A Concern For Consciousness Education Essay Example

and instead attribute it to external factors such as poverty. Much like individual teacher efficacy, there is a positive correlation between collective efficacy and student achievement. A survey conducted by Hoy, Sweetland, and Smith (2002) found that collective efficacy has a greater impact on school achievement than socioeconomic status does. This finding underscores the practical importance of improving school effectiveness rather than solely focusing on socioeconomic position.
The importance of quality instruction provided by teachers in students' academic performance has been consistently supported by research conducted by Buddin & Zamarro (2009), Hattie (2009), Rivkin et al. (2005), and others, as well as emphasized by Wright, Horn, & Sanders (1997). To improve instructional capacity and overall efficacy, the PETLL Initiative aims to enhance teacher effectiveness through collaborative protocols within schools. Various writings discuss the role of principals as instructional leaders. According to Leithwood and Louis (2012), talented leadership is essential for improving student achievement. A meta-analysis by Marzano, Walters, & McNulty (2005) found a positive relationship between student achievement and leadership in public instruction studies from 1978 to 2001. Fullan (2010) emphasizes the importance of the principal being a learner for school advancement. The PETLL Initiative aligns with Dr.John C.Maxwell's belief that "Everything Rises and Falls With Leadership" and is based on research findings. When the instructional leader acts as an instructional manager and prioritizes team growth, teacher effectiveness improves student learning. PETLL practices create a deliberate connection between practice and outcomes according to Green (2002;In 2003, it was stated that when professional staff have a belief in the potential of all students to achieve and set high expectations for success, as well as taking whatever actions

necessary to ensure learning, the school operates effectively in an autonomous environment. According to Joyce and Showers' early work in 1982, combining initial preparation with training leads to better implementation of skills compared to just receiving training alone. Their model of professional development consists of four components: studying theory, observing presentations, practicing with feedback, and coaching. In their research from 2002, Joyce and Showers found that coaching is essential in helping teachers change their classroom practice whether it is provided by an external expert or peer experts. They discovered that training without coaching has minimal impact. The researchers described five ways in which coaching contributes to the transfer of skills learned in training: (1) coached instructors/principals practice new strategies more frequently and develop greater skill compared to uncoached educators who received the same initial preparation; (2) coached instructors demonstrate superior application of newly learned strategies and instructional models compared to uncoached instructors; (3) coached instructors display enhanced long-term retention of knowledge and skills related to the coached schemes; (4) coached instructors show increased accuracy in utilizing new learning models over time.According to our study on peer coaching, instructors who were coached showed a greater inclination towards explaining new learning models to their students, ensuring that the objectives and expected behaviors were thoroughly understood. Additionally, these coached instructors demonstrated a clearer understanding of the purposes and applications of the new schemes through interviews, lesson plans, and classroom performance.

Neufeld and Roper (2003) state that coaching plays a crucial role in enhancing school-based professional development by addressing teachers' and principals' specific needs based on their students' requirements. Instructional coaching helps transfer instructional practices from professional development sessions to

classrooms, creating a collegial environment that fosters collective responsibility for student learning. It also encourages faculty members to share their practices and seek assistance from administrators, promoting the growth of instructional leaders within schools.

This approach can improve school culture by focusing on management and enhancing student achievement through dialogue, reflection, and data analysis. Successfully implementing coaching requires training skilled experts, creating a supportive environment that builds trust, obtaining commitment from the entire faculty, and integrating it into overall improvement efforts.

According to Neufeld and Roper (2003), coaching increases teachers' instructional capacity as well as leadership in districts, benefiting both teacher development and overall school performance.The PETLL Initiative acknowledges the significance of well-developed training plans for teachers, principals, and schools in districts. The coaching aspect of the PETLL Initiative is influenced by the effective coaching process created by Bob Tschannen-Moran and Megan Tschannen-Moran, founders of the Center for School Transformation. Bob Tschannen-Moran previously served as president of the International Association of Coaching, while Megan Tschannen-Moran currently holds a professor position at the College of William & Mary in Virginia. Both individuals act as expert advisors to the coaching component. The guiding principles embraced by the PETLL Initiative revolve around awareness, connection, competency, contribution, and creativity. The initiative believes that coaching should prioritize teachers and emphasize their strengths rather than assigning blame. This summary outlines how our coaching model incorporates these guiding principles from our expert advisors. Evocative Coaching, as defined by Tschannen-Moran & Tschannen-Moran (2010), involves utilizing conversation and a specific approach to motivate individuals and prompt action. The objective is to assist them in achieving desired results and improving their quality of life. This approach integrates

adult learning theories and growth-fostering psychology. There are five central concerns addressed in Evocative Coaching.
The text emphasizes the importance of consciousness, which involves increasing self-awareness, self-knowledge, and self-monitoring for instructors. It highlights experiential learning and personal growth as the foundation for mindfulness. Mindfulness, characterized by nonjudgmental awareness of the present moment, is crucial in promoting learning and growth. The text also emphasizes the significance of establishing connections. While external motivators like rewards or punishments may drive individuals to meet minimum standards at times, genuine excellence can only be inspired through high-trust connections. These connections create a safety net, competence, and creativity that empower instructors to embrace new challenges. Coaches recognize the natural learning processes of those they coach and value their existing level of competency. By enabling instructors to clarify their desires and needs, build on strengths, and experiment towards agreed-upon goals, ownership over their own learning and professional development is fostered. Pressure from schooling systems may cause teachers to lose sight of their motivations despite entering the field with a desire to contribute to education. Administrators can reignite motivation for continuous improvement by inviting teachers to reconnect with their initial inspiration. True learning requires unlocking creativity in the classroomThe PETLL Initiative aims to facilitate a fair teaching environment that allows instructors to follow their motivation while considering students' perspectives. Encouraging creativity becomes essential for its cultivation. The PETLL schools seamlessly incorporate teaching aspects into their model design, including embedded professional development to enhance student learning. Along with introducing and improving instruction and learning, Becker (1997) identifies various other purposes for training such as fostering discussion among colleagues, collaborating to share successful practices, encouraging reflection,

using training as a problem-solving tool, reducing teacher isolation, promoting teachers as researchers, creating a platform to address instructional problems, supporting new and beginning teachers in their practice, and establishing collaborative norms for exchanging ideas and receiving help. The PETLL Instructional Coaching model aims to bridge the gap between classroom experience and traditional "workshop model" professional development by providing an ongoing process within a real school setting.Participants in this collaborative process engage in an instructional coaching model that prioritizes building relationships, fostering positive collegial interactions, providing constructive feedback, and reflecting on personal growth. The PETLL theoretical model aims to offer job-embedded professional development and active learning opportunities. It also aims to involve teachers in decision-making for professional growth, enhance their skills through training transfer to the classroom, and emphasize progress monitoring with necessary adjustments. Additionally, it focuses on developing instructional leaders and implementing a school-wide "Talent Matrix" for accessing resources and staff expertise. Participating in PETLL allows staff to access affordable and unavailable skills, knowledge, and expertise. The coaching component incorporates best practices based on national research. This program meets the criteria set by 704 KAR 3:035 - Section 1 (1) and Section 4 (2), as well as Kentucky Department of Education Professional Development Standards aligned with federal standards in Section 9101 of No Child Left Behind. Training includes at least 12 days over three years, along with an additional 15 days of mentoring and co-planning integrated into job responsibilities. Virtual learning support is provided using INTEL ENGAGEa„? curriculum.The PETLL program provides participants with access to resources and support systems, including a training model guidebook, materials, and guided interactions with school and district leaders. Additionally,

participants receive individual mentoring from experienced team leads. This collaboration with teachers and school leaders helps them develop the necessary skills for implementing evidence-based practices in the classroom. The program also emphasizes effective collaboration between general education and special education teachers, offering guidance on how to combine their professional knowledge effectively. To ensure an effective coaching program, it is important to develop skilled experts and create a supportive environment that fosters trust among all team members. Integrating the coaching program into overall school improvement efforts is essential for enhancing student achievement. Recognizing the need for support, the PETLL Initiative offers various forms of assistance to Instructional Coaches, including social supports that enable coaches to carry out their duties effectively. Establishing a supportive culture that cultivates trust and collaboration is considered crucial for successfully launching a coaching program since a toxic environment can hinder its success. Coaches may require different types of support, such as social, emotional, and organizational support.Receiving support from local administration and having clear expectations for the development process agreed upon by all participants is crucial. Peer coaches need interpersonal skills to effectively fulfill their duties. Managing change is difficult, so trust and communication with instructors are necessary. Coaches should have both content knowledge that informs the curriculum and pedagogical knowledge to cater to various learning needs and comprehend fundamental concepts. It is also important for them to be familiar with available resources and possess knowledge of coaching strategies and activities. By prioritizing teaching and learning foundations throughout the school day, schools can undergo a transformation. This fosters genuine leadership teams that bring about a shift in our educational environment within schools."