Description
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).
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Contributors
- Wright, Kerri M (Author)
- Beardsley, Audrey (Thesis advisor)
- Serafini, Frank (Committee member)
- Reyes, Elba (Committee member)
- Arizona State University (Publisher)
Date Created
- 2011
Subjects
- Education, Secondary
- Collaboration
- Collaborative Learning Opportunities
- High school
- Instructional Planning
- Peer Coaching
- Professional Development
- High school teachers--In-service training--Arizona--Casa Grande--Case studies.
- High school teachers
- Mentoring in education--Arizona--Casa Grande--Case studies.
- Mentoring in education
- Team learning approach in education--Arizona--Casa Grande--Case studies.
- Team learning approach in education
- Curriculum planning--Arizona--Casa Grande--Case studies.
- Curriculum planning
- High school students--Rating of--Arizona--Casa Grande--Case studies.
- High School Students
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Note
- Partial requirement for: Ed. D., Arizona State University, 2011Note typethesis
- Includes bibliographical references (p. 63-67)Note typebibliography
- Field of study: Educational administration and supervision
Citation and reuse
Statement of Responsibility
by Kerri M. Wright