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Abstract

This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to facilitate the coaching process. Results from 32 elementary school teachers who received brief coaching after participating as waitlist controls in a randomized controlled trial are presented. Teachers’ practices remained stable across baseline periods. Following coaching, teachers displayed improvements toward their behavioral management goals (e.g., ds = .50–.83). Results also showed meaningful reductions in the overall need for change in instruction (d = .88) and in behavior management practices (d = .68) at postintervention. Findings illustrate the benefits of integrating teacher formative assessment in coaching to improve teaching practices. Implications for practice and future directions are outlined.

Keywords

classroom formative assessment instructional coaching instruction and behavior management practices

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Improving Universal Classroom Practices Through Teacher Formative Assessment and Coaching

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