Testing the integration of a teacher coaching model and a social-emotional learning and literacy intervention in urban elementary schools

Abstract

Teachers often report inadequate training in and insufficient time for social-emotional learning (SEL; Buchanan et al., 2009). Thus, it is not surprising that tremendous variability exists in the implementation of school-based SEL interventions (Durlak, 2016; Rohrbach et al., 2006), which has been closely linked to program outcomes for teachers and students (Domitrovich & Greenberg, 2000). In this study, we used a quasi-experimental design to better understand the utility of providing structured, evidence-based teacher coaching to support SEL program implementation. We paired an integrated SEL and literacy curriculum, 4Rs (Reading, Writing, Respect, & Resolution), with a validated approach to supporting curriculum implementation, MTP (MyTeachingPartner). Across 91 classrooms within 15 urban public elementary schools, we assessed one central research question: does the integration of 4Rs with an evidence-based coaching model, MTP, lead to greater classroom-level effects on students’ social-emotional and academic functioning than 4Rs only during a single school year? In summary, 4Rs + MTP classrooms showed significantly lower levels of hostile attribution bias and aggressive interpersonal negotiation strategies, as well as, greater attendance rates and teacher-reported academic skills.