Developing Common Core Classrooms Through Rubric-Based Coaching

该项目开发并现场测试了以数学教学质量(MQI)工具为中心的特定于数学的指导协议，MQI工具是一个共同核心对齐的观察工具。指导模式将包括三个要素：暑期培训研讨会、个性化的基于网络的指导，以及访问资源库以支持指导和教学变革。该项目团队与3至8年级的数学教师合作，实施和评估指导模式，随机分配教师到治疗和控制条件，按年级水平分层。项目小组评估了同时和干预后一年的辅导模式的效果，因为过去的研究发现，只有在教师完成整个辅导周期后才会产生效果(Allen等人。2011年；Campbell&Amp；Malkus，2011年)。主要的结果测量包括MQI捕捉到的教师课堂表现，学生对教师有效性的看法，以及学生的测试分数。这项研究支持制定特定学科和共同核心对齐的指导方案。此外，它还为基于网络的辅导的效果提供了进一步的实验证据，并为特定学科的辅导工具提供了第一个证据。这些信息促进了该领域的S对将资源从更传统的专业发展计划转移到基于网络的指导的潜在价值的理解。新的评价制度和共同核心的采用对教师提出了越来越多的要求，这就产生了对具体内容辅导模式的日益增长的需求。如果这种基于网络的辅导模式被证明是成功的，它可能会被地区广泛采用，以补充大多数大型评估系统中教师收到的通用评估反馈。它还将允许专注于数学的教师，包括小学数学专家和中学数学教师，提供个性化的反馈。

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.