Evaluating the effects of a coaching model for bilingual teachers to transition instruction to the common core state standards: An action research study.

摘要

Implementing the common core state standards was insufficiently understood by 85% of teachers in the English learner program. The qualitative research study, based on Knowles' theory of adult learning and Bandura's self-efficacy theory, explored the dynamics of a targeted professional development program to prepare educators to transition instruction to the common core state standards. Data from semi-structured interviews, meeting minutes, and findings from Regional Educational Laboratory's questionnaire were methodically triangulated and analyzed. Four themes emerged from the data; including communication, collaboration, constant curriculum, and continual training. Participants reported that formal collaboration time among colleagues was as important as direct communication from district leaders in determining the quality of the transition to the common core standards. In addition, participants reported that providing ongoing training and support in the areas of curriculum alignment was equally valued to the need for collaboration. As a result of the study, the researcher validated that a coaching model may be considered as one potential model to transition to instruction using the common core state standards. Educators, like students, are unique and diverse learners that create a dynamic learning environment. Inspiring adults to foster their own learning may provide the tools needed to successfully meet and conquer challenges.