Developing Common Core Classrooms Through Rubric-Based Coaching

该项目开发并实地测试了以数学教学质量（MQI）工具为中心的数学专项指导方案，这是一种共同核心对齐的观察工具。教练模式将包括三个要素：夏季培训研讨会，个性化的网络教练，以及访问支持教练和教学变化的资源库。项目团队与三至八年级的数学教师一起实施和评估辅导模式，随机分配教师到治疗和控制条件，按年级分层。项目团队评估了教练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整个教练周期后才会产生效果（Allen et al. 2011; Campbell & Malkus, 2011）。主要的结果测量包括MQI所捕获的教师的课堂表现，学生对教师有效性的看法，以及学生的考试成绩。本研究支持针对特定主题和共同核心的指导协议的发展。此外，该研究还为基于网络的辅导效果提供了进一步的实验证据，并首次提供了针对特定学科的辅导工具的证据。这些信息推动了这一领域的发展。了解将资源从传统的专业发展项目转移到网络培训的潜在价值。新的评估系统和共同核心标准的采用对教师提出了越来越高的要求，这使得对具体内容的指导模式的需求日益增长。如果这种基于网络的指导模式被证明是成功的，它可以被地区广泛采用，以补充教师在大多数大规模评估系统中获得的通用评估反馈。它还将允许对专注于数学的教师（包括小学数学专家和中学数学教师）进行个性化反馈。

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.