The Effects of Coaching on Planning of Instructional Conversations Using Latent Growth Modeling

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Abstract

This paper investigated the effect of instructional coaching on teachers’ understanding and use of planning for Instructional Conversation after one-year of professional development. Participants included 28 elementary and secondary teachers who received six to eight coaching sessions. Latent growth modeling was used to examine teachers’ lesson plans. Findings indicate instructional coaching was an effective means to develop teachers’ understanding and planning of the instructional conversation to a higher degree. Teachers who initially began with lower scores showed more growth that those who began with higher scores. In addition, years of teaching experience and grade level were not related to teachers’ initial status of planning for Instructional Conversation or their growth across time.

Authors

• Chen Ju Lin, University of Hawaii - Manoa

• Tasha R. Wyatt, University of Hawaii - Manoa

• Seongah Im, University of Hawaii

• Elizabeth Brook Chapman de Sousa, University of Hawaii