Ready to Engage?

Abstract

This chapter examined teachers responsiveness to targeted engagement interventions in their instructional practices in an urban middle school during virtual learning. These interventions were addressed through action research and consisted of professional development, coaching, and instructional feedback. Data collected in this eight-week study contained observational field notes, coaching plans, frequency charts, coaching questions, professional development constructs, surveys, artifacts, and interviews with six participant teachers. Findings show 1) positive responsiveness to teachers engagement interventions, 2) increase in teachers perceptions about instructional feedback and professional development, 3) coaching surfaced as most impactful intervention, 4) socio-emotional and behavioral engagement practices were least responsive to change, and 5) teachers beliefs and growth mindset drove the need in practice change. Future recommendations consist of exploration into virtual practices.