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Teacher coaching supported by formative assessment for improving classroom practices.

Gregory A Fabiano1, Linda A Reddy2, Christopher M Dudek2

  • 1Department of Counseling, School, and Educational Psychology, University at Buffalo, State University of New York.

School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association
|April 10, 2018
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Summary

This study found that teacher coaching improved behavior management strategies but not instructional strategies. The coaching approach used formative assessment and visual feedback for elementary teachers.

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Area of Science:

  • Educational Psychology
  • Classroom Management

Background:

  • Effective teaching practices are crucial for student success.
  • Teacher professional development often focuses on improving instructional and behavioral strategies.
  • Formative assessment and visual feedback are potential tools for enhancing teacher coaching.

Purpose of the Study:

  • To investigate the impact of a teacher coaching model on elementary teachers' classroom practices.
  • To determine if coaching emphasizing formative assessment and visual feedback improves instructional and behavioral management strategies.

Main Methods:

  • A wait-list controlled, randomized study with 89 general education teachers.
  • Teachers were randomly assigned to immediate coaching or a waitlist control group.
  • Classroom practices were measured using the Classroom Strategies Assessment System (CSAS).

Main Results:

  • Teachers receiving immediate coaching showed significant improvements in observed behavior management strategy use compared to the control group.
  • No significant improvements were observed in instructional strategy use based on observer ratings.
  • Both observer and teacher ratings indicated improved behavior management strategy use; teacher ratings also improved for instructional strategies.

Conclusions:

  • A brief teacher coaching intervention effectively enhanced the use of observed behavior management strategies.
  • Self-reported use of both behavior management and instructional strategies improved with coaching.
  • The coaching model shows promise for improving specific aspects of teacher practice, particularly behavior management.