abstract: 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. / Dissertation/Thesis / Ed.D. Educational Administration and Supervision 2011
| Identifer | oai:union.ndltd.org:asu.edu/item:8962 |
| Date | January 2011 |
| Contributors | Wright, Kerri Marie (Author), Beardsley, Audrey (Advisor), Serafini, Frank (Committee member), Reyes, Elba (Committee member), Arizona State University (Publisher) |
| Source Sets | Arizona State University |
| Language | English |
| Detected Language | English |
| Type | Doctoral Dissertation |
| Format | 112 pages |
| Rights | http://rightsstatements.org/vocab/InC/1.0/, All Rights Reserved |
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