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

Abstract

This article presents theoretical and empirical support for a data-driven instructional coaching approach and emerging evidence for the contributions of an online platform in operationalizing, assessing, and facilitating the implementation of key coaching actions for both research and practice. The contributions of an online platform in guiding the implementation and investigation of key coaching actions (i.e., modeling, facilitation of practice, and feedback) throughout a five-phase coaching sequence are presented. The article outlines initial research to demonstrate the utility of the online platform for advancing an understanding of how coaching actions predict teacher and student outcomes. This research suggests that there are predictive relationships between coaching actions and the fidelity of implementation of teacher interventions, reductions in instructional gaps, and student achievement. The implications of this work for advancing coaching practices and future empirical investigations are described.

A critical review of the professional development literature for paraprofessionals supporting students with externalizing behavior disorders

“…As Walker and Smith (2015) found in their review, experiential learning experiences such as role playing are important for training on intervention implementation and effective communication skills that may lead to positive student outcomes (Chen, Muthitacharoen, & Frolick, 2003). Research that examines the influence of PD components (e.g., teaching, modeling, role playing, and feedback) on educator behaviors and student outcomes would be beneficial (Glover, Reddy, Kurz, & Elliott, 2019). Such work would highlight possible key PD ingredients that lead to improved paraprofessionals skills for this student population.…”

Behavior Support Coaching for a Paraprofessional Working With First-Grade Students Exhibiting Disruptive Behavior Problems in an Urban High-Poverty Elementary School

“…This case study underscores the importance of key coaching actions (e.g., model, practice, observe, ongoing feedback) and processes (e.g., implementation of evidence-based interventions) of a brief job-embedded coaching intervention. There is a need for future investigations that assess the impact of PD components, such as teaching and modeling, on paraprofessional behaviors and student outcomes (Glover et al, 2019). Furthermore, research that evaluates the use of technology (e.g., online training, online fidelity checklists) in the coaching process would be valuable (Reddy et al, 2019).…”

Professional Development and Coaching: Addressing the “Last Mile” Problem in Educational Research

“…Glover, Reddy, Kurz, and Elliott (2019) described an online coaching platform and reported on initial data examining Paths A and B (see Figure 1). Specifically, the authors shared findings in which the coaching behaviors of “facilitating teacher practice” and “providing feedback” were associated with reductions in the instructional gap in teachers’ classrooms; “facilitating teacher practice” was also predictive of fidelity of implementation and quality.…”

“…Another realm of future work relates to understanding which coaching behaviors and interactions are most supportive of changing teachers’ behaviors. Glover et al (2019) advanced research in this area by exploring the use of an online platform to facilitate instructional coaching. Interestingly, their tool allowed the research team to analyze which specific coaching behaviors (i.e., providing feedback, structuring practice) were associated with change in teacher and student outcomes.…”