Using In-Service and Coaching to Increase Kindergarten Teachers’ Accurate Delivery of Group Instructional Units

Abstract

Early intervention is key to preventing academic failure and referral to special education. General educators are responsible for providing primary instruction for students at risk for failure; however, the training they receive related to specific instructional strategies for these students is often insufficient (e.g., 1-day workshops). Alternative forms of professional development that include a combination of in-service and follow-up support have shown more promise in promoting changes in teaching behaviors.This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math. 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 instruction after the in-service training, with a second level of growth achieved after coaching. Teachers also reported high levels of satisfaction using the strategies.

Mathematics coaching in high school : the impact of coach and teacher interactions.

“…These findings could be the result of customized support available from coaches that addressed teachers' fears and challenges associated with trying out new teaching strategies. These findings were not limited to coaching studies with elementary and secondary teachers, but also with teachers of early childhood and exceptional children (Kretlow, Wood, & Cooke, 2011;Rudd, Lambert, Satterwhite, & Smith, 2009). Teachers' perceptions of coaching were positive (Becker & Pence, 1999) and essential to the changes in teacher behavior.…”

“…The majority of studies reporting success with mathematics coaching have been conducted at the elementary or middle grades level (Balfanz et al, 2006;Barrett et al, 2002;Becker, 2001;Campbell, 1996;Campbell & Malkus, 2009;Conaim, 2010;Foster & Noyce, 2004;Gibbons et al, 2010;Kretlow et al, 2011;Olson & Barrett, 2004;Race et al, 2002;Zollinger et al, 2010). What is less known is if this same level of success can be expected at the secondary level.…”

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).…”

“…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). …”

“…colleagues (2011, 2012) have also found success from the use of elementary coaches to achieve changes in mathematics teaching and learning, specifically for instruction strategies targeted for students' at risk for academic failure, including students with disabilities. Kretlow, Wood, and Cooke (2011) a multiple-baseline-across-teachers design to examine the effects of an in-service session followed by a coaching session on three first grade teachers' correct implementation of three research based strategies during mathematics instruction. In addition, the study sought to investigate how the inservice training and coaching session lead to generalization of correct implementation of instructional strategies in numeracy and problem solving, which were not specifically addressed by the coach.…”