Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching
Article
Dudek, CM, Reddy, LA, Lekwa, A et al. (2019). Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching
. 44(2), 81-94. 10.1177/1534508418772919
Dudek, CM, Reddy, LA, Lekwa, A et al. (2019). Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching
. 44(2), 81-94. 10.1177/1534508418772919
This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds =.50–.83). Results also showed meaningful reductions in the overall need for change in instruction (d =.88) and in behavior management practices (d =.68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.
