Classroom Strategies Coaching Model: Integration of Formative Assessment and Instructional Coaching

Linda A. Reddy, Christopher M. Dudek, Adam Lekwa

Research output: Contribution to journalArticle

12 Scopus citations

Abstract

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.

Original languageEnglish (US)
Pages (from-to)46-55
Number of pages10
JournalTheory Into Practice
Volume56
Issue number1
DOIs
StatePublished - Jan 2 2017

All Science Journal Classification (ASJC) codes

  • Education

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