National coaching survey of coaches, teachers, and administrators¶

Element · All elements
Evidence · 4 claims (4 for) · 2 studies (2 associational), q2 · 0 of 2 report an effect size · 4 claims rest on one study

Description¶

A 2019 national online survey designed by Digital Promise and Learning Forward "using validated survey questions from the Dynamic Learning Project," distributed via email on October 2, 2019 and closed October 22, 2019 after 1,246 responses. Data were cleaned and analyzed in Qualtrics by Digital Promise research staff, analyzed by role (educator, coach, school leader, district leader) and site type (school- or district-based). It measured coach workload, coach-teacher relationships, technology use, professional support, and funding.

Design Implications¶

Context¶

Requirements¶

• Respondents currently engaged in coaching were analyzed; the 13.7 percent not engaged in coaching were excluded from the analysis

Constraints¶

• Self-reported perceptions from a convenience sample drawn from the partner organizations' networks; respondents skew female (85.2 percent) and toward schools with more than 40 percent free and reduced-price lunch eligibility

Target Learners¶

• K-12 coaches, teachers, school leaders, and district leaders in the United States

Target Learning Goals¶

• Understanding the prevalence, conditions, and support structures of instructional coaching

Claims¶

• Edtech coaches significantly supported administrators by providing teacher PD and implementing LMS tools during closures [+M]
• Dynamic Learning Project research found teachers who worked with edtech coaches used technology more frequently and felt more confident than peers who did not [+M]
• DLP participants reported more frequent meaningful coaching activities than other coaching programs, but fewer opportunities to observe other teachers [+M]
• DLP teachers reported higher rates of impactful student technology use and greater perceived positive impact on student engagement and learning than non-DLP teachers [+M]

Related Elements¶

Examples¶

• Recommendations for adopting and sustaining high-quality coaching

Key Sources¶

• Kasey Van Ostrand, John Seylar, Christina Luke. (2019). Prevalence of Coaching and Approaches to Supporting Coaching in Education. Digital Promise. https://digitalpromise.dspacedirect.org/items/821256d6-646b-4188-9b6f-348c6aeee6da