Teacher effectiveness.

Employment coaching is essential for performing job duties and for developing
and enhancing skills. Coaching in the school setting typically follows the traditional
format of pre-conference, observe, and post-conference, where feedback on teaching
performance is shared but often delayed. Professional development provides teachers
with skills to enhance their teaching practice with little to no follow-up or support. The
most effective way to produce change in the school setting is to show the connection
between professional development and student performance, and iCoaching can help to
bridge the gap. Research shows that effective feedback is immediate, systematic,
positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is
a way to provide immediate feedback so correction can be made live, and errors are
reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer
providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond
(“Increasing Opportunities to Respond,” 2015) is a way to increase academic
achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study
utilized a multiple probe across participants design to investigate the effect of iCoaching
on teacher-delivered OTR. Four teacher participants and their students participated in the
study, where the teachers completed a teacher preparation session and live iCoaching
sessions to increase their OTR. Data were collected on OTR (including the type of
OTR), coaching comments, student responses, and student curricular performance. The
results indicate that iCoaching was effective in increasing teacher-delivered OTR and
increasing student responses and academic performance. Implications for future research
are discussed.

The purpose of this study was to determine if teachers who use thinking and
leading actions have higher student achievement as measured by the teacher’s Value
Added Measure (VAM) score. A quantitative non-experimental design investigated the
relationships between teacher cognitive and behavioral agility and student achievement.
Cognitive agility, measured through the Strategic Thinking Questionnaire for Teachers
(STQT ), refers to the leader’s ability to use their repertoire of thinking skills. Behavioral
agility, measured with the Strategic Leadership Questionnaire for Teachers (SLQT ),
denotes the leader’s ability to use a wide array of leader influencing actions. Teachers
were surveyed and the data were analyzed through correlation and multiple regressions to
determine the relationship among the variables.
Although the cognitive and behavioral agility was not correlated with a teacher’s
VAM score, the results indicate that teachers do perceive themselves as leaders in their
classrooms. Educational leadership certification, higher degrees, and years experience of a teacher did moderate the relationship between local VAM and both cognitive and
behavioral agility. The sub-scales of systems thinking and transforming of the survey
instruments also were significant to the results. Theoretically, this study contributes to the
teacher leadership literature, focusing on the classroom teacher and their effect on student
achievement. Practically, with educational accountability changing the landscape, school
districts should train teachers to engage in leadership skills, reward teachers for earning a
Master’s degree in leadership, and work to retain high quality teachers who are leaders
within their classroom. Greater student achievement could be the result.

This qualitative study described teachers’ perspectives of The Marzano Teacher
Evaluation Model during the first year of its implementation. Further, this study
examined the relationship between teachers and their administrators during
implementation. The researcher’s goal was to examine how teachers changed their
behavior as the result of the first year following the implementation of The Marzano
Teacher Evaluation Model.

The purpose of this non-experimental study was to determine whether teacher
cognitive and behavioral agility relates to student achievement as measured by their
value-added model (VAM) score and their performance evaluation measured through the
Marzano instructional practice (IP) framework, and whether that relationship is
moderated by contextual variables. Cognitive agility, measured through the Strategic
Thinking Questionnaire for Teachers (STQ T TM), refers to the leader’s ability to use their
repertoire of thinking skills. Behavioral agility, measured with the Strategic Leadership
Questionnaire for Teachers (SLQ T TM), relates to the leader’s ability to use a wide array of
leader influencing actions. Teacher VAM score is the percent of the teacher’s students
that met or exceeded a statistically predicted score on the end of year assessment.
Teacher IP scores were also collected and were based on classroom walkthroughs, and
other factors, conducted by their respective school-based administrator(s). The study included 75 teacher participants at the middle and high school levels
and used correlational, linear regression, moderator, and mediation statistical analyses.
The research findings indicate that cognitive agility continues to be a significant predictor
of behavioral agility and that both cognitive and behavioral agility were significantly
related to VAM or IP in teachers over the age of 50. Additionally, VAM scores
significantly increased through the use of reframing and IP scores increased when
utilizing bridging leader actions. However, it was also found that VAM scores were
negatively correlated to the managing leader actions in the total population.