Developing Common Core Classrooms Through Rubric-Based Coaching

通过基于标题的辅导开发共同核心课堂

• 批准号: 1348144
• 负责人: Heather Hill
• 金额: $ 149.97万
• 依托单位: Harvard University
• 依托单位国家: 美国
• 项目类别: Continuing Grant
• 财政年份: 2014
• 资助国家: 美国
• 起止时间: 2014-01-01 至 2018-05-31
• 项目状态: 已结题
• 来源: https://www.nsf.gov/awardsearch/showAward?AWD_ID=1348144&HistoricalAwards=false
• 关键词: Developing; Common; Core; Classrooms; Through

This project develops and field-tests a mathematics-specific coaching protocol centered on the Mathematical Quality of Instruction (MQI) instrument, a Common Core-aligned observational tool. The coaching model will consist of three elements: a summer training workshop, personalized web-based coaching, and access to a library of resources to support coaching and instructional change. The project team works with 3rd through 8th grade mathematics teachers to implement and evaluate the coaching model, randomly assigning teachers to treatment and control conditions, stratifying on grade level. The project team evaluates the effect of the coaching model in both the concurrent and post-intervention year, as past studies have found effects only after teachers have completed the full cycle of coaching (Allen et al. 2011; Campbell & Malkus, 2011). The primary outcome measures include teachers' classroom performance as captured by the MQI, students' perceptions of their teachers' effectiveness, and student test scores.This study supports the development of a subject-specific and Common Core-aligned coaching protocol. Moreover, it provides further experimental evidence on the effect of web-based coaching, and the first evidence on a subject-specific coaching tool. This information advances the field?s understanding of the potential value in shifting resources from more traditional professional development programs to web-based coaching. The increasing demands being placed on teachers by new evaluation systems and the adoption of the Common Core has created a growing need for content-specific coaching models. If this web-based coaching model proves successful, it could be widely adopted by districts to supplement the generic evaluation feedback teachers receive in most large-scale evaluation systems. It would also allow individualized feedback for teachers who concentrate in mathematics, including elementary mathematics specialists and middle school math teachers.

该项目开发并进行了现场测试，以数学特定的教练协议为中心，该协议以教学质量（MQI）仪器（一种通用的核心一致性观察工具）为中心。教练模型将包括三个要素：夏季培训研讨会，个性化的基于Web的教练以及访问资源库，以支持教练和教学变更。该项目团队与三年级至8年级的数学教师合作，以实施和评估教练模型，将教师随机分配给治疗和控制条件，并分层成绩。项目团队在同时和干预后的年度中评估了教练模型的效果，因为过去的研究仅在教师完成了整个教练周期之后才发现效果（Allen等，2011； Campbell＆Malkus，2011）。主要结果措施包括由MQI捕获的教师课堂表现，学生对教师效力的看法以及学生考试成绩。这项研究支持开发特定于学科和普通的核心核心教练协议。此外，它提供了有关基于Web的教练影响的进一步实验证据，以及针对特定主题的教练工具的第一个证据。该信息可以使该领域对将资源从更传统的专业发展计划转移到基于Web的教练的潜在价值。通过新的评估系统对教师提出的需求不断提高，采用通用核心已经使人们对特定于内容的教练模型的需求不断增长。如果这种基于网络的教练模型证明成功，则可以被地区广泛采用，以补充大多数大规模评估系统中的通用评估反馈。这也将允许专注于数学的教师，包括基础数学专家和中学数学老师。