Ensuring Evidence-Supported Pedagogical Practices through Instructional Coaching

Based on national test data, students are performing at a basic achievement level (below grade-level) in both reading and math (NCES, 2022). Research indicates four causes for low academic performance: poor pre-service preparation; inconsistent presence of standards-based, grade-level curriculum; lack of ongoing, evidence-based professional development; and lack of evidence-supported pedagogy. Our national and local problem is students are consistently performing below grade-level proficiency. This improvement initiative aimed to address the lack of access high school students have to evidence-based practices by focusing on cycles of targeted coaching support. The need for this initiative was identified as a result of continued evidence of below proficient student achievement in two districts. Improvement science, a methodology which uses inquiry with the goal of improving practice (Bryk et al., 2015), was employed throughout the Plan-Do-Study-Act cycles implemented as a part of the improvement initiative. We also utilized a Networked Improvement Community (Bryk et al., 2015) because the two districts in this initiative shared a common aim and visions for instructional practice. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]