Developing Common Core Classrooms Through Rubric-Based Coaching

该项目开发和现场测试的数学教学质量（MQI）仪器，一个共同的核心对齐的观察工具为中心的数学特定的教练协议。辅导模式将包括三个要素：暑期培训讲习班，个性化的基于网络的辅导，以及访问资源库，以支持辅导和教学改革。项目组与三至八年级的数学教师合作，实施和评估教练模式，随机分配教师治疗和控制条件，分层年级水平。项目团队评估了辅导模式在同期和干预后一年的效果，因为过去的研究发现，只有在教师完成了整个辅导周期后才有效果（艾伦等人，2011年;坎贝尔马尔库斯，2011年）。主要的结果措施包括教师的课堂表现所捕获的MQI，学生的看法，他们的教师的有效性，和学生的测试scores.This研究支持特定学科的发展和共同核心对齐的教练协议。此外，它提供了进一步的实验证据，基于网络的教练的效果，并在特定主题的教练工具的第一个证据。这一信息推动了该领域的发展？的理解的潜在价值，在转移资源从更传统的专业发展计划，以网络为基础的教练。新的评价制度和共同核心的采用对教师提出了越来越高的要求，这就越来越需要针对具体内容的辅导模式。如果这种基于网络的辅导模式被证明是成功的，它可以被广泛采用的地区，以补充一般的评价反馈教师在大多数大型评价系统。它还将为专注于数学的教师提供个性化的反馈，包括小学数学专家和中学数学教师。

This project develops and field-tests a mathematics-specific coaching protocol centered on the Mathematical Quality of Instruction (MQI) instrument, a Common Core-aligned observational tool. The coaching model will consist of three elements: a summer training workshop, personalized web-based coaching, and access to a library of resources to support coaching and instructional change. The project team works with 3rd through 8th grade mathematics teachers to implement and evaluate the coaching model, randomly assigning teachers to treatment and control conditions, stratifying on grade level. The project team evaluates the effect of the coaching model in both the concurrent and post-intervention year, as past studies have found effects only after teachers have completed the full cycle of coaching (Allen et al. 2011; Campbell & Malkus, 2011). The primary outcome measures include teachers' classroom performance as captured by the MQI, students' perceptions of their teachers' effectiveness, and student test scores.This study supports the development of a subject-specific and Common Core-aligned coaching protocol. Moreover, it provides further experimental evidence on the effect of web-based coaching, and the first evidence on a subject-specific coaching tool. This information advances the field?s understanding of the potential value in shifting resources from more traditional professional development programs to web-based coaching. The increasing demands being placed on teachers by new evaluation systems and the adoption of the Common Core has created a growing need for content-specific coaching models. If this web-based coaching model proves successful, it could be widely adopted by districts to supplement the generic evaluation feedback teachers receive in most large-scale evaluation systems. It would also allow individualized feedback for teachers who concentrate in mathematics, including elementary mathematics specialists and middle school math teachers.