Teacher buy-in and willingness to engage are viewed as strong mediators of coaching benefits¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2015 · 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is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report).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 4 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? Teachers and coaches reported that teacher buy-in would strongly mediate the overall effect of coaching, and that resistant teachers show lower-quality outcomes. → White 2015

Evidence¶

White 2015¶

White, A. S., Howell Smith, M., Kunz, G. M., & Nugent, G. C. (2015). Active ingredients of instructional coaching: Developing a conceptual framework (R2Ed Working Paper No. 2015-3). https://r2ed.unl.edu/resources_workingpapers.shtml

q2 · i? · qualitative · r2

Requisite Teacher Characteristics section of the focus group study: teachers saw buy-in as affecting attitudes and the coaching relationship; coaches described the most successful teachers as those who "weren’t afraid to fail." The article also cites prior work connecting teacher resistance to lower-quality outcomes.

"Teachers felt that teacher “buy in” would be a strong mediator of the overall effect of the coaching, since it affects every part of the study, from teacher attitudes to the coaching relationship."

Discussion¶

Related Claims¶

• Pairing coaching with group trainings is associated with larger effects on instruction and achievement; instructional materials with larger, and video libraries with smaller, effects on instruction — the general claim this finding bears on, with the studies behind it
• Framework identifies teacher prerequisites: basic content knowledge, willingness to engage, and genuine concern for improving student learning — related
• Personalized Learning Effects Vary With Fidelity — a broader claim this one bears on
• Students' application of teacher support predicts accurate answers in small-group work — related
• Teachers would engage in analytics-informed inquiry if they saw direct benefits for student outcomes and the process were a regular part of their work — related
• Participating K-3 teachers vary widely in existing literacy practices, resources, understandings, and willingness to use DLS — related
• Video-based analysis of teacher-student interactions mediates positive coaching outcomes, and challenging teachers supports reflection but is uncommon — related
• Mediator-outcome association analyses can identify teacher practice mediators most associated with student learning — related
• Deeper co-leadership emerges when staff support lets partners progressively take on responsibility, but recedes when staff carry the process — related