Innovative Approaches to Coaching Teachers in Implementing Tier 1 and Tier 2 Classroom Interventions

Pas, Elise T.; Kaiser, Lauren T.

doi:10.1007/978-3-031-20006-9_23

Cited by 1 publication

(1 citation statement)

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“…Coaching to improve teacher practices and student outcomes has increasingly gained traction in research as an evidence-based intervention (e.g., Pas et al, 2023;Reinke et al, 2015). One core feature of evidence-based coaching models is the use of observation to generate and provide data-based performance feedback to the teacher (see Pas et al, 2023). Notably, the observations that coaches use vary across models, though many observations overlap with the content assessed by the ASSIST.…”

Section: Implications For Practicementioning

confidence: 99%

Examining the Psychometrics and Characteristics of the Assessing School Settings: Interactions of Students and Teachers

Bradshaw

McDaniel

Duran

et al. 2023

Assessment for Effective Intervention

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This article focuses on the psychometric properties and characteristics of the Assessing School Settings: Interactions of Students and Teachers (ASSIST), an observational assessment administered by trained external observers of teacher practices, classroom context, and student behaviors at the classroom level. Study 1 examines variability, reliability, and convergence between ASSIST scores with data from 3,298 classrooms nested within 185 elementary, middle, and high schools. We report school-level intraclass correlations (ICCs), standard deviations, means, and reliability estimates of ASSIST scales; investigate the correspondence among ASSIST-measured constructs with multilevel correlations; and explore school-level predictors of ASSIST global scale scores. Study 2 further examines reliability over time and convergent validity using repeated ASSIST and Classroom Assessment Scoring System–Secondary (CLASS-S) observations in classrooms of 335 teachers in 41 middle schools. The ASSIST global measures exhibited moderate to good reliability across three same-teacher observations (ICCs ranged from .69 to .82). Associations between all ASSIST and CLASS-S scales suggested close correspondence of the measures, especially at the teacher level and school level. Together, these findings highlight the utility of the ASSIST observational measure, both as a research and practice tool, across multiple school types and classroom contexts, and with potential to inform coaching to improve teachers’ classroom management.

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Section: Implications For Practicementioning

confidence: 99%