Frequency of coaching field support varies across California induction programs and is positively related to administrators' ratings of program effectiveness¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Most completers received weekly or more frequent coaching field support, but a substantial minority received it once per month or less, and frequency of field support is positively related to ratings of program effectiveness. → Wechsler 2024

Evidence¶

Wechsler 2024¶

Wechsler, M. E., Patrick, S. K., Thompson, C., & Levin, S. (2024). On the path to leadership: California's administrator induction programs. Learning Policy Institute. https://doi.org/10.54300/636.224

q2 · i? · associational · r2

Analysis of 4 years of CTC program completer survey data (6,812 completers, September 2017–August 2021; 85% of completers) reports the distribution of coaching field support frequency and finds "a positive relationship between the frequency of field support from coaches and ratings of program effectiveness." No effect size is printed.

"While over half (52%) of program completers received coaching field support once per week or more, 32% received field support twice per month, 13% received field support only once per month, and 3% received field support less than once per month. These differences matter, as there is a positive relationship between the frequency of field support from coaches and ratings of program effectiveness."

Discussion¶

Related Claims¶

• Coaching dosage shows precisely estimated null effects: more coaching hours are not associated with larger program effects — the general claim this finding bears on, with the studies behind it
• Induction program administration, structures, and funding vary widely across California, with advertised costs from $0 to $10,000 and no dedicated state funding — related
• California administrator induction is rated effective by over 90% of completers, with at least 85% reporting strong preparation on every CPSEL leadership skill — related
• In one survey, coached teachers more often report sustained, followed-up professional development than non-coached peers, and more than 81% received at least 30 minutes of one-on-one coaching a week — related
• Teachers who find coaching valuable spend more time and meet more frequently with their coaches — related
• Induction works especially well when coordinated with administrators' existing professional supports: district-run programs were most likely to be rated very effective — related
• In five scaled early learning coaching systems, coach-to-site ratios averaged about 1 coach per 22 sites, dosage varied widely, and participants perceived benefits in educator satisfaction, practice, and program quality — related
• Case study participants report three primary induction impacts: improved leadership knowledge and skills, resilience from personal support, and professional advancement — related
• Direct Instruction schools' ratings rose significantly only when the program was fully supported with training and coaching — related