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ERIC Number: EJ1272726
Record Type: Journal
Publication Date: 2020-Oct
Pages: 4
Abstractor: ERIC
ISSN: ISSN-0276-928X
When Teachers Listen, Students Learn: Coaching Helps Teachers Incorporate Student Voice in the Classroom
Carlson, Liesel
Learning Professional, v41 n5 p28-31 Oct 2020
In this article, the author describes collaborative work with four teachers through the Lansing School District's participation in a multiyear project to implement and study the effects of the My Teaching Partner-Secondary 1:1 Video Coaching model. The model is a collaborative, individualized coaching program that focuses on effective teacher-student interactions that contribute to students' social and academic gains. Based on research and shown to be effective in two randomized control studies (Allen et al., 2015; Allen et al., 2011), My Teaching Partner-Secondary uses a standardized process that is strengths-based, interactions-focused, collaborative, and rooted in a teacher's actual practice. The coaching model is content-adaptable and can be applied to any subject area. The primary goal for participating teachers is to improve their teaching through becoming a better observer of their own practice, specifically understanding and describing interactions, intentionally planning greater learning opportunities for students, and improving curriculum implementation (Pianta et. al, 2010).
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Publication Type: Journal Articles; Reports - Descriptive
Education Level: Junior High Schools; Middle Schools; Secondary Education; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Michigan
Identifiers - Assessments and Surveys: Classroom Assessment Scoring System
Grant or Contract Numbers: N/A