More time with coaches was significantly associated with better teaching outcomes and higher teacher self-reported technological proficiency¶

Claim · All claims
Evidence · 1 study · associational r1 · q2
Currency · newest study 2024 · checked against its sources 2026-10-20 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Digital Promise's analysis of three surveys in 2022-23 found teachers' technological proficiency, confidence, frequency of use, and instances of Powerful Learning increased over time, and more time with coaches was significantly associated with better teaching outcomes. → intended-outcomes

Evidence¶

intended-outcomes¶

Chelimo, S., Cortez, C., Jackson, J., & Weaver, D. (2024, May). Unintended Impact: How the Verizon Innovative Learning Schools Program Affected Its Educators' Job Satisfaction and Career Trajectories. Digital Promise. https://doi.org/10.51388/20.500.12265/212

q2 · i? · associational · r1

Digital Promise researchers' analysis of three surveys administered across the 2022-23 school year to a recent cohort of teachers, coaches, and district leads found increases in proficiency, confidence, use, and Powerful Learning, and that "more time with coaches was significantly associated with better teaching outcomes." No effect sizes are printed.

"The team's analysis of the survey data showed that teachers' perceived technological proficiency, skills, confidence to use technology, the frequency of its use, and instances of Powerful Learning in classrooms all increased over time. Further, the team found that more time with coaches was significantly associated with better teaching outcomes and significantly higher teacher self-reported technological proficiency and growth in practice."

Discussion¶

Learner Variables¶

• Digital Literacy — outcome: instruction changes it

Related Claims¶

• Learning Studio participation increased students' comfort with, and skills around, the Studio technologies — related
• Teacher confidence in teaching literacy and English learner students increased over the pilot year, especially with a local coach — related
• Educators grew more confident supporting student autonomy and leading media production through the program — related
• Sustained administrator involvement in coaching programs is associated with less teacher stress, better perceived coaching skills, and more improvement in teaching practices — related
• Teachers coached for more than one cycle reported more powerful technology use and greater confidence, though a breadth-versus-depth tradeoff remains open — a narrower finding that bears on this claim
• Coached teachers report greater impact of their technology use on student engagement and learning — related
• Three-year formative assessment training improved teachers' eliciting and interpreting skills, leading to better student learning — related
• Monthly external coaching from Digital Promise held Design Teams accountable and generated ideas no one else in the room had — related
• A majority of surveyed teachers (61%) reported that participating in the Verizon Innovative Learning Schools program improved their job satisfaction — related
• Dynamic Learning Project research found teachers who worked with edtech coaches used technology more frequently and felt more confident than peers who did not — a broader claim this one bears on
• Participating in team-based professional development changed how higher education teachers perceived themselves and their role as teachers — related