Attributes of Coaching Writing Instruction with the Gradual Increase of Responsibility Model

• In Event: Community, Coaching, and Care for Writing Instruction

Abstract

This study identifies coaching characteristics that may contribute to students’ writing improvement. Our previously-reported study demonstrates statistically-significant gains in writing achievement for students in the implementation versus business-as-usual group. Teachers in the implementation group received coaching in writing instruction using the Gradual Increase of Responsibility coaching model. A gradual increase of responsibility was demonstrated in coaching three of five implementation teachers. Coaching of the other two teachers, who were veteran teachers, showed more variation.

Authors

• Vicki Collet, University of Arkansas

• Amanda Leggett, University of Arkansas