A Multidisciplinary Framework of Instructional Coaching

Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching

“…The objective of this article is to describe and provide emerging evidence for the utility of an approach for operationalizing, facilitating, and measuring coaching and its components to guide coaching implementation and research. This approach makes use of an online platform to provide structure and guidance in implementing coaching components within a data-driven instructional coaching model that holds promise with respect to its empirical support and practical utility (e.g., Glover, 2017a; Kurz et al, 2017). The article begins with a discussion of the data-driven instructional coaching model and its empirical support.…”

“…Throughout the coaching process, a protocol is used to enroll teachers in key coaching actions found through empirical research to impact teacher practices and student performance: modeling, facilitated practice, and regular feedback (e.g., Glover, Reddy, & Crouse, 2018; Kurz et al, 2017). Coaches model data-based decision making and research-based practices both during and outside of class time via role-play or direct demonstrations.…”

“…Even when a specific coaching approach has been defined clearly, implementation of the coaching process has been found to differ substantially when applied in schools (Deussen et al, 2007; Kurz et al, 2017; Neufeld & Roper, 2003; Russo, 2004). As noted by Denton and Hasbrouck (2009), teachers’ practical knowledge and experience in utilizing data to make instructional decision varies widely, with most teachers receiving little formalized training.…”

“…Furthermore, the majority of studies focused on early literacy and language skills (e.g., Downer, Pianta, Fan, Hamre, Mashburn, & Justice, 2011; Powell, Diamond, Burchinal, & Koehler, 2010) and elementary reading (e.g., Vernon-Feagans, Kainz, Hedrick, Ginsberg, & Amemdum, 2013), with only a handful of studies evaluating coaching in other academic areas (e.g., Garet et al, 2011) or for the development of positive student relationships (Gregory, Allen, Mikami, Hafen, & Pianta, 2014; Mikami, Gregory, Allen, Pianta, & Lun, 2011). Additional investigations of specific aspects of coaching within and across content areas are critical for advancing an understanding of the key actions required to best support teachers in meeting the needs of students (e.g., Denton & Hasbrouck, 2009; Deussen, Coskie, Robinson, & Autio, 2007; Kurz et al, 2017).…”

Educational Instructional Lead Teachers Perceptions on Improving Teacher Quality

“…Therefore, teachers must continuously retool their approaches to instruction to learn new ways to respond to new standards and demands for student achievement (Woulfin & Rigby, 2017). In a rank list, resulting from meta-analyses of over 800 factors affecting student achievement, the domains of teacher and teacher practices were cited 14 times in the top 23 highest influences on student achievement (Hattie, 2008). The positive correlation between teacher practices and student achievement has resulted in school district administrators seeking better ways to focus on improving teacher practices.…”