- April 28, 2014 @ 11:00 am – 1:00 pm
College of Education, room 409
30 Pryor Street Southwest
Georgia State University, Atlanta, GA 30303
The Self-Repotted Impact of lnstructional Coaching on Middle School
by Jeffrey D. Dillard
Instructional coaching is viewed as a promising initiative in professional learning for teachers, but there is lack of evidence that links coaching to impacting teachers’ practices. This dissertation seeks to identify and describe the relationships between the amount and types of content specific instructional coaching received by a sample of middle school teachers and any reported changes in teacher practice. This study will utilize a survey to collect descriptive data about the extent and focus of coaching activities over the 2013-14 school year as reported by teachers. Teachers will also self-report on changes in their practices as well as to what degree those changes were due to coaching effectiveness.
The population for this study will include English Language Arts (ELA) and social studies middle school teachers from eleven Title I campuses across the school district, who have (a) been employed at their current school as an ELA and/or social studies teacher for the 2013-14 school year; and (b) received instructional coaching from their school-based coach during that time at least once. Quantitative data analysis of the survey, using the Statistical Package for the Social Sciences (SPSS), will take place to investigate the relationships between the amount and type of reported coaching activities and the reported teachers’ changes in practice.