Building Teacher Competence through Modeling and Practice in an Instructional Coaching Session

Abstract

This study aims to understand how instructional coaching supports novice teachers by examining how to build teacher competence effectively. Using self-determination theory (Deci & Ryan, 2002) as the conceptual framework, this improvement science study conducted an initial field test of a derived coaching approach known as the Competence-Supportive Coaching Model developed for this study; the highly directive, practice-based coaching approach was tested during a six-week summer training for beginning teachers. Using a pre- and post- survey method, teachers reported on their level of competence in four areas: student engagement, content planning, instructional strategies, and classroom management. Seventy-nine teachers completed the surveys and were the basis of the analysis. The results indicate that when instructional coaches used the Competence-Supportive Coaching Model consistently, the resulting sense of efficacy was higher than those who did not receive the coaching model consistently in all four areas, although these results are not statistically significant. This study also found that the Competence-Supportive Coaching Model was more effective with certain teachers; the results were based upon the developmental level of the teacher, the teacher’s personal learning style, and the teacher-coach relationship.