Implementation of Effective Instructional Routines, Praise Statements, Response Opportunities, and Error Correction through Professional Training, Coaching and Observation
Abstract
Professional development opportunities can range from a single workshop to long term ongoing training. Research shows that an inspiring and informed teacher is one of the most important school related factor influencing student achievement. The best professional development for new teachers is ongoing, experiential, and collaborative, while providing an opportunity for practice, reflecting and mentoring for successful development. Most professionals involved in professional development would agree that the goal of staff development is to produce a change in participant’s knowledge, behaviors, understanding, skills, values, and beliefs (Hord, S. & Monk, B. 1997). The purpose of this creative project was to evaluate the effectiveness of professional development and observations on the implementation of instructional routines and response opportunities. Participants learned how to effectively introduce reading and writing skills during small group using instructional routines and to provide response opportunities for teachers and students. The professional development outcome was measured with an instructional routine observation form that focused on 8 instructional routine procedures and a response opportunity observation form that focused on praise statements, opportunities for student response and error correction procedures. Trainees also took an effective instructional practice pre-post quiz and completed a professional development questionnaire at the conclusion of training.