References
- Allen, J.P., et al., 2011. An interaction-based approach to enhancing secondary school instruction and student achievement. Science, 333, 1034–1037. doi:https://doi.org/10.1126/science.1207998
- Arbuckle, J.L., 2015. IBM SPSS Amos 21 user’s guide. Crawfordville, FL: Amos Development Corporation, 635.
- Atteberry, A., Loeb, S., and Wyckoff, J., 2015. Do first impressions matter? Predicting early career teacher effectiveness. AERA Open, 1(4),1–23. doi: https://doi.org/10.1177/2332858415607834
- Bergen, J.R., 1977. Behavioral consultation. Columbus, OH: Charles E. Merrill.
- Biancarosa, G., Bryk, A., and Dexter, E., 2010. Assessing the value-added effects of literacy collaborative professional development on student learning. Elementary school journal, 111 (1), 7–34. doi:https://doi.org/10.1086/653468.
- Blazar, D. and Kraft, M., 2015. Exploring mechanisms of effective teacher coaching: A tale of two cohorts from a randomized experiment. Educational evaluation and policy analysis, 37, 542–566. doi:https://doi.org/10.3102/0162373715579487
- Borman, W.C., Kubisiak, U.C., and Schneider, R.J., 1999. Work styles. In: N.G. Peterson, et al., eds. An occupational information system for the 21st century: the development of O*NET. Washington, DC: American Psychological Association, 213–226.
- Campbell, P.F. and Malkus, N.N., 2011. The impact of elementary mathematics coaches on student achievement. Elementary school journal, 111, 430–454. doi:https://doi.org/10.1086/657654
- Cohen, J., 1992. A power primer. Psychological bulletin, 112, 155–159. doi:https://doi.org/10.1037/0033-2909.112.1.155
- Darling-Hammond, L., et al., 2009. Professional learning in the learning profession: a status report on teacher development in the United States and abroad. Palo Alto, CA: Stanford University, National Staff Development Council and The School Redesign Network.
- Denton, C.A. and Hasbrouck, J., 2009. A description of instructional coaching and its relationship to consultation. Journal of educational and psychological consultation, 19, 150–190. doi:https://doi.org/10.1080/10474410802463296
- Desimone, L.M., 2009. Improving impact studies of teachers’ professional development: toward better conceptualizations and measures. Educational researcher, 38, 181–199. doi:https://doi.org/10.3102/0013189X08331140
- Desimone, L.M. and Garet, M.S., 2015. Best practices in teachers’ professional development in the United States. Psychology, society and education, 7, 252–263. doi:https://doi.org/10.25115/psye.v7i3
- Every Student Succeeds Act, 20 U.S.C. § 1 et seq, 2015.
- Gallucci, C., et al., 2010. Instructional coaching building theory about the role and organizational support for professional learning. American educational research journal, 47, 919–963. doi:https://doi.org/10.3102/0002831210371497
- Hill, H. C., Blazar, D., and Lynch, K., 2015. Resources for teaching. Aera open, 1(4),1–23. doi:https://doi.org/10.1177/2332858415617703
- Hill, H.C., 2007. Learning in the teacher workforce. Future of children, 17, 111–127. doi:https://doi.org/10.1353/foc.2007.0004
- Hogan, R. and Hogan, J., 1992. Manual for the Hogan personality inventory. Tulsa, OK: Hogan Assessment Systems, Inc.
- Hopkins, W.G., 2001. A scale of magnitudes for effect statistics. Available from: http://www.sportsci.resource/stats/effectmag.html
- Hu, L.T. and Bentler, P.M., 1999. Cutoff criteria for fit indexes in covariance structure analysis: conventional criteria versus new alternatives. Structural equation modeling: a multidisciplinary journal, 6 (1), 1–55. doi:https://doi.org/10.1080/10705519909540118.
- Jackson, D. L., Gillaspy, J. A., Jr., and Purc-Stephenson, R. (2009). Reporting practices in confirmatory factor analysis: an overview and some recommendations. Psychological methods, 14(1),6–23. doi:https://doi.org/10.1037/a0014694
- Jacob, A. and McGovern, K., 2015. The mirage: confronting the hard truth about our quest for teacher development. Brooklyn, NY: TNTP. Available from: https://eric.ed.gov/?id=ED558206
- Jöreskog, K.G. and Sörbom, D., 1986. LISREL VI: analysis of linear structural relationships by maximum likelihood, instrumental variables, and least squares methods. Scientific Software.
- Joyce, B.R. and Showers, B., 2002. Student achievement through staff development. 3rd ed. Alexandria, VA: ASCD.
- Kettler, R. J., Arnold-Berkovits, I., Reddy, L. A., Kurz, A., Dudek, C. M., Hua, A. N., and Lekwa, A., 2018. Multi-method teacher evaluation for high poverty schools: observations and self-ratings of instructional and behavioral management. Studies in educational evaluation, 59, 224–234. doi:https://doi.org/10.1016/j.stueduc.2018.08.004
- Kraft, M.A., Blazar, D., and Hogan, D., 2018. The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of educational research, 88 (4), 547–588. doi:https://doi.org/10.3102/0034654318759268.
- Kurz, A., Reddy, L. A., and Glover, T. A., 2017. A multidisciplinary framework of instructional coaching. Theory into practice, 56, 66–77. doi:https://doi.org/10.1080/00405841.2016.1260404
- National Center for O*NET Development. 25-9031.00 - Instructional Coordinators. O*NET OnLine. Retrieved December 12, 2019, from https://www.onetonline.org/link/summary/25-9031.00
- Neuman, S.B. and Cunningham, L., 2009. The impact of professional development and coaching on early language and literacy instructional practices. American education research journal, 46, 532–566. doi:https://doi.org/10.3102/0002831208328088
- O’Neill, T.A., et al., 2013. The impact of “non-targeted traits” on personality test faking, hiring, and workplace deviance. Personality and individual differences, 55 (2), 162–168. doi:https://doi.org/10.1016/j.paid.2013.02.027.
- Papay, J. P., Taylor, E. S., Tyler, J. H., and Laski, M., 2016. Learning job skills from colleagues at work: evidence from a field experiment using teacher performance data(working paper no. W21986). Cambridge, MA: National Bureau of Economic Research.
- Pearson, 2007a. Workplace personality inventory: development. Available from: https://us.talentlens.com/wp-content/uploads/wpi-development.pdf
- Pearson, 2007b. Workplace personality inventory: evidence of reliability and validity. Available from https://us.talentlens.com/wp-content/uploads/wpi-reliability-validity.pdf
- Peterson, N.G., et al., 1995. Development of prototype occupational information network (O*NET) (Volume I and II). Washington, DC: American Institutes for Research.
- Poglinco, S.M., et al. (2003). The heart of the matter: the coaching model in America’s choice schools. (CPRE Research Reports). Available from: https://repository.upenn.edu/cpre_researchreports/35
- Reddy, L. A., Glover, T., Kurz, A., and Elliott, S. N. 2019. assessing the effectiveness and interactions of instructional coaches: initial psychometric evidence for the instructional coaching assessments–teacher forms. Assessment for effective intervention, 44 (2),104–119. doi:https://doi.org/10.1177/1534508418771739
- Saville, P. and Holdsworth, R., 1990. Occupational personality questionnaire manual. Esher, Surrey, UK: Saville and Holdsworth.
- Scher, L. and O’Reilly, F., 2009. Professional development for K–12 math and science teachers: what do we really know? Journal of research on educational effectiveness, 2, 209–249. doi:https://doi.org/10.1080/19345740802641527
- Sheridan, S. M., Bovaird, J. A., Glover, T. A., Garbacz, S. A., Witte, A., and Kwon, K., 2012. A randomized trial examining the effects of conjoint behavioral consultation and the mediating role of the parent-teacher relationship. School psychology review, 41 (1), 23–46.
- Taylor, J.E., 2008. Instructional coaching: the state of the art. In: M.M. Mangin and S.R. Stoelinga, eds. Effective teacher leadership: using research to inform and reform. New York: Teachers College Press, 10–35.
- Youngman, J.F., 2017. The use and abuse of pre-employment personality tests. Business horizons, 60, 261–269. doi:https://doi.org/10.1016/j.bushor.2016.11.010