Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-745bb68f8f-d8cs5 Total loading time: 0 Render date: 2025-01-08T04:40:10.081Z Has data issue: false hasContentIssue false

8 - Supporting Teachers in Tier 1 Instruction: Use of Coaching and Formative Assessment

from Part II - Teacher- and System-Level Interventions

Published online by Cambridge University Press:  18 September 2020

By
Adam J. Lekwa  and
Linda A. Reddy
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
Get access

Summary

Teachers are powerful contributors to students’ success from preschool through 12th grade; much of students’ educational achievement is dependent on the skills they are taught and teachers’ effectiveness in engaging and delivering instruction in the classroom. A positive learning environment is grounded in teachers’ abilities to implement Tier 1 instructional and behavior management practices. School psychologists are uniquely positioned to support teachers in the use of practices that are known to influence student learning and social behavior. In this chapter, we describe the theory and evidence supporting common Tier 1 classroom practices and provide examples of those practices in schools. The use of formative assessment in identifying and promoting instructional and behavior management practices is then discussed. Next, we describe an evidence-based instructional coaching approach that integrates observational data on universal practices for guiding decisions and actions (identify needs, set goals, monitor change) in the coaching process. Finally, we offer recommendations and resources for supporting teacher professional development.

Keywords

teachersevidence-based practicesformative assessmentinstructional coaching
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 120 - 137
Publisher: Cambridge University Press
Print publication year: 2020

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Hagermoser Sanetti, L. M., Luiselli, J. K., & Handler, M. W. (2007). Effects of verbal and graphic performance feedback on behavior support plan implementation in a public elementary school. Behavior Modification, 31, 454–465. https://doi.org/10.1177/0145445506297583Google Scholar
Reinke, W. M., Stormont, M., Herman, K.C., et al. (2014). Use of coaching and behavior support planning for students with disruptive behavior within a universal classroom management program. Journal of Emotional and Behavioral Disorders, 22, 74–82. https://doi.org/10.1177/1063426613519820Google Scholar

References

Ardoin, S. P., Witt, J. C., Connell, J. E., & Koenig, J. L. (2005). Application of a three-tiered response to intervention model for instructional planning, decision making, and the identification of children in need of services. Journal of Psychoeducational Assessment, 23, 362–380. https://doi.org/10.1177/073428290502300405Google Scholar
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.Google Scholar
Bangert-Drowns, R. L., Kulik, C. L. C., Kulik, J. A., & Morgan, M. (1991). The instructional effect of feedback in test-like events. Review of Educational Research, 61, 213–238. https://doi.org/10.3102/00346543061002213CrossRefGoogle Scholar
Bergan, J. R. (1977). Behavioral consultation. Columbus, OH: Merrill.Google Scholar
Bergan, J. R., & Kratochwill, T. R. (1990). Behavioral consultation and therapy. New York, NY: Plenum.Google Scholar
Bollman, K. A., Silberglitt, B., & Gibbons, K. A. (2007). The St. Croix River education district model: Incorporating systems-level organization and a multi-tiered problem-solving process for intervention delivery. In Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.), Handbook of response to intervention: The science and practice of assessment and intervention (pp. 319–330). New York, NY: Springer.Google Scholar
Bronfenbrenner, U. (1979). The ecology of human development: Experiments by design and nature. Cambridge, MA: Harvard University Press.Google Scholar
Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Thousand Oaks, CA: Sage.Google Scholar
Brophy, J. (1981). Teacher praise: A functional analysis. Review of Educational Research, 51, 5–32. https://doi.org/10.3102/00346543051001005Google Scholar
Brophy, J. E. & Good, T. (1986). Teacher behavior and student achievement. In Wittrock, M. C. (Ed.), Handbook of research in teaching (3rd ed., pp. 328–375). New York, NY: Macmillan.Google Scholar
Carroll, J. B. (1963). A model of school learning. Teachers College Record, 64, 723–733.CrossRefGoogle Scholar
Chien, N. C., Howes, C., Burchinal, M., et al. (2010). Children’s classroom engagement and school readiness gains in prekindergarten. Child Development, 81, 1534–1549. https://doi.org/10.1111/j.1467-8624.2010.01490.xCrossRefGoogle ScholarPubMed
Connor, C. M. (2013). Commentary on two classroom observation systems: Moving toward a shared understanding of effective teaching. School Psychology Quarterly, 28, 342–346. https://doi.org/10.1037/spq0000045CrossRefGoogle Scholar
Connor, C. M., Morrison, F. J., & Petrella, J. N. (2004). Effective reading comprehension instruction: examining child X instruction interactions. Journal of Educational Psychology, 96, 682–698. https://doi.org/10.1037/0022-0663.96.4.682Google Scholar
Crawford, A. D., Zucker, T. A., Williams, J. M., Bhavsar, V., & Landry, S. H. (2013). Initial validation of the prekindergarten Classroom Observation Tool and goal setting system for data-based coaching. School Psychology Quarterly, 28, 277–300. https://doi.org/10.1037/spq0000033Google Scholar
Daly III, E. J., Lentz Jr, F. E., & Boyer, J. (1996). The Instructional Hierarchy: A conceptual model for understanding the effective components of reading interventions. School Psychology Quarterly, 11, 369–386. https://doi.org/10.1037/h0088941CrossRefGoogle Scholar
Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38, 181–200. https://doi.org/10.3102/0013189X08331140Google Scholar
Desimone, L. M., Porter, A. C., Garet, M. S., Yoon, K. S., & Birman, B. F. (2002). Effects of professional development on teachers’ instruction: results from a three-year longitudinal study. Educational Evaluation and Policy Analysis, 24, 81–112. https://doi.org/10.3102/01623737024002081Google Scholar
Doabler, C. T., Stoolmiller, M., Kennedy, P. C., et al. (2018). Do components of explicit instruction explain the differential effectiveness of a core mathematics program for kindergarten students with mathematics difficulties? A mediated moderation analysis. Assessment for Effective Intervention. Advance online publication. https://doi.org/10.1177/1534508418758364Google Scholar
Dudek, C. M., Reddy, L. A., & Lekwa, A. J. (2018). Measuring teacher practices to inform student achievement: A predictive validity study. Contemporary School Psychology. Advance online publication. 1–14. https://doi.org/10.1007/s40688-018-0196-8Google Scholar
Every Student Succeeds Act of 2015 (ESSA), 20 U.S.C § 6311. et seq. (2015).Google Scholar
Fabiano, G. A., Reddy, L. A., & Dudek, C. M. (2018). Teacher coaching supported by formative assessment for improving classroom practices. School Psychology Quarterly, 33, 293–304. https://doi.org/10.1037/spq0000223Google Scholar
Foorman, B. R., Francis, D. J., Fletcher, J. M., Schatschneider, C., & Mehta, P. (1998). The role of instruction in learning to read: Preventing reading failure in at-risk children. Journal of Educational Psychology, 90, 37–55. https://doi.org/10.1037/0022-0663.90.1.37Google Scholar
Gable, R. A., Hester, P. H., Rock, M. L., & Hughes, K. G. (2009). Back to basics rules, praise, ignoring, and reprimands revisited. Intervention in School and Clinic, 44, 195–205. https://doi.org/10.1177/1053451208328831Google Scholar
Glover, T., & Reddy, L. A. (2017). Instructional coaching practices: Promising models, empirical support, and considerations for practice. Theory into Practice, 56, 1–2. https://doi.org/10.1080/00405841.2016.1262156Google Scholar
Haring, N. G., Lovitt, T. C., Eaton, M. D., & Hansen, C. L. (1978). The 4th R: Research in the classroom. Columbus, OH: Charles E. Merrill.Google Scholar
Hattie, J., & Timperley, H. (2007). The power of feedback. Review of Educational Research, 77, 81–112. https://doi.org/10.3102/003465430298487Google Scholar
Individuals with Disabilities Education Act, 20 U.S.C. § 1400 (2004).Google Scholar
Justice, L. M., Mashburn, A. J., Hamre, B. K., & Pianta, R. C. (2008). Quality of language and literacy instruction in preschool classrooms serving at-risk pupils. Early Childhood Research Quarterly, 23, 51–68. https://doi.org/10.1016/j.ecresq.2007.09.004Google Scholar
Kamins, M. L., & Dweck, C. S. (1999). Person versus process praise and criticism: Implications for contingent self-worth and coping. Developmental Psychology, 35, 835–847. https://doi.org/10.1037/0012-1649.35.3.835Google Scholar
Kern, L., & Clemens, N. H. (2007). Antecedent strategies to promote appropriate classroom behavior. Psychology in the Schools, 44, 65–75. https://doi.org/10.1002/pits.20206Google Scholar
Kluger, A. N., & DeNisi, A. (1996). The effects of feedback interventions on performance: A historical review, a meta-analysis, and a preliminary feedback intervention theory. Psychological Bulletin, 119, 254–284. https://doi.org/10.1037/0033-2909.119.2.254Google Scholar
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research, 88, 547–588. https://doi.org/10.3102/0034654318759268Google Scholar
Kretlow, A. G., & Bartholomew, C. C. (2010). Using coaching to improve the fidelity of evidence-based practices: a review of studies. Teacher Education and Special Education, 33, 279–299. https://doi.org/10.1177/0888406410371643CrossRefGoogle Scholar
Knowles, M. S. (1984). Andragogy in action. Applying modern principles of adult education. San Francisco, CA: Jossey-Bass.Google Scholar
Lekwa, A. J., Reddy, L. A., Dudek, C. M., & Hua, A. N. (2018). Assessment of teaching to predict gains in student achievement in urban schools. School Psychology Quarterly. Advance online publication. https://doi.org/10.1037/spq0000293Google Scholar
Lekwa, A. J., Reddy, L. A., Lefkowitz, R. L., et al. (2017, February). Practically and reliably measuring change in teaching practices. Paper presented at the annual meeting of the National Association of School Psychologists, San Antonio, TX.Google Scholar
Lekwa, A. J., Reddy, L. A., & Shernoff, E. S. (2017). Advancing coaching with teacher formative assessment and input. In Lawrence, S. A. (Ed.), Literacy program development and evaluation initiatives for P–12 teaching (pp. 48–75). Hershey, PA: IGI Global. https://doi.org/10.4018/978-1-5225-0669-0.ch003Google Scholar
Lekwa, A. J., Reddy, L. A., & Shernoff, E. S. (2019). Measuring teacher practices and student academic engagement: A convergent validity study. School Psychology, 34, 109–118. http://dx.doi.org/10.1037/spq0000268Google Scholar
Locke, E. A., & Latham, G. P. (2002). Building a practically useful theory of goal setting and task motivation: A 35-year odyssey. American Psychologist, 57, 705–717. https://doi.org/10.1037/0003-066X.57.9.705Google Scholar
MacSuga-Gage, A. S., & Simonsen, B. (2015). Examining the effects of teacher-directed opportunities to respond on student outcomes: A systematic review of the literature. Education and Treatment of Children, 38, 211–239. https://doi.org/10.1353/etc.2015.0009Google Scholar
Matheson, A. S., & Shriver, M. D. (2005). Training teachers to give effective commands: Effects on student compliance and academic behaviors. School Psychology Review, 34, 202–219.CrossRefGoogle Scholar
Mayer, D. P. (1999). Measuring instructional practice: Can policymakers trust survey data? Educational Evaluation and Policy Analysis, 21, 29–45. https://doi.org/10.3102/01623737021001029Google Scholar
McLean, L., Sparapani, N., Toste, J. R., & McDonald-Connor, C. (2016). Classroom quality as a predictor of first graders’ time in non-instructional activities and literacy achievement. Journal of School Psychology, 56, 45–58. https://doi.org/10.1016/j.jsp.2016.03.004Google Scholar
Partin, T. C. M., Robertson, R. E., Maggin, D. M., Oliver, R. M., & Wehby, J. H. (2009). Using teacher praise and opportunities to respond to promote appropriate student behavior. Preventing School Failure: Alternative Education for Children and Youth, 54, 172–178. https://doi.org/10.1080/10459880903493179Google Scholar
Pianta, R. C., & Hamre, B. K. (2009). Conceptualization, measurement, and improvement of classroom processes: Standardized observation can leverage capacity. Educational Researcher, 38, 109–119. https://doi.org/10.3102/0013189X09332374Google Scholar
Pianta, R. C., La Paro, K. M., Payne, C., Cox, M. J., & Bradley, R. (2002). The relation of kindergarten classroom environment to teacher, family, and school characteristics and child outcomes. The Elementary School Journal, 102, 225–238. https://doi.org/10.1086/499701Google Scholar
Reddy, L. A., & Dudek, C. (2014). Teacher progress monitoring of instructional and behavioral management practices: An evidence-based approach to improving classroom practices. International Journal of School & Educational Psychology, 2, 71–84. https://doi.org/10.1080/21683603.2013.876951Google Scholar
Reddy, L.A., Dudek, C. M., Fabiano, G., & Peters, S. (2015). Measuring teacher self-report on classroom practices: Construct validity and reliability of the Classroom Strategies Scale – Teacher Form. School Psychology Quarterly, 30, 513–533. https://doi.org/10.1037/spq0000110Google Scholar
Reddy, L. A., Dudek, C. M., & Lekwa, A. L. (2017). Classroom strategies coaching model: Integration of formative assessment and instructional coaching. Theory into Practice, 56, 46–55. https://doi.org/10.1080/00405841.2016.1241944Google Scholar
Reddy, L. A., Dudek, C. M., & Shernoff, E. S. (2016). Teacher formative assessment: The missing link in response to intervention. In Jimerson, S. R., Burns, M. K., & VanDerHeyden, A. M. (Eds.), Handbook of response to intervention: The science and practice of multi-tiered systems of support (2nd ed., pp. 607–623). New York, NY: Springer.Google Scholar
Reddy, L., Fabiano, G., Barbarasch, B., & Dudek, C.M. (2012). Understanding and managing behaviors of children diagnosed with Attention-Deficit/Hyperactivity Disorder. In Kolbert, J. B. & Crothers, L. M. (Eds.), Understanding and managing behaviors of children with psychological disorders: A reference for classroom teachers (pp. 17–47). New York, NY: Bloomsbury Publishing.Google Scholar
Reddy, L. A., Fabiano, G., Dudek, C., & Hsu, L. (2013a). Development and construct validation of the Classroom Strategies Scale-Observer Form. School Psychology Quarterly, 28, 317–341. https://doi.org/10.1037/spq0000043Google Scholar
Reddy, L. A., Fabiano, G., Dudek, C., & Hsu, L. (2013b). Predictive validity of the Classroom Strategies Scale-Observer Form on statewide testing. School Psychology Quarterly, 28, 301–316. https://doi.org/10.1037/spq0000041Google Scholar
Reddy, L. A., Fabiano, G. A., Dudek, C. M., & Hsu, L. (2013c). Instructional and behavior management practices implemented by elementary general education teachers. Journal of School Psychology, 51, 683–700. https://doi.org/10.1016/j.jsp.2013.10.001Google Scholar
Reddy, L. A., Fabiano, G., & Jimerson, S. (2013). Assessment of general education teachers’ tier 1 classroom practices: Contemporary science, practice and policy. School Psychology Quarterly, 28, 273–276. https://doi.org/10.1037/spq0000047Google Scholar
Reddy, L. A., Shernoff, E. Lekwa, A. J., et al. (2019). Classroom Strategies Coaching for teachers in urban high poverty elementary schools: A case study. School Psychology, 34, 14–21. http://dx.doi.org/10.1037/spq0000302Google Scholar
Reschly, D. J., & Ysseldyke, J. E. (2002). Paradigm shift: The past is not the future. In Thomas, A. & Grimes, J. (Eds.) Best practices in school psychology IV (pp. 3–20). Bethesda, MD: NASP Publications.Google Scholar
Roberts, M. W., McMahon, R. J., Forehand, R., & Humphreys, L. (1978). The effect of parental instruction-giving on child compliance. Behavior Therapy, 9, 793–798. https://doi.org/10.1016/S0005-7894(78)80009-4Google Scholar
Rosenshine, B. & Stevens, R. (1986). Teaching functions. In Wittrock, M. C. (Ed.), Handbook of research on teaching (3rd ed., pp. 376–391). New York, NY: Macmillan.Google Scholar
Saunders, W. M., Goldenberg, C. N., & Gallimore, R. (2009). Increasing achievement by focusing grade-level teams on improving classroom learning: A prospective, quasi-experimental study of Title I schools. American Educational Research Journal, 46, 1006–1033. https://doi.org/10.3102/0002831209333185Google Scholar
Solomon, B. G., Klein, S. A., & Politylo, B. C. (2012). The effect of performance feedback on teachers’ treatment integrity: A meta-analysis of the single-case literature. School Psychology Review, 41, 160–175.Google Scholar
Stichter, J. P., Lewis, T. J., Whittaker, T., et al. (2009). Assessing teacher use of opportunities to respond and effective classroom management strategies within inclusive classrooms: Comparisons among high and low risk elementary schools. Journal of Positive Behavior Interventions, 11, 68–81. https://doi.org/10.1177/1098300708326597Google Scholar
Sutherland, K. S., Alder, N., & Gunter, P. L. (2003). The effect of varying rates of opportunities to respond to academic requests on the classroom behavior of students with EBD. Journal of Emotional and Behavioral Disorders, 11, 239–248. https://doi.org/10.1177/10634266030110040501Google Scholar
Tomlinson, C. A., & Edison, C. C. (2003). Differentiation in practice: A resource guide for differentiating instruction. Alexandria, VA: Association for Supervision and Curriculum Development.Google Scholar
VanDerHeyden, A. M., Witt, J. C., & Gilbertson, D. (2007). A multi-year investigation of a Response to Intervention (RTI) model on identification of children for special education. Journal of School Psychology, 45, 225–256. https://doi.org/10.1016/j.jsp.2006.11.004Google Scholar
Wang, M. C., Haertal, G. D., & Walberg, H. J. (1993). Toward a knowledge base for school learning. Review of Educational Research, 63, 249–294. https://doi.org/10.3102/00346543063003249Google Scholar
White, M. A. (1975). Natural rates of teacher approval and disapproval in the classroom. Journal of Applied Behavior Analysis, 8, 367–372. https://doi.org/10.1901/jaba.1975.8-367Google Scholar
Wenglinsky, H. (2002). How schools matter: The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10. Retrieved from http://epaa.asu.edu/ojs/article/view/291Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×