How can coaching help teacher’s

professional development in the area of

experiential learning?
Contents
Literature review:.......................................................................................................................................... 3
Reference: ..................................................................................................................................................... 5
Literature review:
The teacher’s professional working in the country where the demand of public service is
improving and also training and competency based approach to public administration
growing then the teachers must seemed useful if they seek improvement toward the
benefits of the country.

The main purpose of the professional development in education sector is to guide the
instruction of innovation and implementation of these instructions. The teacher’s
professional development in the area of experimental learning may develop a support
and have capacity for long term change (Fullan, 2008). The goal of professional
development in experimental field is to provide the opportunities and also provide some
learning experience into meaningful way. For professional development, coaching in
experimental field is important because it can provide a learning environment for
groups, teams or individual (West & Cameron, 2013).

Coaching provides key knowledge and serves as a resource which can fill the gap
between classroom instruction and professional development. It is also provides a
growth oriented environment which is based in the strategy and supports for the
instructional goals development and also help to design the goals which can improve
the outcomes of improvement of child and also help to decrease isolation of teachers.
Guskey, (2002) proposes that for the development of professional learning and for the
new experience, the coaching must be intense, collaborative, strategic and supportive.
For the meaningful and readily applicable development in the classroom, the coaching
must be effective and must be employed (Sheridan et al., 2009).

According to Dewey (1997), the experimental learning may defined by the experience
which is the linking process between thought and action and also the experimental
learning may also depend on the interaction of people with their environments (Dewey,
1997). He presented his theory on the concepts of interaction and continuity. The
continuity in the professional development maintains the relationship between the
experience of past and future and interaction is the way how the person interacts with
the current environment and situations. For the professional development it is
necessary the teacher must have both qualities and they must have interaction ability.
Coaching for the professional development is based on the supportive strategies and
coaches uses these strategies to improve, practice, or refine the teaching practices
(National Center on Quality Teaching and Learning NCTQL, 2014). The coaching for
professional development of teachers in experimental learning involves different
strategies like sharing of knowledge and the problem solving techniques. The use of
problem solving techniques may help to facilitate the teachers and also help them to
implement instructional innovative approaches. The coaching strategies can also help to
bring a sustain change in professional development of teachers. The sustainability in
the professional development ensures the research based practices and also provides
evidence for the continual support of the teachers. These strategies also provide a
professional learning and development environment for teachers (Fullan, 2001).

In professional development the changes are very complex which also require lots of
practice and coaching on high quality professional development (Fullan, 2001). The
coaching of teacher for their development must be connected with the teacher’s work
with student and derived form that work (Fullan, 2008). For the professional
development coaches develop strategies for coaching on the basis of the classroom
facilitations, classroom practice, and data assessment for the support of teachers and
also make some instructional decision. The coaches utilize their observation for
strategies of professional development and also provide feedback on the reflective
discussion which may help to improve the learning and development.

The coaching for professional development of teachers is necessary because it can

help to improve the learning of student. The professional development of teachers leads
then toward improved teaching and improved learning. According to Hattie (2009), out
of 150 factors the professional development is ranked at 19 th and it has great influence
on learning process. Hattie also stated that the professional development also has great
impact on teachers and the impact on teacher is greater than on learner. So the
outcomes of the professional development have positive impact on the study of learned
and it is presented by (Timperley et al., 2007).

The coaching on professional development also increased the participation of teachers.

According to the 2008 Teaching and Learning International Survey (TALIS) from the
OECD, the school learning concept has gain popularity and it is because of the proper
training and coaching and due to this the education also gain popularity. The teacher
who participates actively in professional learning has diverse teaching practice and has
high level of qualities with high level of self-efficacy. The teacher with high level quality
has received effective feedback form student and appraisal from institution on their way
of instruction (Cornett & Knight, 2009). The quality of teachers improved because of the
professional development and professional development may introduce activities
outside of school which may help to improve their skills and knowledge. The coaching
also helps to improve the relationship of teacher with their student so they can build a
friendly environment within their class. The coaching on professional development also
help to increase the job satisfaction level among teachers and also help to improve their
high standard towards their career.

Reference:
1. Fullan, M. (2008). The six secrets of change. San Francisco, CA: Jossey-Bass.
2. Grant, A. M. & Hartley, M. (2013). Developing the leader as coach: Insights,
strategies, and tips for embedding coaching skills in the workplace. Coaching: An
International Journal of Theory, Research, and Practice, 6(2), 102.
3. Guskey, T.R. (2002). Professional development and teacher change. Teachers
and Teaching: Theory and Practice, 8, 381-391.
4. Cornett, J., & Knight, J. (2009). Research on coaching. In J. Knight (Ed.).
Coaching: Approaches and perspectives (pp. 192-216). Thousand Oaks, CA:
Corwin Press.
5. Dewey, J. (1997). Experience and education. Macmillan.
6. National Center on Quality Teaching and Learning (NCQTL). (2014). Practice-
based coaching Collaborativepartnerships. https://eclkc.ohs.acf.hhs.gov/hslc/tta-
system/teaching/docs/practice-based-coaching.pdf
7. Fullan, M. (2001). Leading in a culture of change. San Francisco, CA: Jossey-
Bass.
8. Hattie, J. (2009) Visible Learning: A Synthesis of Over 800 Meta-Analyses
Relating to Achievement. London: Routledge. Implementing the Curriculum with
 Cambridge: A Guide for School Leaders www.cie.org.uk/images/134557-
implementing-the-curriculum-with-cambridge.pdf
9. Timperley, H., Wilson, A., Barrar, H. and Fung, I.Y.Y. (2007) Teacher
Professional Learning and Development: Best Evidence Synthesis Iteration.
Wellington: New Zealand Ministry of Education.
10.