Promoting Instructional Improvement: Promising Evidence of Coaching That Benefits Teachers' Practice

Existing experimental literature provides evidence that coaching paired with additional supports facilitates teachers’ instructional improvement, but we cannot discern whether the coaching or other supports (e.g., professional development workshops, video resources) spurred the observed change. Other research isolating the effect of coaching suggests it leads to instructional improvement, but it does not provide a clear understanding about whether different features of coaching demonstrate promise for improving instruction more than others, despite evidence suggesting variation exists in the coaching teachers receive. Given the prevalence of coaching as form of professional development, it is critical to understand whether different features of coaching are more promising than others. This experimental, mixed methods study designed a professional development intervention employing two features of coaching – teachers choosing the content of coaching and focusing coaching on a single instructional practice – within a teacher preparation program. I investigate whether coaches trained in the intervention use this type of coaching and whether the intervention demonstrates promise for improving teachers’ instruction and perceptions of preparedness and coaching quality. Additionally, I explore whether certain coaching practices influence teachers’ receptivity to coaching and why these practices matter. Results suggest the intervention demonstrates promise for improving teachers’ instruction. While not statistically significant, results indicate intervention teachers scored, on average, between 24 to 36 percent of a standard deviation better than control teachers. Additionally, results suggest the intervention can be implemented in an authentic educational setting and has promise for strengthening teachers’ perceptions of preparedness and post-observation conference quality. Lastly, this study also indicates that certain pedagogical coaching practices – including concrete feedback, creating a welcoming environment, limiting the focus, and modeling practice – might influence teachers’ receptivity to coaching. These findings have implications for the practice of teacher coaching. Evidence of the intervention’s promise suggest pre-service and in-service teacher preparation programs might consider developing a coaching model where teachers choose certain competencies to address and coaches focus their support on the selected competencies. Finally, identifying four potentially influential coaching practices indicates that teacher preparation programs might consider supporting coaches in learning more about these practices.PHDEducational StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttps://deepblue.lib.umich.edu/bitstream/2027.42/143904/1/kielmcqu_1.pd

December 2021 Report: Examining the Continued Impact of the Pandemic on Student Achievement in GVSU Charter Schools

In March 2021, Basis Policy Research (Basis) released a report examining the impact of COVID-19 pandemic-related school closures on student achievement in Grand Valley State University (GVSU) charter schools. Findings revealed adverse effects from the pandemic were concentrated in math; achievement in fall 2020 was between 2 to 12 percentile points lower than the previous fall, with differences in math achievement greater in grades three through five. Basis researchers also found that students made gains in both math and reading; however, math growth was lower since the onset of the pandemic as compared to a typical year. This report continues the ongoing GVSU research agenda examining the impact of the pandemic on student achievement in GVSU charter schools. Here, Basis researchers examines math and reading one full academic year since the onset of the pandemic. In this report, we analyze trends in math and reading achievement in 2020-21 and examine how achievement amid the pandemic compares to prior years. We also explore how overall achievement differs across student groups (i.e., race/ethnicity, grade-level) where possible. Findings from this report intend to provide GVSU, district, and school leaders with insights to support teaching and learning

January 2022 Report: Examining Teachers’ Perceptions of School Working Conditions: Analysis of Fall 2021 School Operations Survey

In November 2021, the Grand Valley State University (GVSU) Charter School Office (CSO) partnered with Basis Policy Research (Basis) to administer the annual School Operations Survey. The survey solicits teachers’ perceptions on school culture and climate, school leadership, faculty commitment and responsibility, school resources and time use, and parent/guardian engagement. This research brief examines results from select GVSU schools meeting reporting requirements

March 2021 Report: Examining the Impact of COVID-19 School Closures on Student Achievement in GVSU Charter Schools

The COVID-19 pandemic challenged traditional forms of teaching and learning and placed immeasurable stress on the public education system. It is imperative districts and schools understand how the pandemic impacted students’ learning and progress to help inform both policy and practice moving forward. This report provides insights into how the pandemic impacted student achievement and growth in GVSU schools at the onset of the 2020-21 school year

February 2021 Report: Examining Teachers’ Perceptions of School Working Conditions: Analysis of GVSU School Operations Survey

In January 2021, the Grand Valley State University (GVSU) Charter School Office (CSO) partnered with Basis Policy Research (Basis) to develop and administer a School Operations survey. The survey solicits’ teachers’ perceptions on school culture and climate, school leadership, faculty commitment and responsibility, school resources and time use, and parent/guardian engagement. This research brief examines results from select GVSU schools meeting reporting requirement

Examining How Early Career Teachers’ Experiences in GVSU Schools Inform Future Plans

Studies have suggested that between 20 to 40 percent of teachers leave the profession in their first five years (Darling-Hammond & Sykes, 2003; Gray & Taie, 2015; Ingersoll 2003). Turnover tends to be higher in urban districts and schools serving students from historically marginalized communities. Increased teacher turnover is particularly problematic given the growing evidence that attrition harms schools, teachers, and students (Boyd, Lankford, Loeb, & Wyckoff, 2005; Ronfeldt, Loeb, and Wyckoff, 2013). The pandemic could intensify this problem given that the number of teachers reporting frequent job-related stress, symptoms of depression, and interest in careers outside of education have increased in recent years (Steiner and Woo, 2021). Given the (a) high rates of early career teacher turnover, (b) increased likelihood of attrition amid the pandemic, and (c) harmful effect of turnover on student achievement, it is important to gauge early career teachers’ future career plans and consider how professional supports offered in the first five years might influence these teachers to remain in the classroom. The Grand Valley State University (GVSU) Charter School Office (CSO) has partnered with Basis Policy Research to survey early career teachers working across 76 authorized schools to better understand their professional experiences and how these inform career decisions. Insights from this report will help the CSO provide tailored support to schools that better meet the needs of teachers most likely to leave profession

Examining the Continued Impact of the Pandemic on Student Achievement in GVSU Charter Schools - Year 2 Report

In December 2021, Basis Policy Research (Basis) released a report examining the continued impact of the COVID-19 pandemic on student achievement in Grand Valley State University (GVSU) charter schools. Findings revealed students made achievement gains in math and reading in 2021 but at a lower rate as compared to prior years. Furthermore, Basis researchers found that students’ achievement in spring 2021 was lower compared to the pre-pandemic period; achievement in spring 2021 was between 8 to 18 percentile points lower than spring 2019, with larger declines in math as compared to reading. This report continues examining the impact of the pandemic on student achievement in GVSU charter schools. Here, Basis researchers analyze math and reading achievement two full academic years since the onset of the pandemic. In this report, we analyze trends in math and reading in 2021-22 and examine how achievement during the pandemic compares to prior years. We also explore how overall achievement differs across student groups (i.e., grade-level, race and ethnicity) where possible. Findings from this report aim to provide GVSU, district, and schools leaders with insights to support teaching and learning

Examining Teachers’ Perceptions of School Working Conditions: Analysis of Fall 2022 School Operations Survey

In November 2022, the Grand Valley State University (GVSU) Charter School Office (CSO) partnered with Basis Policy Research (Basis) to administer the annual School Operations Survey. The survey solicits teachers’ perceptions on school culture and climate, school leadership, faculty commitment and responsibility, school resources and time use, and parent/guardian engagement. This research brief examines results from select GVSU schools meeting reporting requirements

Exploring the Teacher Workforce in Grand Valley State University Charter Schools

Diversifying the teacher workforce needs to be a priority for developing a more equitable public education system. Students of color represent the majority of students in United States public schools but are instructed by a teacher workforce that is approximately three-quarters White (NCES, 2021). This reality is problematic given that demographic mismatches between students and teachers can influence disparities in academic outcomes (Grissom et al., 2015). Prior research indicates that assignment to a same-race teacher significantly increases Math and Reading achievement of Black and White students (Dee, 2004) and promotes more personal effort, happiness in class, and feeling cared for and motivated by their teacher (Gershenson et al., 2017). However, White students disproportionately benefit since they are more likely to be assigned to a same-race teacher. The Grand Valley State University (GVSU) Charter School Office (CSO) is committed to supporting the 80 public charter schools under its authorization in creating more inclusive and equitable school communities. The CSO seeks to understand (a) the extent the GVSU teacher workforce is representative of the students served and (b) how the GVSU workforce compares to demographically comparable traditional public schools (henceforth titled “comparison schools”). Insights from these analyses will provide the CSO with a greater understanding of how they can better support schools in recruiting, hiring, and retaining a workforce representative of the students served

Teaching Amid COVID-19 School Closures: Key Findings from the Spring 2020 GVSU Educator Survey

Executive Order (EO 2020-35) mandated all Michigan districts and schools provide distance learning opportunities amid COVID-19 school closures. As part of EO 2020-35, school districts submitted Continuity of Learning Plans (CLP) to continue receiving state aid for school operations. Districts’ completed applications – including assurances documents, CLPs, and budget outlines – were submitted to intermediate school districts and authorizing bodies for approval. In April 2020, the Grand Valley State University (GVSU) Charter School Office (CSO) partnered with Basis Policy Research (Basis) to analyze CLPs and describe how districts would support students’ learning and well-being. The present study extends prior work by leveraging GVSU teacher survey data to examine stakeholders’ perceptions of CLP implementation during COVID-19 school closures