The Utilization of Instructional Coaches on the Impact of Student Achievement and Teacher Instructional Practices in Reading and Math in Grades Three Through Eight
Instructional coaches may assist teachers in their continued learning by providing embedded professional development in areas of need. In this study, most sub-groups in the school district realized increases in proficiency levels in math and reading after the implementation of instructional coaches. Some sub-groups evidenced significant rates of improvement; however, English Language Learners demonstrated lower levels of achievement in both math and reading throughout the year. Both math and reading proficiency levels remain still low and even with instructional coaches in all schools, student achievement did not reach 50%. These findings
suggest that the implementation of instructional coaches did not significantly impact student achievement scores, nor did the implementation of instructional coaches improve teachers’ instructional practices. Problems with the successful implementation of instructional coaches are described in an effort to increase the positive impact of instructional coaches in the future.
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