TY - JOUR
T1 - Assessing the Effectiveness and Interactions of Instructional Coaches
T2 - Initial Psychometric Evidence for the Instructional Coaching Assessments–Teacher Forms
AU - Reddy, Linda A.
AU - Glover, Todd
AU - Kurz, Alexander
AU - Elliott, Stephen
N1 - Funding Information:
The authors disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: The current study was implemented as part of the School System Improvement (SSI) Project, a collaboration between multiple universities and charter schools funded by the U.S. Department of Education’s Office of Innovation and Improvement as part of the Teacher Incentive Fund program (awarded to Rutgers, The State University of New Jersey; #S374A120060). The positions and opinions expressed in this article are solely those of the author.
Funding Information:
The sample included 25 full-time instructional coaches who coached approximately 225 general and special education teachers. Kindergarten through 12th grade teachers from 11 high poverty schools participated in a statewide school reform grant funded by the U.S. DOE Teacher Incentive Fund (Reddy, Kettler & Kurz; 2012–2018). Nearly 75% of students enrolled in these schools received free or reduced lunch.
Publisher Copyright:
© Hammill Institute on Disabilities 2018.
PY - 2019/3/1
Y1 - 2019/3/1
N2 - The conceptual foundation and initial psychometric evidence are provided for the Instructional Coaching Rating Scales and Interaction Style Scales–Teacher Forms. These forms are part of a multicomponent online assessment system designed to evaluate the effectiveness of coaching skills and interactions that support the needs of teachers and students. Specifically, the article presents the theory, evidence, and measurement framework for the system. Findings indicate that the Rating Scales and Interaction Style Scales–Teacher Forms have very good internal structures based on multiple fit statistics for confirmatory factor analyses, high internal consistency, good item-to-scale total correlations, and freedom from item bias. Collectively, this promising statistical evidence is supportive of valid score inferences. Study limitations and directions for research are discussed.
AB - The conceptual foundation and initial psychometric evidence are provided for the Instructional Coaching Rating Scales and Interaction Style Scales–Teacher Forms. These forms are part of a multicomponent online assessment system designed to evaluate the effectiveness of coaching skills and interactions that support the needs of teachers and students. Specifically, the article presents the theory, evidence, and measurement framework for the system. Findings indicate that the Rating Scales and Interaction Style Scales–Teacher Forms have very good internal structures based on multiple fit statistics for confirmatory factor analyses, high internal consistency, good item-to-scale total correlations, and freedom from item bias. Collectively, this promising statistical evidence is supportive of valid score inferences. Study limitations and directions for research are discussed.
KW - educator improvement
KW - formative assessment
KW - formative feedback for coaches
KW - instructional coaching
UR - http://www.scopus.com/inward/record.url?scp=85058658490&partnerID=8YFLogxK
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U2 - 10.1177/1534508418771739
DO - 10.1177/1534508418771739
M3 - Article
AN - SCOPUS:85058658490
SN - 1534-5084
VL - 44
SP - 104
EP - 119
JO - Assessment for Effective Intervention
JF - Assessment for Effective Intervention
IS - 2
ER -