SPIRAL (Specialized Instruction to Reach All Learners) Professional Learning-Coaching Model: Improvements in Teacher Instructional Practices

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Abstract

In elementary grades, students must demonstrate mathematics competency on grade-level standards. However, increasing numbers of students are failing to meet mathematics proficiency levels, and many teachers have limited content knowledge to address the demands of their students experiencing mathematics difficulty. We employed a professional learning with embedded coaching model to provide teachers (n = 73) with knowledge of how to use research-based practices in their small-group instruction. We measured teacher understanding and frequency of use at pretest and posttest using paired sample comparisons. We noted improvement from pre- to posttest on understanding of research-based practices (ESs = 0.43-0.60) and confidence of use (ESs = 0.30-0.53). We share essential components of the professional learning sessions and classroom coaching.

Authors

• Katie B. MacLean, University of Texas at Austin

• Katherine A. Berry, University of Texas at Austin

• Megan Carroll, University of Texas at Austin

• Sarah R. Powell, University of Texas at Austin