Statement of the Issue ●The purpose of this study was to provide evidence of the impact instructional coaching has on the clinical internship experience and k-12 student achievement. ●Instructional coaches were added to the traditional triad model of intern, clinical teacher, and university supervisor. ●The goal of the research was to examine the impact of instructional coaching on the use of effective instructional practices in the clinical internship.
Literature Review ●An instructional coach is someone who models research- based practices, gives encouraging feedback, and provides specific observations to adults rather than to students (Steiner & Kowal, 2007). ●Instructional coaching is recommended by NCLB for schools who do not make adequate yearly progress(AYP) for two years or more (Kowal & Steiner, 2007; Annenberg, n.d.) ●Instructional coaching helps teachers reflect and apply what they have learned to their students and coworkers (Neufeld & Roper, 2003 ; Poglinco et al., 2003).
Literature Review In order for instructional coaching to be effective and sustained long-term, data on the significance of instructional coaching needs to be collected and reviewed (Walker, 2006). Instructional coaches need to be an expert with pedagogy, content, interpersonal skills. They also need continued training to keep them up to date in these areas (Knight, 2008; Steiner & Kowal, 2007). When multirater feedback occurs goals can be established and used to drive instruction (Dochy, Segers & Sluijsmans, 1999; Tillema, 2009).
Instructional Coaching The Instructional Coach adds another layer of support and guidance for interns during their internship by serving as a: o liaison between the intern/clinical teacher/school administration/University. o facilitator of academic goals and initiatives within the school system to which the intern is assigned. o guide for pre-service opportunities at the school and system level during the internship. o mentor for interns whose clinical teachers have less time to devote to mentoring.
Methodology A mixed methods study that relied on ●qualitative data from exit surveys ●quantitative data from Teachscape walkthrough observations ●locally evaluated edTPA scores.
Relevance-Data This study includes quantitative evidence that informs policy and practice. Successful practices have been identified and are being used by interns as they progress through their internship. Multiple measures indicate statistically significant gains when compared to interns that did not work with instructional coaches.
Relevance-Data Results and Findings Over a Three Year Period Quantitative Data: Teacher candidates significantly increased their use of instructional practices and research-based instructional strategies. Levels of student engagement were also found to increase significantly. edTPA rubrics for Instruction and Assessment were higher for teacher candidates with an instructional coach. *See Handout of Data Results
Relevance-Data Qualitative Data: Exit Survey - Teacher candidates ranked the ISLES modules and instructional coaching as two of the most influential initiatives contributing to their preparation for the classroom. “My instructional coach helped shape me into a better teacher through her observations, constructive criticism, recommendations, and encouragement.” “They were most helpful because they provided us with relevant information about classroom intervention strategies.”
Implication for Action-Policy The implication of this project for colleges of education is that carefully designed clinical practice experiences involving instructional coaches can effectively prepare novice teachers. This clinical experience reform has the potential to change the teaching effectiveness trajectory of first year teachers while ensuring more children benefit from highly qualified teachers. Based on this research study, instructional coaching, in the clinical internship experience, is informing how well researched based practices are implemented during clinical intern’s internship experience.
How to Replicate without $9 mil Differentiated roles with university supervisors and clinical teachers Principal candidates coaching teacher candidates (junior level) Increase co-teaching as this increases coaching (1:1 2:1) Begin with one or two program areas, keep good data, and scale up as you learn from your experiences
Contact Information Kristen Cuthrell email@example.com@ecu.edu Joy Stapleton firstname.lastname@example.org@ecu.edu Judy Smith email@example.com@ecu.edu Vivian Covington firstname.lastname@example.org@ecu.edu Krys Castro Castok@pitt.k12.nc.usCastok@pitt.k12.nc.us Angie Gaddis email@example.com@pitt.k12.nc.us Angela Greene GreeneA@pitt.k12.nc.usGreeneA@pitt.k12.nc.us Gail Edmondson firstname.lastname@example.org@greene.k12.nc.us