University supervisors perform a variety of roles and functions as they support teacher candidate growth. However, supervisors receive little training, resulting in misunderstandings about assessment expectations, perceived position roles, and teacher candidate coaching or feedback inconsistencies. This study was an examination of how…

Traditional professional development models for principals focused on managerial tasks are presented in isolated, task-driven episodes. Today's principals lead complex and challenging high-accountability environments along with playing an expanded role of instructional leadership for boosting student achievement. The problem is school principals…

Several, large-scale quantitative studies suggest virtual coaching is an effective professional development strategy capable of producing similar results as face-to-face (F2F) programs. Virtual coaching can also be cost-effective, convenient, and even essential when in-person learning is disrupted. However, existing research offers few…

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching paired with scripted supports on a paraeducator's use of shared book reading strategies. Indirectly evaluated were impacts on the expressive and receptive vocabulary…

Providing professional development to busy principals is an ongoing challenge for many school districts. Lynn Public Schools in Massachusetts and the nonprofit Center for Artistry and Scholarship (CAS) in Boston partnered to provide professional development to 16 principals in the district. Linda F. Nathan, Taarini Goyal, and Evonne Alvarez…

How can we construct professional development and supervision models that best serve the needs of adult learners? Building on the groundbreaking model outlined in the bestselling first edition of "Blended Coaching," authors Bloom and Wilson outline a powerful set of strategies that can serve as a foundation for effective supervision.…

Transition services, particularly those that feature work-based learning experiences, often require designated staff to spend the majority of their time in the field. They also require that staff have the skills and supports to properly and effectively deliver these services. Training and monitoring these staff is critically important to ensure…

School principals are critical to students' academic achievement, second only to teachers. They are the primary agents of change in their schools, fostering supportive learning environments that enhance student learning and teacher effectiveness. Moreover, they often design and oversee the initiatives and hiring to sustain the positive changes…

This action research dissertation explores the role of coaching in fostering people's development within the administrative services of a small research-intensive public university. The study explores how coaching influences employee attitudes, self-efficacy, personal and professional growth, productivity, and overall organizational effectiveness.…

This study assesses the effectiveness of the curriculum for an online professional development training designed to support people working in the helping professions gain greater self-awareness about how they respond to stress and trauma in the midst of emotionally charged interactions. The training utilizes an existential, developmental, and…

High-quality professional development can lead to increased and sustained implementation of evidence-based practices. This study examined the effects of practice-based coaching (PBC) paired with scripted supports on teachers' use of shared book reading strategies. The primary dependent variable was percentage of strategies correctly implemented;…

In this paper we report on the impact of a year-long teacher professional development (PD) workshop on student problem-solving skills. The PD workshop was held in Chile and promoted the use of collaborative problem-solving activities in the classroom, through monthly sessions during the school year. Participant teachers met with a monitor to solve…

Identifying effective professional development related to providing social-emotional support in early childhood classrooms is a critical need. We used a multiple probe across participants and behaviors design to examine the impact of external coaching support on classroom coaches' use of coaching strategies with teachers in childcare programs. As…

The primary goal of this evaluation report is to effectively communicate the value and impact of the Leading from the Middle (LFM) Academy to a diverse set of community college stakeholders and to provide valuable insights into the program's effectiveness. This report presents the findings from the 2021-2022 LFM Academy pilot evaluation, assessing…

This mixed methods study explores a comprehensive survey administered in one induction program of over 2000 novice teachers and 1000 of their coaches. Quantitative analyses through Structural Equation Modeling indicate the mediating impact that coaches have on various design features of induction, which then have an impact on novice teacher…