Measuring the Impact of Instructional Coaching: Evidence From Classroom Observation

• In Event: Roundtable Session 1
  In Roundtable Session: Analysis of Multilevel Teacher Commitment and Retention

Abstract

This study measured the impact of instructional coaching on teachers’ instructional practice. Increasingly, educators and policymakers are interested in identifying both: strategies that lead to instructional improvement, and the conditions under which these changes are most likely to occur (Grubb, 2009). As such, the current study addressed both of these lines of inquiry. First, classroom observations measured the effect of instructional coaching on teaching practices; second, follow-up interviews with teachers and coaches examined the specific idiosyncrasies that influenced instructional change. The analysis suggests instructional coaching led to a significant increase in the quality of instruction before and after controlling for teacher, coach and school effects as well as timing of intervention.

Authors

• David S. Knight, University of Southern California

• Michael F. Hock, The University of Kansas

• Jim Knight, Instructional Coaching Group & Kansas University Center for Research on Learning

• Thomas M. Skrtic, The University of Kansas

• Barbara A. Bradley, The University of Kansas