As an instructional specialist, I work with teachers daily. I synthesize what I am learning in coursework to use in daily practice, I continually think of my research topic and how I can make my work and course work meld together. I want to tell the story of educators while being educated myself. I choose to research teacher practices when they are teaching vocabulary because of the demographic of students I work with. I am interested in vocabulary instruction because as a classroom teacher even my best students struggled with vocabulary. I honestly believe that what I see the "highly-effective" educators do quite effortlessly when they teach vocabulary can help every teacher. As a result, I am always watching what the highly effective teacher does.
So, I become teacher-researcher-coach as I work with my teachers. I am observed a few “highly Effective educators. I have trained my teachers on research-based best practices in vocabulary instruction and given them a few suggestions on how to incorporate vocabulary instruction in their school day. I presented them with this question: What would happen if you were intentional with your vocabulary instruction? Since that training, they have answered that question with things like:
Thank you for reading,
Pearl Garden is a doctoral candidate at Texas A&M- Commerce. Follow along as she chronicles her pursuit of her Ed. D in Supervision-Curriculum and Instruction- Elementary Education. Just know that these are the ramblings of a doc student and a lot of what you read is a first draft and will go through some rewrites.