Wyoming's Instructional Facilitator Program: Teachers' Beliefs about the Impact of Coaching on Practice

Autor/inn/en	Rush, Leslie S.; Young, Suzanne
Titel	Wyoming's Instructional Facilitator Program: Teachers' Beliefs about the Impact of Coaching on Practice
Quelle	In: Rural Educator, 32 (2011) 2, S.13-22 (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0273-446X
Schlagwörter	Program Effectiveness; Teachers; State Government; Public Schools; Coaching (Performance); Facilitators (Individuals); Teacher Surveys; Online Surveys; Measures (Individuals); Teacher Attitudes; Rural Schools; Wyoming + Suchen Sie Ihr Suchwort? Lehrer; Lehrerin; Lehrende; Bund-Länder-Beziehung; Public school; Öffentliche Schule; Messdaten; Lehrerverhalten; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen
Abstract	In 2006, the Wyoming state government allocated monies for the Department of Education to fund the work of Instructional Facilitators, or coaches, in schools across the state (Wyoming Department of Education, 2008). In Spring 2009, after the program had been in place for two years, an ex-post facto study was designed to examine the impact of the program on teacher practice. An online survey was used to collect data from classroom teachers throughout Wyoming's public schools. Teachers answered questions about the extent of their work with Instructional Facilitators, the activities that they worked on with Instructional Facilitators, and the impact of their work with Instructional Facilitators on their practice. Results indicate that while a large number of teachers reported spending a small amount of time working with Instructional Facilitators, a small number of teachers reported spending a great deal of time working with Instructional Facilitators. Although differences by teaching level were apparent, the majority of respondents indicated they wished to continue working with an Instructional Facilitator and that Wyoming is spending its money wisely on the program. Discussion of these findings includes implications for Instructional Facilitator workloads and the need to focus their work on specific outcomes. (Contains 6 tables.) (As Provided).
Anmerkungen	National Rural Education Association. Web site: http://www.nrea.net
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10