As a former state director of Reading First, I’ve watched with great interest as state after state has passed legislation focused on improving reading proficiency through the intentional implementation of the science of reading. These state laws vary in their inclusion of some requirements, like mandatory retention of students who aren’t reading proficiently by a specific grade or the identification of and intervention for students who have dyslexia or reading difficulties. However, a commonality among most of them is a requirement for teacher professional development on the science of reading with ongoing support from a reading coach. One might wonder whether this approach will make a difference in teacher instruction or student proficiency. We can learn more about this intervention’s potential from both research and the experiences of two Region 7 states.
First, let’s look at the research. The combined approach of professional development on the science of reading with support from a reading coach that many states are implementing is supported by the research of Bruce Joyce and Beverly Showers (2002). This research identified the following four components of professional development necessary to move teachers from simply having the knowledge or skill to transferring or applying it in the classroom: presentation of theory, demonstration/modeling, practice with feedback, and coaching. In fact, Joyce and Showers found an effect size of 1.42 (equivalent to an improvement of 42 percentile points) when all four of these components were included in a professional development program. To put this in more concrete terms, they estimated that including coaching in a professional development program would result in 95 of 100 teachers being able to apply their learning in their classrooms compared to only 5 of 100 teachers being able to do so with only the first three components included. This alone speaks volumes to the importance of including both professional learning sessions or training and coaching in any professional development program intended to change teacher practice in classrooms so that student achievement can be impacted, but let’s look further.
One of the largest implementations of intensive professional development on the science of reading, then referred to as scientifically based reading research, combined with support from reading coaches was under the federal Reading First grant program in the early 2000s. Evaluations of the implementation of reading coaches during this time found two variables that mattered in producing student gains in reading (L’Allier et al., 2010). First, students of teachers who were supported by reading coaches with a reading teacher endorsement (24 credit hours of coursework in reading) or reading specialist certificate (32 credit hours of coursework in reading) had the highest average student reading gains, while students of teachers supported by a reading coach who had neither an advanced degree in reading nor a reading endorsement or certificate had the lowest average student reading gains. Secondly, the amount of time reading coaches spent engaging directly with teachers was important in producing student reading gains, with the highest average gains occurring in classrooms and schools where coaches spent more time working directly with teachers. Furthermore, four specific activities of reading coaches predicted student reading achievement: conferencing with the teacher, administering and discussing assessments, modeling lessons for the teacher, and observing in the classroom (Elish-Piper & L’Allier, 2007).
A more recent systematic review of 60 studies of teacher coaching programs in the U.S. and other developed countries that both used a causal research design and examined effects on instruction or achievement found large positive effects of coaching on teachers’ instructional practice with content-specific coaching programs, like reading coaching, producing higher effects than coaching programs that focused on general pedagogical practices (Kraft et al., 2018). Additionally, this review found that the effects of teacher coaching on student achievement were higher than the effects of almost all other school-based interventions, including student incentives, teacher pre-service training, merit-based pay, general professional development, data-driven instruction, and extended learning time and were comparable to the effects of comprehensive school reform, oversubscribed charter schools, large reductions in class size, high-dosage tutoring, and changes in curriculum. As with the effects on teacher instruction, smaller effects on student achievement were found for coaching programs that focused on general pedagogical practices versus content-specific programs. Considering the earlier findings regarding spending time administering and discussing assessments, this makes sense, as content-specific programs are more focused on helping teachers improve students’ test scores in the specific content area. Finally, this review found that pairing coaching with group trainings is associated with even larger effect sizes on both instruction and achievement.
Author: Robin Jarvis, PhD, Region 7 Comprehensive Center
References
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