Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching

Assessing the Effectiveness and Interactions of Instructional Coaches: Initial Psychometric Evidence for the Instructional Coaching Assessments–Teacher Forms

“…Becoming an effective coach, however, constitutes high levels of proficiency in problem solving, data use and interpretation, modeling, facilitative practice, performance feedback, and overall interaction style that, in combination, effectively and efficiently can result in professional growth for educators and school improvement. Thus, an effective coach not only requires specialized training but also ongoing support and accurate feedback that is useful, specific, and immediate (e.g., Hagermoser Sanetti et al, 2007; Noell et al, 1997; Reddy, Dudek, & Lekwa, 2017). For coaches to receive such support, it is necessary that relevant skill-based needs can be assessed efficiently and reliably over time to generate actionable feedback.…”

“…This literature highlights key consultant/coaching actions that yield moderate to large effects on multiple school stakeholders (i.e., classroom teachers, special educators, school psychologists, content area specialists, and parents) and student academic and behavior outcomes (e.g., Erchul & Sheridan, 2014; Reddy, Barboza-Whitehead, Files, & Rubel, 2000; Sheridan et al, 2012). In addition, rigorous evaluations of coaching efficacy on early reading (Glover, 2017) and teacher universal practices and student academic behavior further support specific core coaching skills (Fabiano, Reddy, & Dudek, 2018; Reddy, Dudek, & Lekwa, 2017) and offer further insights into universal coaching skills. These coaching skills/actions include identifying teacher and student needs with data, setting specific measureable goals, designing interventions and supports matched to needs/goals, teaching and modeling of intervention steps, providing practice opportunities, delivering ongoing performance feedback, and evaluating intervention fidelity and progress toward goals.…”

“…The Instructional Coaching Assessment (Reddy, Glover, Kurz, & Elliott, 2017) is an online, multirater assessment system that provides feedback reports to support the evaluation and development of instructional coaching talent. The assessment approach involves conducting a 360° assessment, completed by the coach, teachers served by the coach, and/or the coach’s supervisor.…”

Restorative Consultation in Schools: A Systematic Review and Call for Restorative Justice Science to Promote Anti-Racism and Social Justice

“…It seems that if consultants and coaches were "in house," then, more frequent sessions would be possible, which would also allow for tailored support to individual staff needs. Finally, it is unclear whether the coaching that has been used is of high-quality, therefore, future work should incorporate quality indicators of coaching (Reddy, Dudek, & Lekwa, 2017) and include important measurements of consultation/coaching quality and proximal/distal outcomes (Erchul, 2015). Gregory and her colleague have done just that in a preliminary manner (Davis, 2016).…”

Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching

“…Other rigorous randomized controlled trials have directly evaluated the impact of data-driven coaching approaches on teacher practices and student outcomes. For example, Reddy and colleagues (Fabiano et al, 2018; Reddy et al, 2017) evaluated the impact of a data-driven coaching approach that targeted 89 elementary teachers’ class-wide instructional and behavioral management practices. Coaches supported teachers during 30-min coaching sessions in (a) using assessment data to identify gaps in instructional and behavioral management practices, (b) setting goals to address these gaps; (c) designing and implementing plans of action that included specific classroom strategies, and (d) using visual performance data to track progress and make strategy adjustments.…”