Abstract
Teacher effectiveness is one of the most influential factors on student achievement. Therefore, it is vitally important to appropriately coach teachers toward increased effectiveness. This qualitative research study explored and compared the types of multi-level instructional coaching utilized within higher performing and lower performing elementary schools throughout Tennessee, as identified by both instructional coaches and classroom teachers. Additionally, participants shared their perceptions of the most beneficial aspects of multi-level instructional coaching and the barriers that hinder its productivity. Lastly, participants shared where they could use additional support in relation to instructional coaching. Data were collected through a researcher-created digital questionnaire, consisting of both open-ended and closed-fixed questions. Data were analyzed through qualitative methods, including coding and thematic development. Responses revealed similarities and differences in the responses of instructional coaches and classroom teachers in higher performing and lower performing schools. Among the findings, participants in higher performance schools emphasized that instructional coaching should be targeted to those specific teachers needing help in a particular area; whereas, the participants from lower performing schools overwhelmingly expressed a desire for coaching to assist toward more clearly understanding the best practices associated with instruction. Results from this study may provide stakeholders with data that could encourage modifications to current instructional coaching methods to improve teacher effectiveness.
Highlights
Hartman (2013) suggested that as a result of the increased focus on accountability, the need to increase student scores has become a greater concern, especially within schools that have repeatedly not met Adequate Yearly Progress (AYP) expectations
The researcher desired to identify common themes about perceived barriers of instructional coaching in general, in professional development, side-by-side coaching, supervisory coaching, virtual coaching, any other type of coaching experienced by teachers and instructional coaches in elementary schools in Tennessee
Instructional coaches in this study who work in higher performing elementary schools in Tennessee found limited time to be a barrier to the success of instructional coaching
Summary
Hartman (2013) suggested that as a result of the increased focus on accountability, the need to increase student scores has become a greater concern, especially within schools that have repeatedly not met Adequate Yearly Progress (AYP) expectations. Research has identified a connection between instructional coaching and academic gains when teachers effectively implement instructional practices (Polly, Mraz, & Algozzine, 2013). Suarez (2017) noted that instructional coaching is an opportunity for teachers to collaborate with colleagues in order to learn, reflect, and grow. When teachers are given time to reflect upon their existing practices, they are increasingly able to look at their current habits and make deliberate changes that may impact their instruction (Wang, 2017). Wang further noted that having an instructional coach would enable the teachers to be more responsible by giving them more support as they reflect upon their practices. The main goal of instructional coaching is to improve the teachers’ instruction and assessment in order to, in turn, improve student achievement (Hartman, 2013)
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