Coaching teachers on instructional decision-making and implementation of an evidence-based early reading program

Purpose To identify the virtual coaching practices used to support implementation and instructional decision-making in an evidence-based early reading program, Targeted Reading Instruction (TRI). Design/methodology/approach A priori codes based on Schön’s (1987) reflective practicum were used to code coaching practices used during the implementation of TRI with eight coach–teacher dyads. Coaches provided direct support via video conferencing to teachers implementing TRI lessons with a student. Constant comparative analysis (Glaser and Strauss, 1967) was used to identify patterns of coaching behaviors used to enhance implementation and to support instructional decision-making. Findings Similar practices (suggesting, questioning and modeling) were used in both coaching for implementation and coaching for instructional decision-making. Coaches changed their focus over time, moving from emphasizing implementation to supporting instructional decision-making as teachers became more proficient at implementing TRI. Originality/value There is a need to understand the specific ways coaches support the implementation of evidence-based practices, especially in the context of virtual coaching. Coaching tied to the implementation of evidence-based practices is often characterized as directive and prescriptive; this study revealed a more collaborative approach to supporting implementation.