Professional Coaching

All Wing Resources

Publications

TITLE
SYNOPSIS
CITATION
Comprehensive Teacher Induction: What We Know, Don't Know, and Need to Know Soon

This paper examines teacher induction through the lens of scientific evidence.

Maheady, L., & Jabot, M. (2012). Comprehensive Teacher Induction: What We Know, Don’t Know, and Must Learn Soon! In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 65-89). Oakland, CA: The Wing Institute.

Effective Teachers Make a Difference

This analysis examines the available research on effective teaching, how to impart these skills, and how to best transition teachers from pre-service to classroom with an emphasis on improving student achievement. It reviews current preparation practices and examine the research evidence on how well they are preparing teachers

States, J., Detrich, R. & Keywroth, R. (2012). Effective Teachers Make a Difference. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 1-46). Oakland, CA: The Wing Institute.

Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation.

This article shared information about the Wing Institute and demographics of the Summit participants. It introduced the Summit topic, sharing performance data on past efforts of school reform that focused on structural changes rather than teaching improvement. The conclusion is that the system has spent enormous resources with virtually no positive results. The focus needs to be on teaching improvement.

Keyworth, R., Detrich, R., & States, J. (2012). Introduction: Proceedings from the Wing Institute’s Fifth Annual Summit on Evidence-Based Education: Education at the Crossroads: The State of Teacher Preparation. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. ix-xxx). Oakland, CA: The Wing

Professional Learning That Makes An Impact
This paper discusses the critical elements of effective teacher coaching.
Knight, J. (2013). Professional Learning That Makes An Impact Retrieved from ../../uploads/docs/Accountability%20and%20Autonomy.pdf.
Science and the Education of Teachers

This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.

Kauffman, J. M. (2012). Science and the Education of Teachers. In Education at the Crossroads: The State of Teacher Preparation (Vol. 2, pp. 47-64). Oakland, CA: The Wing Institute.

Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective Retrieved from ../../uploads/docs/2013WingSummitSF.pdf.

 

Data Mining

TITLE
SYNOPSIS
CITATION
Does Feedback Improve Performance?
This review is a summary of the effect size of the effectiveness feedback to improve both student and teacher performance.
States, J. (2011). Does Feedback Improve Performance? Retrieved from does-feedback-improve-performance.
Does professional development make a difference in student performance?
This analysis looks at a systematic review of teacher professional development on student achievement.
States, J. (2011). Does professional development make a difference in student performance? Retrieved from does-professional-development-make.
Does the use of coaching as a professional development strategy improve student performance?
This review examines research on the effectiveness of coaching as a teacher training tool that can improve student performance.
States, J. (2011). Does the use of coaching as a professional development strategy improve student performance? Retrieved from does-use-of-coaching.
How does coaching compare with traditional staff development in improving student achievement?
This analysis compares the effectiveness of coaching compared to traditional forms of professional development for teachers.
States, J. (2012). How does coaching compare with traditional staff development in improving student achievement? Retrieved from how-does-coaching-compare.
How does performance feedback affect the way teachers carry out interventions?
This analysis examined the impact of performance feedback on the quality of implementation of interventions.
Detrich, R. (2015). How does performance feedback affect the way teachers carry out interventions? Retrieved from how-does-performance-feedback.
How often are treatment integrity measures reported in published research?
This analysis examined the frequency that treatment integrity is reported in studies of research-based interventions.
Detrich, R. (2015). How often are treatment integrity measures reported in published research? Retrieved from how-often-are-treatment.
How well are Interventions Implemented in Educational Settings?
This analysis examined two studies to understand the reliability of self-reporting of practitioners implementing interventions.
Detrich, R. (2015). How well are Interventions Implemented in Educational Settings? Retrieved from how-well-are-interventions.
What Field Experience Methods Produce the Best Results?
This is a review of three meta-analyses on the impact of differing types of teacher field (clinical) experience.
States, J. (2011). What Field Experience Methods Produce the Best Results? Retrieved from what-field-experience-methods.
What percentage of new teachers receive induction services?
This probe examines the increasing use of teacher induction as a tool for offering new teachers training and support.
Keyworth, R. (2011). What percentage of new teachers receive induction services? Retrieved from what-percentage-of-new.
What Teacher Training Methods Result in Changes in Classroom Practices?

This analysis compares the effectiveness of staff development methods that include, didactic presentation, modeling, practice with feedback, and coaching.

States, J. (2011). What Teacher Training Methods Result in Changes in Classroom Practices? Retrieved from what-teacher-training-methods.

 

Presentations

TITLE
SYNOPSIS
CITATION
A Decision Matrix for Designing Staff Training
Staff training is often seen as the solution to all performance problems. This paper discusses the choices that have to be made when designing effective staff training.
Detrich, R. (2007). A Decision Matrix for Designing Staff Training [Powerpoint Slides]. Retrieved from 2007-aba-decision-matrix-presentation-ronnie-detrich.
Comprehensive Teacher Induction: What We Know, Don't Know, and Need to Know Soon

This paper examines teacher induction through the lens of scientific evidence.

Maheady, L. (2010). Comprehensive Teacher Induction: What We Know, Don't Know, and Need to Know Soon [Powerpoint Slides]. Retrieved from 2010-wing-presentation-larry-maheady.

Designing a Culture: From Walden II to Classroom Consultation
This paper discusses the challenges of overcoming school cultural obstacles in the context of a public school teacher training and support program operated by Spectrum Center in the 1990's.
Detrich, R. (2014). Designing a Culture: From Walden II to Classroom Consultation [Powerpoint Slides]. Retrieved from 2014-wing-presentation-ronnie-detrich.
Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers

This paper reviews current teacher preparation in the context of its failure to include well-established evidence-based practices and identifies strategies for improvement.

Reschly, D. (2010). Overcoming Gaps Between Evidence-Based Instructional Practices and Current Preparation of General and Special Education Teachers [Powerpoint Slides]. Retrieved from 2010-wing-presentation-dan-reschly.

Professional Learning That Makes An Impact
This paper discusses the critical elements of effective teacher coaching.
Knight, J. (2013). Professional Learning That Makes An Impact [Powerpoint Slides]. Retrieved from 2013-wing-presentation-jim-knight.
Project AIM: Assess, Improve & Maintain Effective Teaching Practices
This paper shared a model for teacher assessment and professional development that address theneeds of large school districts in an effective and efficient manner.
Lewis, T. (2013). Project AIM: Assess, Improve & Maintain Effective Teaching Practices [Powerpoint Slides]. Retrieved from 2013-wing-presentation-teri-lewis.
ROKs: Remote Observation Kits
This paper presents a teacher coaching model using high quality audio and video technology to address the needs of teacher training in remote areas.
Hager, K. (2013). ROKs: Remote Observation Kits [Powerpoint Slides]. Retrieved from 2013-wing-presentation-karen-hager.
School Reform and Culture Change: What We Missed
This analysis reviews the ongoing failure of school reform efforts in the context of poor teacher preparation and performance feedback.
Keyworth, R. (2012). School Reform and Culture Change: What We Missed [Powerpoint Slides]. Retrieved from 2012-wing-presentation-randy-keyworth.
Science and the Education of Teachers
This paper highlights the importance of making the preparation of teachers as scientific as possible by basing instruction on scientific evidence and making teaching an applied science.
Kauffman, J. (2010). Science and the Education of Teachers [Powerpoint Slides]. Retrieved from 2010-Wing-Presentation-James-Kauffman.
Teacher Coaching: The Missing Link in Teacher Professional Development
Research suggests that coaching is one of the most effective strategies in training teachers. This paper identifies the critical practice elements of coaching and their absence in teacher training.
Keyworth, R. (2013). Teacher Coaching: The Missing Link in Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-calaba-presentation-randy-keyworth.
Teacher Induction: Where the Rubber Meets the Road
The paper examines one of the most critical components of teach training: an on-the-job, ongoing system of coaching and performance feedback to improve skill acquisition, generalization and maintenance.
Keyworth, R. (2010). Teacher Induction: Where the Rubber Meets the Road [Powerpoint Slides]. Retrieved from 2010-aba-presentation-randy-keyworth.
Teacher Professional Development
This paper reviewed the current research on best practices for teacher training, the current model for teacher training, and the gaps between research and practice.
Keyworth, R. (2013). Teacher Professional Development [Powerpoint Slides]. Retrieved from 2013-wing-presentation-redux-randy-keyworth.
Thirty years of Getting Teachers to be More Effective
This paper presents a model for building a school organizational culture that trains and supports teachers in an effective, efficient, and sustainable manner.
Fitch, S. (2013). Thirty years of Getting Teachers to be More Effective [Powerpoint Slides]. Retrieved from 2013-wing-presentation-suzanne-fitch.
What We Know About Teacher Preparation Programs
This paper examines effective teaching, how to impart these skills, and how to best transition teachers into the classroom. Preparation practices are analyzed to determine how well we are succeeding in preparing teachers.
States, J. (2010). What We Know About Teacher Preparation Programs [Powerpoint Slides]. Retrieved from 2010-aba-presentation-jack-states.

 

Student Research

TITLE
SYNOPSIS
CITATION
Descriptive analysis of coaching in implementation of evidence-based practices.
This study identified four mechanisms for effective coaching: (1) prompting (2) fluency building (3) performance feedback (4) adaptation. Teams receiving training after initial training sustained or improved their level of implementation of SWPBIS.
Massar, M. (2014). Descriptive analysis of coaching in implementation of evidence-based practices. Retrieved from student-research-2014.
Effects of behavioral skills training and instruction coaching on teachers’ implementation of empirically supported procedures.
This study evaluated the effects of behavioral skills training and coaching to help new teachers implemented empirically supported practices. Also, evaluated was the quality of implementation (treatment integrity) as function of coaching.
Sawyer, M. (2013). Effects of behavioral skills training and instruction coaching on teachers’ implementation of empirically supported procedures. Retrieved from student-research-2013.
Professional Development in Practice: Improving Novice Teachers’ Use of Evidence-based Classroom Management Practices.

The primary research questions that drove this study are as follows: (1) To what extent can PBPD help teachers gain knowledge and implement EBCM practices? (2) To what extent does teachers’ use of EBCM practices maintain after the PBPD? (3) To what extent does student engagement increase after a teacher attended EBCM PBPD? (4) To what extent do self-reports of novice teacher efficacy and burnout change after completing EBCM PBPD?

Hirsch, S.E. (2015). Professional Development in Practice: Improving Novice Teachers’ Use of Evidence-based Classroom Management Practices. Retrieved from student-research-2015.

Supporting teachers’ professional development: Investigating the impact of a targeted intervention on teacher’ presentation of opportunities to respond.
This study evaluated a multi-tiered system of support for teachers to increase the rate of teacher presented opportunities to respond.
MacSuga-Gage, A. S. (2012). Supporting teachers’ professional development: Investigating the impact of a targeted intervention on teacher’ presentation of opportunities to respond. Retrieved from student-research-2012.
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