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ABSTRACT This study details the pilot of a collaborative peer-coaching model as a form of job embedded professional development, to guide teacher collaboration and planning based on benchmark assessments. The collaborative peer-coaching framework used (including reflection and collaboration

ABSTRACT This study details the pilot of a collaborative peer-coaching model as a form of job embedded professional development, to guide teacher collaboration and planning based on benchmark assessments. The collaborative peer-coaching framework used (including reflection and collaboration about student data, and classroom instruction) was informed by the five propositions outlined by the National Board of Professional Teacher Standards (NBPTS). This intervention included teacher training, discussion (pre and post instruction), collaboration about student benchmark data, and classroom observations with further data collected through surveys and interviews. Using a mixed methods approach to data collection and analysis, I focused on how participants engaged in a collaborative peer-coaching model to guide their instruction based on the use of student data they collected from common benchmark assessments.
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    Title
    • Using collaborative peer coaching as a construct to guide teaching around the use of student assessment data
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    Date Created
    2011
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  • Text
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    Note
    • Partial requirement for: Ed. D., Arizona State University, 2011
      Note type
      thesis
    • Includes bibliographical references (p. 63-67)
      Note type
      bibliography
    • Field of study: Educational administration and supervision

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    by Kerri M. Wright

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