Keywords

Peer coaching, teacher evaluation, student achievement

Abstract

This study investigated the effectiveness of a sustained professional development initiative, Brevard's Peer Coaching Model, on improving teacher performance and student achievement in a large Central Florida school district. The study analyzed professional practices scores and value-added scores for teachers who participated in a minimum of six of nine days of professional learning before the study, after year one of the training, and after year two of the training to evaluate growth in professional practices and student achievement, and also compared the scores of BPCM participants to the scores of teachers who did not participate in the study. The findings of the study replicated those of previous researchers who found that peer coaching generally has a positive impact on improving teacher practice but limited impact on student achievement. Both professional practices scores and value-added results improved over the course of the study, during and after implementation of BPCM. However, the results were not statistically significant when comparing improvements of value-added results for BPCM participants with the VAM scores of the population of Brevard Public Schools teachers who did not participate in the professional development. BPCM participants showed significant growth over the course of the study and demonstrated stronger improvements in observation scores when compared to the non-BPCM teachers. The most significant growth occurred after the first year of the BPCM training, with smaller levels of growth in year two. Implications for practice and recommendations for future research were provided.

Notes

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Graduation Date

2015

Semester

Spring

Advisor

Murray, Barbara

Degree

Doctor of Education (Ed.D.)

College

College of Education and Human Performance

Department

Teaching, Learning and Leadership

Degree Program

Educational Leadership; Executive

Format

application/pdf

Identifier

CFE0005678

URL

http://purl.fcla.edu/fcla/etd/CFE0005678

Language

English

Release Date

May 2015

Length of Campus-only Access

None

Access Status

Doctoral Dissertation (Open Access)

Included in

Education Commons

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