ECUBE LEADERSHIP SERVICES - EDD 802
James Davis
Research Interest
Research Interest
The Benefits of Peer Coaching for New JROTC Teachers
STATEMENT OF ACKNOWLEDGEMENT
This dissertation has been a long journey with many bumps, curves, and potholes. I want to thank Dr Melissa Bonds, Dr Desiree Pointer, Dr Thor Stolen, and Dr Jeff Zaspel for their exceptional encouragement, inspiration, and professionalism. The dedication and commitment to students far exceed the standards of expectations. Next, I want to thank my peers, including Alexa Castro, Mel Daniels, Dana Hubka, Jennifer Sokira, and Paul Thaos, who continue to give me hope along this road to help me open new doors of excellence. Your untiring friendship, collaboration, and support are instrumental in helping me achieve my goals. Finally, I thank my wife, Sherry Davis, who unselfishly allowed me the space I needed to research, synthesize, and write for countless periods. I realize that you have also paused part of your life, and I could not have experienced this level of success without your love, patience, and understanding.
INTRODUCTION
School leaders must provide meaningful and authentic support for new teachers, promoting their growth and development to support their transition to the pedagogical culture that aids new teachers in administering the prescribed curriculum with comprehensive classroom lessons, managing the academic pacing schedule, and conducting regular and ongoing student assessments (Lambeth, 2012). These protocols will provide a mechanism for managing expectations for low-performing students, extended student absences, Individual Education Plans (IEP), and parent-teacher conferences (Engvik, & Berit Emstad, 2017). These everyday teaching realities can distract new teachers from their priorities and require more assistance to develop effective teaching strategies that meet all students' needs.
The challenge is even more significant for Army Junior Reserve Officer Training Corps (JROTC) Teachers who must quickly master the ability to follow directives from two different sets of authority: the school and the U.S. Army Cadet Command (USACC). As teachers, they administer classroom lessons, supervise regular community service projects, coach co-curricular teams, and oversee the Cadet Leadership Development Program.
Technological developments and innovations are improving the efficiency of how we live and work (Foltos 2016). The 21st-century student learns using computers, electronic notebooks, and tablets to complete lessons, submit assignments, view grades, and communicate with teachers. The Peer Coach is a teacher leader who partners with a peer teacher to improve student engagement, teacher performance, and standards-based instruction in 21st-century learning (Foltos, 2016). However, there is no formal Peer Coaching program for new JROTC Teachers. Although a significant amount of literature discusses Peer Coaching, a gap in the literature discusses the aspects of Peer Coaching for new JROTC Teachers.
The challenge is even more significant for Army Junior Reserve Officer Training Corps (JROTC) Teachers who must quickly master the ability to follow directives from two different sets of authority: the school and the U.S. Army Cadet Command (USACC). As teachers, they administer classroom lessons, supervise regular community service projects, coach co-curricular teams, and oversee the Cadet Leadership Development Program.
Technological developments and innovations are improving the efficiency of how we live and work (Foltos 2016). The 21st-century student learns using computers, electronic notebooks, and tablets to complete lessons, submit assignments, view grades, and communicate with teachers. The Peer Coach is a teacher leader who partners with a peer teacher to improve student engagement, teacher performance, and standards-based instruction in 21st-century learning (Foltos, 2016). However, there is no formal Peer Coaching program for new JROTC Teachers. Although a significant amount of literature discusses Peer Coaching, a gap in the literature discusses the aspects of Peer Coaching for new JROTC Teachers.
Background
Problem Statement. Beltman, Mansfield and Price (2011) found that the risk factors identified for new teachers are individual factors such as a reluctance to seek assistance, a lack of self-confidence or a conflict with personal practices and beliefs adopted by the school. These risk factors can lead to the low productivity of new teachers.
Purpose Statement. New teachers often experience many challenges as they transition to the teaching profession, and the purpose of this study is to explore the Benefits of Peer Coaching on New JROTC Teachers.
Research Questions.
RQ1. What are the benefits of Peer Coaching on new JROTC Teachers?
RQ2. What are the key components of a Peer Coaching program?
RQ3. How can leaders use Peer Coaching to improve the effectiveness of new JROTC?
Problem Statement. Beltman, Mansfield and Price (2011) found that the risk factors identified for new teachers are individual factors such as a reluctance to seek assistance, a lack of self-confidence or a conflict with personal practices and beliefs adopted by the school. These risk factors can lead to the low productivity of new teachers.
Purpose Statement. New teachers often experience many challenges as they transition to the teaching profession, and the purpose of this study is to explore the Benefits of Peer Coaching on New JROTC Teachers.
Research Questions.
RQ1. What are the benefits of Peer Coaching on new JROTC Teachers?
RQ2. What are the key components of a Peer Coaching program?
RQ3. How can leaders use Peer Coaching to improve the effectiveness of new JROTC?
LITERATURE REVIEW MAJOR THEMES AND GAP
Historical Context of New Teacher Reception
Educational Accountability
New Teacher Development
The JROTC Teacher Development
Characteristics of Peer Coaching in Education
The Efficacy of Peer Coaching in Education
Teacher Leaders as Peer Coaches
Critique of Peer Coaches in Education
Criticisms of Peer Coaches in Education
Educational Accountability
New Teacher Development
The JROTC Teacher Development
Characteristics of Peer Coaching in Education
The Efficacy of Peer Coaching in Education
Teacher Leaders as Peer Coaches
Critique of Peer Coaches in Education
Criticisms of Peer Coaches in Education
CONTACT INFORMATION
James “JD” Davis
(305) 968-5652
Davisj4@alverno.edu
(305) 968-5652
Davisj4@alverno.edu