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This link provides additional information about the Reformed Teaching Observation Protocol

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This audio will provide additional details about Data Collection and analysis for Key Question #3, as well as overall analysis plans.

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Instructional Coaching Program for Teachers

-Districts decide to adopt an instructional coaching program.

-The teachers and instructional coach begin forming relationships.

-The focus is on professional development and increasing pedagogical content knowledge.

-The critical element is forming a solid coach/teacher relationship, so that the teacher becomes comfortable receiving constructive feedback and will likely make adjustments to instructional practices.

-The program needs to be evaluated to determine if it is achieving its goals, and therefore if it should be continued.

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1. To what extent have the teachers who participated in the instructional coaching program changed their instructional practices?

2. To what degree have new instructional practices contributed to student engagement?
3. What components of planning, preparation and instruction have the teachers adjusted as a result of participation in the instructional coaching program?

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1. Observations using the Reformed Teaching Observation Protocol

2. Surveys of students to determine their perceived level of engagement.
3. Surveys of teachers so they can identify the instructional practices that are now in place.
Additionally, archival data from previous teacher evaluations will be used to provide the baseline of the practices being used by the teacher prior to participation in the program.

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This audio will provide some more details about the Data Collection methods and potential analysis.

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So far, I have not drawn any direct connections between the program and student achievement. I am conflicted about trying to show a relationship between student achievement and the instructional coaching program. The logic model depicts the impact as increased student achievement based on the fact that after teachers have participated in the instructional coaching program, then they will implement new strategies that will support student growth. I am just not sure that I can show a clear connection between the two, as I feel there are too many extraneous influences on student achievement. Additionally, similar to the BTR evaluation, this may be difficult depending on the subject area being taught.