The Impact of Instructional Coaching on Building Capacity in Reading Teachers

Date

2014-12

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Abstract

This study examined if instructional coaching was beneficial to building capacity in literacy teachers. Many students come to intermediate school with significant deficits in reading. Students are often two to three grades below level (Reardon, Valentino & Shores, 2012). Many teachers are often not equipped to deal with beginning stages of reading instruction; therefore, teachers need specific training to acquire the appropriate skills to address the deficits. One technique that has proven to be helpful is instructional coaching, which is a research-based approach to providing teachers with individualized professional development (Knight, 2009). This study examined if instructional coaching influenced a literacy teacher’s instructional practices. The study also examined the effectiveness of a partnership between a nonprofit organization and an urban intermediate school in Houston, Texas by evaluating the results of the group of students whose teacher received coaching. Students who received instruction from a teacher who received regular coaching cycles were compared to students whose teacher had not received coaching. Approximately 130 students were chosen to participate in this study. Statistical analyses were used to determine if there were differences in gains in achievement from the previous year among students whose teacher received coaching versus students whose teacher did not receive coaching. School and district leaders may use this information to gain insight into coaching models and instructional practices. Also, educational leaders may use this study to gain insight on sustaining effective instructional practices in literacy.

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Keywords

Instructional coaching, Building Capacity, Reading Teachers

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