A Quasi-Experimental Study on the Use of Secondary Teacher Development Specialists to Improve Teachers' Instructional Competencies and Student Achievement, 2019-2020. Research Educational Program Report

Autor/in	Holmes, Venita R.
Institution	Houston Independent School District (HISD), Department of Research and Accountability
Titel	A Quasi-Experimental Study on the Use of Secondary Teacher Development Specialists to Improve Teachers' Instructional Competencies and Student Achievement, 2019-2020. Research Educational Program Report
Quelle	(2020), (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Quantitative Daten; Faculty Development; Specialists; Coaching (Performance); Teaching Skills; Teacher Attitudes; Secondary School Teachers; Secondary School Students; Urban Schools; Academic Achievement; Program Effectiveness; Teacher Effectiveness; Disadvantaged Schools; Language Arts; Mathematics; Sciences; Social Studies; Literacy; Educational Technology; Texas (Houston) + Suchen Sie Ihr Suchwort? Lehrbefähigung; Lehrkompetenz; Unterrichtsbefähigung; Lehrerverhalten; Sekundarschüler; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Effectiveness of teaching; Instructional effectiveness; Lehrerleistung; Unterrichtserfolg; Sprachkultur; Mathematik; Science; Wissenschaft; Gemeinschaftskunde; Alphabetisierung; Schreib- und Lesefähigkeit; Unterrichtsmedien
Abstract	This program evaluation examined the perceptions of secondary Teacher Development Specialists (TDS) regarding their coaching competencies in English language arts (ELA), mathematics, science, social studies, literacy, and instructional technology. Moreover, the study assessed the extent secondary TDS' coaching practices improved teachers' instructional competencies to support student achievement. The study samples were comprised of 53 TDS and 254 teachers at 41 struggling schools in the Houston Independent School District (HISD). Intensive coaching was provided, with at least 80% to 90% of TDS' time spent delivering coaching services in the targeted schools during the 2019-2020 academic year. Pearson correlations revealed a strong positive association between TDS' listening behavior and their ability to be objective and provide clear and effective communication to teachers. Teachers, overwhelmingly, expressed that TDS displayed expertise and credibility, listening, objectivity, and clear and effective communication skills as coaches. Moreover, teachers consistently noted that TDS were knowledgeable about curriculum and instruction, pushed them to change and expand their practices, and helped them meet the individual needs of their students. Propensity score matching allowed for measurement of intensive TDS treatment effects at targeted schools using non-randomized District-level Assessment (DLA) data, while controlling for students' background characteristics (economic status, gender, at risk, gifted/talented, special education, and eighth-grade performance on content-related State Assessment of Academic Readiness (STAAR)) tests. The effects of intensive TDS treatment led to mostly comparable or higher performance of students in schools with large proportions of at-risk students compared to schools with considerably less at-risk students based on students' fall DLA results in Algebra 1, Biology, ELA, and U.S. History, with passing rates advancing closer to the STAAR Meets Grade level standard. Consequently, intensive TDS treatment appeared to have benefits for students in struggling schools. (As Provided).
Anmerkungen	Houston Independent School District. Research & Accountability, 4400 West 18th Street 2 NW, Houston, TX 77092. Tel: 713-556-6700; Fax: 713-556-6730; e-mail: Research@houstonisd.org; Web site: http://www.houstonisd.org/research
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01