In this lesson, you will learn about the effects of coaching on teachers and instruction. You will learn about literature that supports coaching and you will consider questions about being coached and about being a coach.
Source: Image light, Public Domain, http://tinyurl.com/p4pfjr7; Image of coaching, Creative Commons, http://pixabay.com/en/tutor-coach-teacher-manager-407361/
Welcome. I'm Trisha Fyfe, and in today's video lesson, I will explore some effects of instructional coaching on teachers and instruction. As we learn about this topic, we will work toward several learning objectives, and we'll use the following two questions to guide our learning in today's lesson-- what are the effects of coaching on teachers and instruction, and is instructional coaching supported?
As we have moved through the lessons in this course, we have discussed many different best practices. These best practices are so essential for effective coaching and for giving effective feedback. The research available to consider supports the best practices we've explored. Let's look at some of this research.
First, we'll look at the idea that teachers are reporting that an effective form of developing professionally is, in fact, coaching. In 2010, nearly 300 teachers were surveyed, and according to this research, there were many benefits for teachers that have been a part of a coaching opportunity. These included an increase in levels of confidence in how they taught, increased value in the individual that was providing the coaching, and the fact that professional development became far more effective and beneficial for them as teachers.
Another benefit to coaching for teachers is the impact on the student levels of achievement. When the coach is qualified and skilled, they can have a very positive impact on not only teachers but students as well. In 2006, a study was done on a district that had received a Reading First grant. This was a low income school district, and students fall and spring test scores were compared, and coaching logs were examined.
Classrooms where the literacy coach had a reading teacher endorsement had some of the highest gains in achievement, whereas classrooms in which the literacy coach did not have an advanced degree or a reading teacher endorsement had some of the lowest gains. From these observations, we can assume that this suggests that having the extra knowledge, such as an endorsement or advanced degree, can have more impact. This suggests that subject-specific coaching might be a choice that has positive benefits.
Another benefit to coaching is that when teachers are positive about and participate in coaching, students benefit academically. In 2011, there were positive correlations found between the amount of coaching and levels of achievement as measured by a specific assessment-- the DIBELS scores. This correlation occurred about 50% of the time.
Also noted was the fact that when negative attitudes about coaching were present in teachers, those teachers tended to participate in coaching less often. This was present along with the fact that there was also less growth academically. Teachers embrace and use coaching as a form of professional development more often when they have choice and some say-so in the coaching process.
The last idea that we'll discuss today that is present in research is the fact that when coaches engage in the four following activities in an equal and balanced way, teachers benefit. In 2009, these four things were established that must be balanced. And they are-- instructing on specific content, modeling instructional strategies, observing teachers, and consulting for reflection. Because of the nature of these four activities, subject-specific approach or a cognitive coaching approach to coaching would be the most beneficial here.
Let's talk about what we learned today. We looked at the following two questions in this video lesson. What are the effects of coaching on teachers and instruction, and is instructional coaching supported? In today's lesson, we discussed some research that supports the positive benefits to the instructional coaching role. We looked at four specific studies that yielded results that helped prove instructional coaching is, in fact, beneficial to teachers, students, and schools in many different ways.
Now that you're more familiar with these concepts, let's reflect. What benefits of instructional coaching have you observed in your experiences? What might potential challenges be for you in the coach/teacher relationship? Thanks for joining me today in discussing the lesson-- effects of instructional coaching on teachers and instruction.
I hope you found value in this video lesson and are able to apply these concepts and these resources to your own teaching and coaching relationships. To dive a little deeper and learn how to apply this information, be sure to check out the additional resources section associated with this video. This is where you'll find links targeted toward helping you discover more ways to apply this course material.
(00:00- 00:46) Introduction/Objectives
(00:47- 01:20) Supporting Research: Kane (2010)
(01:21- 02:20) Supporting Research: L’Allier & Elish-Piper (2006)
(02:21- 03:07) Supporting Research: Datteri (2011)
(03:08- 03:44) Supporting Research: Shidler (2009)
(03:45- 04:16) Recap
(04:17- 05:03) Reflection
How Instructional Coaches Can Help Transform Schools
This Edutopia article reviews the importance of instructional coaching. The article sites building teams, resilience, and systems as the primary sources of improvement.
Instructional Coaching: Coaching Resources
This University of Kansas site provides useful resources and guides to implement and evaluate instructional coaching.