Linking Authentic Instruction to Students' Achievement Using Peer Coaching

Abstract

In January 2001 the Minneapolis Public School District received a grant from the Minnesota Department of Children, Families and Learning to implement a professional development model. The project, entitled Linking Authentic Instruction to Students’ Achievement Using Peer Coaching, was designed to “enhance teachers’ understanding and skills as they relate to authentic instruction and student achievement” (Carmichael- Tanaka, 2000, p. 1). Four full-day professional development seminars were conducted between February 15, 2001 and June 15, 2001. This report looks at the program's impacts on instruction, assessment, and student performance.