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Coaching

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  • Matthew this was a great presentation and a problem that often times may be over looked. I really feel that teachers are often overlooked and underappreciated. The solutions that you presented were both well thought out and I feel that they can assist in helping this problem. Great work.
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Coaching

  1. 1. Matthew J. Piotrowsky HRD 830 Clemson University
  2. 2.  Leave classroom or leave career field all together  Reasons:  Loeb et al., 2005  High poverty, lack of…..  Smith & Ingersoll, 2004  As much as….
  3. 3.  Combine Coaching (Finnerty, 1996) and Mentor and Induction Programs
  4. 4.  Conway et al., 2002  Induction refers to….
  5. 5.  Finnerty, 1996  Typically, mentoring…  Conway et al., 2002  Provide training, strategies…
  6. 6.  Finnerty, 1996, p. 416  Coaching is the process….  Coaching is the ongoing guidance….
  7. 7.  Finnerty, 1996  Identify….  Key players  Define…  Conway et al., 2002  Observation  Two types..  Identify the necessary resources for success  Professional Development
  8. 8.  Proactive Intervention  Mentor/Peer Coaching  Induction  Professional Development
  9. 9. Conway, C., Krueger, P., Robinson, M., Haack, P., and Smith, M.V. (2002). Beginning music teacher induction and mentor policies: a cross-state perspective. Arts Education Policy Review, 104(2), 9-17. Loeb, S., Darling-Hammond, L., and Luczak, J. (2005). How teaching conditions predict teacher turnover in California schools. Peabody Journal of Education, 80(3), 44-70. Finnerty, M.F. (1996). Coaching for Growth and Development. In R.L. Craig, The ASTD Training & Development Handbook (pp. 415-436). New York: McGraw-Hill. Smith, T.S., and Ingersoll, R.M. (2004). What are the effects of induction and mentoring on beginning teacher turnover? American Educational Research Journal 41(3), 681-714.

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