Instructional Coaching Actions That Predict Improved Teacher Practice

• In Event: Teacher Learning in Networks and Communities of Practice

Abstract

Despite the popularity of instructional coaching in schools, there have been relatively few empirical investigations of coaching approaches and only minimal investigations of the relative benefits of coaching components. The purpose of this study was to examine relationships between three coaching actions and classroom intervention/instruction. Results indicated that coaches’ provision of facilitated practice and feedback had a direct effect on teachers’ use of research-based instructional/behavioral management strategies. Further, there was an indirect relationship between coaches’ modeling and teachers’ classroom strategy implementation, with intervention implementation quality serving as a mediator. These findings are practically important in determining which coaching actions are needed to advance instructional improvements in the classroom.

Authors

• Todd A. Glover, Rutgers University

• Linda Reddy, Rutgers University

• Kevin Crouse, Rutgers University - New Brunswick/Piscataway