Supervisory teacher coaching as a reform professional-development activity¶

Theory · All theories
Evidence · 2 claims (2 for) · 1 study (1 review), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description¶

Supervisory teacher coaching is a form of coaching in which "an outside expert or supervisor who gives specific, positive, and corrective coaching when needed provides supervisory teacher coaching," offered after an observed lesson to move the teacher toward a desired level of performance. The review positions it as a reform PD activity extending professional development through in-depth study of theory, observation of demonstrations, and continuous practice with timely feedback. It is used as a stand-alone intervention in some studies and paired with PD in most reviewed studies.

Design Implications¶

Context¶

Requirements¶

• Requires an outside expert or supervisor delivering specific, positive, and corrective feedback after observed lessons

Constraints¶

• The review notes the relationship between supervisory coaching and positive teacher behaviors remains unclear, with significant effects in some studies and none in others

Target Learners¶

• K-12 general and special education teachers

Target Learning Objectives¶

• Implementation of newly adopted evidence-based instructional practices and interventions with fidelity

Claims¶

• Supervisory Coaching Mixed Teacher Student Outcomes [+M]
• Coaching Increases Teacher Praise [+M]

Related Theories¶

Examples¶

• Describe coaching components, collect fidelity and maintenance data, and explore school-personnel and technology-based coaching in future coaching research

Key Sources¶

• Carmouche, M., & Thompson, J. (2018). Supervisory Teacher Coaching in K-12 Classrooms. JAASEP Winter 2018. https://eric.ed.gov/?id=EJ1254603