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A Sustained Coaching Model of Teacher Professional Development in Formative Assessment Practices The Alberta Assessment Consortium (AAC) is undertaking a research study that uses a sustained coaching model of teacher professional development (PD) to support teachers in implementing formative assessm
| Content Provider | Semantic Scholar |
|---|---|
| Copyright Year | 2013 |
| Abstract | The Alberta Assessment Consortium (AAC) is undertaking a research study that uses a sustained coaching model of teacher professional development (PD) to support teachers in implementing formative assessment strategies in the secondary mathematics classroom. Through grant funding from Alberta Education, AAC facilitators are working with a cohort of sixteen schools to provide secondary mathematics teachers with access to a coach over the period of three semesters to assist the teachers in implementing formative assessment strategies into their classrooms. The intent of the research study is to determine if the sustained coaching model of PD impacts teacher practice with respect to implementation of formative assessment strategies and to determine if student achievement is also impacted by the changes in teacher practice. This paper highlights articles where teacher PD has been shown to be successful in changing teacher practice and illustrates what is meant by a sustained coaching model of teacher professional development. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://aac.ab.ca/wp-content/uploads/2018/02/Lit_Review_Sustained_Coaching_Model_of_Teacher_PD.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
