Teachers with a local coach completed far more of the intended Write to Succeed professional learning activities than teachers without one¶

Claim · All claims
Evidence · 1 study · design r2 · q2
Currency · newest study 2025 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? In the 2023/24 pilot, teachers with a local coach completed 47% of intended professional learning activities overall, compared with 9% for teachers without a local coach. → Patrick Rich 2025

Evidence¶

Patrick Rich 2025¶

Patrick Rich, Audrey Altieri, Rachel Garrett. (2025). A pilot study of Write to Succeed: An intervention to enhance writing instruction in New Mexico. Regional Educational Laboratory Southwest (REL 2025-013). https://ies.ed.gov/use-work/resource-library/report/descriptive-study/pilot-study-write-succeed-intervention-enhancing-writing-instruction-new-mexico

q2 · i? · design · r2

Analysis of coach logs filled out for the 22 teachers who began the intervention shows participation in group learning, coach modeling, collaborative planning, and observations was 80%, 80%, 77%, and 76% for local-coach teachers versus 47% overall completion for no-local-coach teachers, per the printed figure.

"Teacher participation in the required professional learning activities was particularly low for those without a local coach. Participation was higher for those with a local coach, but even those teachers with local coaches were not able to attend all the activities."

Discussion¶

Related Claims¶

• Teacher confidence in teaching literacy and English learner students increased over the pilot year, especially with a local coach — related
• Most pilot teachers found the Write to Succeed materials helpful, and teachers and coaches benefited from seeing practices modeled — related
• Most pilot teachers used the Write to Succeed practices and found them easy to use and helpful for students, with ease of use increasing across semesters — related
• Monthly coaching sessions helped teachers use and integrate MI Write with their instruction — related
• Per-participant implementation costs fall substantially in leaner implementation models without a warm-up year or local coach — related
• Effective professional development is content focused, active, collaborative, modeled, coached, feedback-rich, and sustained over time — a broader claim this one bears on
• Ongoing professional development and mentorship are critical to coaches' growth and confidence in their coaching skills — related
• Sunnyside students participating in the Compact Writing Assignments pilot completed quarterly research papers at a rate more than 15 percent higher than non-participants — related