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ERIC Number: EJ1129825
Record Type: Journal
Publication Date: 2017
Pages: 10
Abstractor: As Provided
Reference Count: 32
ISBN: N/A
ISSN: ISSN-0040-5841
Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching
Reddy, Linda A.; Dudek, Christopher M.; Lekwa, Adam
Theory Into Practice, v56 n1 p46-55 2017
This article describes the theory, key components, and empirical support for the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that systematically integrates data from multiple observations to identify teacher practice needs and goals, design practice plans, and evaluate progress towards goals. The primary aim of the model is to improve teachers' use of specific evidenced-based instructional and behavioral management practices at the claxsssroom level. Key components of the model include integration of instruction and classroom behavior management; brief structured problem solving framework; formative assessment with a validated observation instrument; establishing measurable goals; and visual performance feedback. Results from a randomized controlled study offer emerging evidence of the potential impact of formative assessment and coaching on teacher classroom practices in elementary schools. Additionally, we offer recommendations for future research and practice.
Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: Institute of Education Sciences (ED)
Authoring Institution: N/A
Identifiers - Location: New Jersey; New York
IES Funded: Yes
Grant or Contract Numbers: R305A080337