps me’: Exploring two co-teachers’ practices to support writing in a first-grade linguistically diverse elementary class. The Electronic Journal for English as a Second Language, 24(2), 1-18). https://files.eric.ed.gov/fulltext/EJ1224268.pdf
Cited by
1 articles.
订阅此论文施引文献
订阅此论文施引文献，注册后可以免费订阅5篇论文的施引文献，订阅后可以查看论文全部施引文献