The impact of instructional coaching on school improvement
Abstract
Since the inception of the No Child Left Behind Act of 2001, instructional coaching has increased in low-performing schools with limited research. Practices of instructional coaches have varied greatly and the impact on school improvement is unknown. This study analyzed daily log entries of instructional coaches serving 23 Title I and three School Improvement Grant schools in Cincinnati Public Schools for the 2010-2011 and 2011-2012 school years. The purpose of this study was to investigate how schools had their instructional coaches spend their time in relation to how schools were performing. Qualitative analyses found that there were some categories of work in the Cincinnati Public Schools' coaching log that closely aligned to one of the five coaching categories found in the study by Deussen, Coskie, Robinson, and Autio (2007), while others were aligned to multiple categories. The 18,619 coaching log entries were quantified by coaching category; patterns in the coaching categories were analyzed; and patterns were compared to the schools' outcome measures. Schools that earned a state designation of Excellent or Effective from the State of Ohio had their coaches spend a predominant amount of time working in the teacher-oriented or managerial categories. A school that earned a state designation of Academic Watch in both 2010-2011 and 2011-2012 had their coaches spend a predominant amount of time in the student-oriented category both school years. A school that earned a state designation rating of Effective in 2010-2011 and Excellent in 2011-2012 had their coaches spend similar amounts of time in all categories for both school years, while all three schools with a rating of Academic Emergency had their coaches spend a concentrated amount of time in one category and less time in other categories. Based on the findings from the study, a school had more success when the instructional coaching was spread out among the coaching categories.
Subject Area
Educational administration
Recommended Citation
Elizabeth Johnson,
"The impact of instructional coaching on school improvement"
(2013).
ETD Collection for Tennessee State University.
Paper AAI3587497.
https://digitalscholarship.tnstate.edu/dissertations/AAI3587497