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

Todd A. Glover; Linda A. Reddy; Alexander Kurz; Stephen Elliott

doi:10.1177/1534508418811593

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

Todd A. Glover, Linda A. Reddy, Alexander Kurz, Stephen Elliott

Research output: Contribution to journal › Article › peer-review

17 Scopus citations

Abstract

This article presents theoretical and empirical support for a data-driven instructional coaching approach and emerging evidence for the contributions of an online platform in operationalizing, assessing, and facilitating the implementation of key coaching actions for both research and practice. The contributions of an online platform in guiding the implementation and investigation of key coaching actions (i.e., modeling, facilitation of practice, and feedback) throughout a five-phase coaching sequence are presented. The article outlines initial research to demonstrate the utility of the online platform for advancing an understanding of how coaching actions predict teacher and student outcomes. This research suggests that there are predictive relationships between coaching actions and the fidelity of implementation of teacher interventions, reductions in instructional gaps, and student achievement. The implications of this work for advancing coaching practices and future empirical investigations are described.

Original language	English (US)
Pages (from-to)	95-103
Number of pages	9
Journal	Assessment for Effective Intervention
Volume	44
Issue number	2
DOIs	https://doi.org/10.1177/1534508418811593
State	Published - Mar 1 2019

Keywords

interventions
professional development
progress monitoring

ASJC Scopus subject areas

Education
Developmental and Educational Psychology
General Health Professions

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10.1177/1534508418811593

Cite this

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title = "Use of an Online Platform to Facilitate and Investigate Data-Driven Instructional Coaching",

abstract = "This article presents theoretical and empirical support for a data-driven instructional coaching approach and emerging evidence for the contributions of an online platform in operationalizing, assessing, and facilitating the implementation of key coaching actions for both research and practice. The contributions of an online platform in guiding the implementation and investigation of key coaching actions (i.e., modeling, facilitation of practice, and feedback) throughout a five-phase coaching sequence are presented. The article outlines initial research to demonstrate the utility of the online platform for advancing an understanding of how coaching actions predict teacher and student outcomes. This research suggests that there are predictive relationships between coaching actions and the fidelity of implementation of teacher interventions, reductions in instructional gaps, and student achievement. The implications of this work for advancing coaching practices and future empirical investigations are described.",

keywords = "interventions, professional development, progress monitoring",

author = "Glover, {Todd A.} and Reddy, {Linda A.} and Alexander Kurz and Stephen Elliott",

note = "Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article was developed as part of the School System Improvement (SSI) Project, a collaboration between multiple universities and charter schools funded by the U.S. Department of Education{\textquoteright}s Office of Innovation and Improvement as part of the Teacher Incentive Fund program (awarded to Rutgers, The State University of New Jersey; #S374A120060). Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article was developed as part of the School System Improvement (SSI) Project, a collaboration between multiple universities and charter schools funded by the U.S. Department of Education?s Office of Innovation and Improvement as part of the Teacher Incentive Fund program (awarded to Rutgers, The State University of New Jersey; #S374A120060).",

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N1 - Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article was developed as part of the School System Improvement (SSI) Project, a collaboration between multiple universities and charter schools funded by the U.S. Department of Education’s Office of Innovation and Improvement as part of the Teacher Incentive Fund program (awarded to Rutgers, The State University of New Jersey; #S374A120060). Funding Information: The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This article was developed as part of the School System Improvement (SSI) Project, a collaboration between multiple universities and charter schools funded by the U.S. Department of Education?s Office of Innovation and Improvement as part of the Teacher Incentive Fund program (awarded to Rutgers, The State University of New Jersey; #S374A120060).

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

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Keywords

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