Variation in Coaches Implementation of a Coaching Intervention and its Association with Teacher Outcomes

• In Event: Coaching Approaches Across the Teacher Life Span

Abstract

Recent studies have shown coaching’s effectiveness in improving teacher practice and student outcomes. However, little is known about the mechanisms that drive coaching’s positive effects. The present study zooms into one possible mechanism: coaches’ reflective support to teachers. Using data from the evaluation of a coaching intervention aimed at improving teacher-student interactions for early childhood teachers, this study found that although there is no difference across coaches in the level of reflective support that they provide teachers, this support is significantly related to teachers’ reflection at the end of the intervention. These findings provide support to the possible role of coaches’ reflective support as a mechanism behind coaching’s effectiveness. Recommendations for future research are provided.

Authors

• Manuela Jimenez, Arizona State University

• Michelle Baldanza, University of California - Los Angeles

• Jennifer LoCasale-Crouch, University of Virginia

• Bridget Kathleen Hamre, University of Virginia