Supporting Schoolwide Instructional Improvement Through Job-Embedded Coaching and Teacher Collaboration USDOE

Published

U.S. Department of Education

Publication

Rose-Ferrero Elementary School (California) struggled to meet the needs of all its students through consistent and engaging instruction. Faced with declining student performance in English language arts and mathematics, Rose-Ferrero focused on increasing the skills of teachers to address the specific needs of students. The school implemented a three-pronged approach that provides job-embedded support for teachers and increases teacher collaboration through peer observations and data use.

Add comment

Log in or register to post comments

Featured in This Collection

Topic

Turnaround Capacity

Subtopic

School

State

California