Model
Digital Document
Publisher
Florida Atlantic University
Description
Employment coaching is essential for performing job duties and for developing
and enhancing skills. Coaching in the school setting typically follows the traditional
format of pre-conference, observe, and post-conference, where feedback on teaching
performance is shared but often delayed. Professional development provides teachers
with skills to enhance their teaching practice with little to no follow-up or support. The
most effective way to produce change in the school setting is to show the connection
between professional development and student performance, and iCoaching can help to
bridge the gap. Research shows that effective feedback is immediate, systematic,
positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is
a way to provide immediate feedback so correction can be made live, and errors are
reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer
providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond
(“Increasing Opportunities to Respond,” 2015) is a way to increase academic
achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study
utilized a multiple probe across participants design to investigate the effect of iCoaching
on teacher-delivered OTR. Four teacher participants and their students participated in the
study, where the teachers completed a teacher preparation session and live iCoaching
sessions to increase their OTR. Data were collected on OTR (including the type of
OTR), coaching comments, student responses, and student curricular performance. The
results indicate that iCoaching was effective in increasing teacher-delivered OTR and
increasing student responses and academic performance. Implications for future research
are discussed.
and enhancing skills. Coaching in the school setting typically follows the traditional
format of pre-conference, observe, and post-conference, where feedback on teaching
performance is shared but often delayed. Professional development provides teachers
with skills to enhance their teaching practice with little to no follow-up or support. The
most effective way to produce change in the school setting is to show the connection
between professional development and student performance, and iCoaching can help to
bridge the gap. Research shows that effective feedback is immediate, systematic,
positive, constructive, and detailed (Scheeler & Lee, 2002). Bug-in-ear (BIE) coaching is
a way to provide immediate feedback so correction can be made live, and errors are
reduced. iCoaching uses iPods as a BIE device with a coach serving as a remote observer
providing coaching prompts or immediate feedback to the teacher to allow the teacher to implement ideas or make corrections immediately. Increasing opportunities to respond
(“Increasing Opportunities to Respond,” 2015) is a way to increase academic
achievement and on task behavior (Sutherland, Alder, & Gunter, 2003). This study
utilized a multiple probe across participants design to investigate the effect of iCoaching
on teacher-delivered OTR. Four teacher participants and their students participated in the
study, where the teachers completed a teacher preparation session and live iCoaching
sessions to increase their OTR. Data were collected on OTR (including the type of
OTR), coaching comments, student responses, and student curricular performance. The
results indicate that iCoaching was effective in increasing teacher-delivered OTR and
increasing student responses and academic performance. Implications for future research
are discussed.
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