Teacher confidence in teaching literacy and English learner students increased over the pilot year, especially with a local coach¶

Claim · All claims
Evidence · 1 study (2 entries) · design r2 · q2
Currency · newest study 2025 · checked against its sources 2026-10-09 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Average confidence in teaching literacy rose from 3.04 to 3.33 and confidence in teaching English learner students from 3.22 to 3.33 over the year (N = 20). → Patrick Rich 2025 q2 i? Teachers with a local coach gained more confidence than those without (0.45 vs. -0.08 for English learner student confidence), a difference the report calls statistically significant for English learner student confidence. → Patrick Rich 2025 (2)

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

Teacher surveys at beginning, middle, and end of year (N = 20) show literacy confidence rising from 3.04 to 3.33 and English learner confidence from 3.22 to 3.33 on a 1-4 agreement scale; analysis was of calculated averages.

"Teacher confidence for teaching English learner students increased over the year and was at a similar level as confidence in teaching literacy by the year's end."

Patrick Rich 2025 (2)¶

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

Survey-based comparison of average confidence gains from beginning to end of year (N = 14 local coach, N = 6 no local coach) shows gains of 0.18 versus -0.06 for literacy and 0.45 versus -0.08 for English learner student confidence; no effect size is printed.

"Teachers who had a local coach had higher growth in self-efficacy than those who did not (these teachers had small decreases), especially for English learner student self-efficacy. The difference is statistically significant for confidence in teaching English learner students."

Discussion¶

Related Claims¶

• Teachers reported increased use of culturally and linguistically relevant instruction over the year, while teacher collaboration remained unchanged — related
• Teachers with a local coach completed far more of the intended Write to Succeed professional learning activities than teachers without one — 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
• More time with coaches was significantly associated with better teaching outcomes and higher teacher self-reported technological proficiency — related
• The SWELL logic model posits that participating teachers will increase self-efficacy in literacy instruction and in supporting English learner students — a broader claim this one bears on
• Ongoing professional development and mentorship are critical to coaches' growth and confidence in their coaching skills — related
• Most pilot teachers found the Write to Succeed materials helpful, and teachers and coaches benefited from seeing practices modeled — related
• The SWELL logic model posits medium-term improvements in teachers' literacy instruction and ability to accommodate language learning and embed CLRI — related