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Problem. Currently, state- and district-level policies in the United States call for teachers to be qualified to teach computing in K-12 classrooms. Recognizing that equity-focused practices are key to reaching all students in computing and leveraging a researcher-practitioner partnership (RPP), we piloted an intervention designed to provide one-on-one coaching to teachers. Research Question. Our research questions for this project were: 1) What impact does CS coaching have on teacher capacity to implement equitable teaching practices? and 2) What, if any, changes to teacher practice are sustained during and after the CS coaching process? Methodology. Our mixed-methods study leveraged three primary forms of data from teachers who were coached (coachees) and teachers providing coaching (coaches). These included pre- and post-surveys, coaching logs, and self-reflection checklists. Findings. Participants reported use of high-impact instructional design and classroom practices increased significantly from pre- to post-intervention. Their abilities to discuss topics of identity and plan activities that use evidence-based, CS-specific teaching strategies saw the most dramatic increase from pre- to post-intervention. Implications. Coaching may be an impactful way to develop teacher’s use of equitable teaching practices.
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One-on-One Coaching to Support Connection Making: Moving Professional Learning to Practice
In this paper, we explore how one-on-one coaching supported one teacher in implementing ideas about computational thinking in her classroom. We draw from existing literature on coaching strategies but recognize those tend to have been developed in large-group or small-group settings rather than one-on-one. Our findings consider two kinds of questions that seemed to support the teacher in engaging with discourse practices that have been shown effective for coaching (Lefstein et al, 2020). Our findings suggest that coaching made the instruction and activity from PL workshops more relevant and tangible for the teacher.
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- Award ID(s):
- 2331742
- PAR ID:
- 10557841
- Editor(s):
- Lindgren, R; Asino, TI; Kyza, E A; Looi, C K; Kiepert, D T; Suarez, E
- Publisher / Repository:
- International Society of the Learning Sciences, Inc. [ISLS]
- Date Published:
- ISSN:
- 1819-0138
- ISBN:
- 979-8-9906980-0-0
- Page Range / eLocation ID:
- 1183-1186
- Subject(s) / Keyword(s):
- Professional Learning one-on-one coaching teacher learning
- Format(s):
- Medium: X
- Location:
- Buffalo, NY
- Sponsoring Org:
- National Science Foundation
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