Using In-Service and Coaching to Increase Teachers’ Accurate Use of Research-Based Strategies

Abstract

Increasing the accurate use of research-based practices in classrooms is a critical issue. Professional development is one of the most practical ways to provide practicing teachers with training related to research-based practices. This study examined the effects of in-service plus follow-up coaching on first grade teachers' accurate delivery of three researchbased strategies during math instruction. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of the strategies after the in-service, with a second level of growth achieved after coaching. Improvements also generalized to untrained math sessions. Teachers reported very high levels of satisfaction with the training model.

A multi-level analysis using NAEP data : examining the relationships among mathematics coaches and specialists, student achievement, and disability status.

“…Both quantitative and qualitative research has found positive relationships between mathematics coaching and improved mathematics instruction (e.g., Alloway & Jilk, 2010;Baldinger, 2014;Campbell, 1996;Kretlow et al, 2012;Kretlow, Wood, & Cooke, 2011;Race, Ho, & Bower, 2002;Rudd, Lambert, Satterwhite, & Smith, 2009). Although the majority of studies conducted on mathematics coaches show the potential to influence teachers' instructional practices in a positive direction, results are influenced by the type and intent of the coach (e.g., Becker, 2001;McGatha, 2008) and teachers' varying experiences and ideas of how mathematics should be taught (e.g., Ai & Rivera, 2003;Olson and Barrett, 2004).…”

“…Although the list of roles and responsibilities of a MCS is abundant, the research on the effect of MCSs is sparse (e.g., NMAP, 2008;McGatha, 2009). That being said, recent research has shown that coaching is a promising practice and policy that could potentially advance instructional growth and teacher change (e.g., Campbell & Malkus, 2011;Kretlow et al, 2012;McGatha, 2009). …”

“…Findings indicated that teachers increased their use of research-based practices (Kretlow, 2011(Kretlow, , 2011Rudd et al, 2009), shifted their beliefs about effective mathematics instruction (Neuberger, 2012), and viewed coaching as an integral aspect in leading to changes in their practice (Kretlow et al, 2012). …”

“…By relying on the tenets of effective professional development (PD), such as providing ongoing, focused, and interactive learning experiences, MCS may be the key to changing teacher practices in the classrooms. As Kretlow, Cooke, and Wood (2012) state, "For practicing teachers, PD is perhaps the most important bridge from research to classroom implementation" (p. 349).…”

“…MCS may work at the school and district level on issues related to curriculum and instruction (Dossey, 1984;Fennell, 2011), help teachers to prepare and implement lessons and instructional strategies in the classroom (Campbell & Malkus, 2011;Knight, 2005), as well as acquire resources and research-based practices to use in instruction (Neufeld & Roper, 2003). Responsibilities may also include modeling and providing PD for teachers (Campbell & Malkus, 2009;Chval et al, 2010;Polly et al, 2013;Fennell, 2011); conducting observations and providing feedback to teachers (Kretlow et al, 2012;Neufeld & Roper, 2003); examining student assessments and data to inform decision making (Chval et al, 2010;Marsh et al, 2010;Polly et al, 2013). Additionally, delivering enrichment for mathematically promising students (Dossey, 1984) and taking part in planning and providing interventions to students (Chval et al, 2010;Fennell, 2011) may fall to MCS.…”