Coaching is more effective when support is personalized to teachers' needs and classroom contexts¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Coached teachers in core subjects more often reported their PD fit their current teaching needs (56% vs. 36%, Chi-Sq p < .001), and fit correlated with ITU confidence (corr = .3, p < .001). → Mahsa Bakhshaei 2020

Evidence¶

Mahsa Bakhshaei 2020¶

Mahsa Bakhshaei, Angela Hardy, Jason Ravitz, John Seylar. (2020). Instructional Coaching Holds Promise as a Method to Improve Instruction with Technology. SITE 2020 - Online, April 7-10, 2020. https://digitalpromise.dspacedirect.org/items/5465e54a-b290-4210-97fb-514a3aa13e21

q2 · i? · associational · r1

DLP year 2 survey: coached core-subject teachers reported better PD fit than non-coached peers (56% vs. 36%, "Chi-Sq p < .001"), and fit showed a printed correlation of "corr = .3, p < .001 for index score" with average ITU confidence; no standardized effect size metric is printed.

"While 56% of coached teachers in core subject areas reported that their PD was to a great extent a good fit with what they needed in their current teaching assignments, only 36% of their non-coached peers reported this (Chi-Sq p < .001). Moreover, correlation analyses show a positive significant relationship between teachers reporting their PD as a good fit with their needs a nd their average confidence in the six areas of their ITU ability (corr = .3, p < .001 for index score)."

Discussion¶

Related Claims¶

• Teachers who report coaching as a partnership report more improvement in classroom challenges and higher technology-use confidence; voluntary participation and non-evaluative support correlate with improvement in classroom challenges — related
• Coached teachers report significantly higher confidence in their ability to implement impactful technology use — related
• Coaching is more effective when it is job-embedded with frequent face-to-face interaction between coach and teacher — 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 described an ideal technology coach as prepared, patient, observant, and using current research-based methods — related
• Intervention students reported significantly higher exam confidence than controls (M=4.3 vs 3.4 on a 5-point scale, d=0.76) — related