1:1 Intensive Coaching | K-8 | Norfolk Public Schools | Norfolk, VA
This case study of Crossroads School in Norfolk, Virginia examines the impact of EdConnective coaching partnerships on nine elementary school teachers and their administrator.
Challenge
Dr. Kristen Nichols knew that many of her teachers needed additional support to improve their classroom management skills, but she did not have the time or resources to work with each of them individually. Many of her teachers, especially those with little classroom experience, struggled to keep students on task and effectively teach course content. Dr. Nichols began to seek solutions that could offer these teachers individualized guidance to improve students’ focus and retention.
Result
By the end of the partnerships, participating teachers were comfortable implementing the strategies they practiced in coaching sessions. Before coaching began, students in their classrooms struggled to focus and absorb content during lessons. On average, only 58% of students in the nine participating teachers’ classrooms were focused and on task, and only 43% were mastering course material. After coaching, the average number of students on task had increased to 88%, and the number of students mastering course material had increased to 76%. Additionally, 100% of participating teachers reported feeling more confident in their instruction.
Customer At a Glance
976 Students
40.5% African American
31.2% White
19.9% Hispanic
8.4% multi-racial or other63.2% eligible for free or reduced lunch
Large population of Spanish and French ESL students
Student-teacher ratio: 13:1
Solutions
Nine Crossroads teachers were matched with an EdConnective virtual instructional coach to receive personalized one-on-one support. Once a week for eight weeks, teachers recorded 20-minute segments of classroom instruction, which were then reviewed by their coaches. Together, teachers and coaches discussed the recordings in 30-minute, practice-based virtual coaching meetings. Coaches offered individualized feedback and guided teachers through practice and implementation of specific “teacher actions.” Teacher actions are data-supported strategies used to improve classroom management, to attain specific outcome goals.
Background and Challenge
Dr. Nichols recognized that some of her teachers, particularly new teachers and career-switchers, were struggling with classroom management, instructional practice, and student engagement. She knew that instructional coaching could help address these issues, benefitting both her teachers and the students in their classrooms. However, as a busy administrator, she did not have the time to work one-on-one with every teacher. Although she had access to several in-building coaches, they did not have the capacity to provide teachers with ongoing, intensive, and individualized support.
Dr. Nichols also believed that her teachers needed access to professional development opportunities that were positive and non-evaluative. She felt that some of her teachers did not seek professional development as often as they should in order to continue improving their teaching practice, and she wanted to encourage a change in this mindset. Additionally, she indicated that her teachers lacked professional development opportunities in which they had agency over their developmental goals, and that they didn’t often have the opportunity to receive immediate, non-evaluative feedback.
Solutions
Dr. Nichols was first introduced to EdConnective via her participation in the Elementary School Principal Association of Norfolk (ESPAN). Several of her ESPAN colleagues had used EdConnective coaching in the past, and after hearing about their experiences and speaking with EdConnective CEO Will Morris, she decided that EdConnective coaching would be a good fit for her needs at Crossroads.
Dr. Nichols selected nine of her teachers to participate in EdConnective coaching, focusing on new teachers and career-switchers, as well as veteran teachers who were struggling with certain aspects of classroom management. These teachers were individually matched with EdConnective coaches based on EdConnective’s proprietary 15+ factor coach matching algorithm, which is informed by a survey completed by each teacher.
Once each teacher had been matched with an EdConnective coach, the coaching process began with a 30-minute introductory session between teacher and coach. This introductory meeting serves to build rapport and establish partnership goals. Following this meeting, each teacher recorded a 20-minute video of classroom instruction and shared it with their coach. Each coach then reviewed this video in-depth to collect data on student engagement, as well as to identify teachers’ strengths and areas for improvement.
This information was then discussed with teachers in 30-minute feedback sessions. In each feedback session, teachers were given an actionable strategy to move towards their partnership goals, as well as ample time to practice the strategy through modeling and role-play. To end each session, specific goals were set for the following session, and the next recording and feedback session scheduled and agreed upon.
The coaching process lasted 8 weeks in total -- after the week of the introductory session, teachers uploaded a classroom recording and met for a feedback session once weekly for 7 weeks.
EdConnective coaches meet teachers where they are by customizing Student Outcome Goals (SOGs) to each teacher’s classroom context. Crossroads teachers’ SOGs fell into two categories: Classroom Management and Content Mastery. The seven teachers who focused on Classroom Management worked to increase the percentage of their students on task during lessons, while the two teachers who focused on Content Mastery worked to increase the percentage of their students demonstrating proficiency in course content.
Teachers were able to make gradual, consistent progress towards their SOGs by practicing actionable strategies (or “Teacher Actions”) in their training sessions. On average, each teacher worked to master four teacher actions over the course of their partnership. During the “Practice” portion of each feedback session, coaches and teachers work together to determine criteria for success; then the coach leads modeling and role-play exercises to practice these teacher actions. These drills increase teachers’ confidence and help them to build muscle memory, so that the next time they step into the classroom, they can readily implement new strategies and, as a result, move closer to their SOGs.
Results
Dr. Nichols’ goal was to walk into her teachers’ classrooms at the end of their EdConnective partnerships and see a notable difference in student engagement. Upon partnership completion, a change in every classroom was evident. The average percent of students on task in Classroom Management-focused teachers’ classrooms went from 59% to 88%! This was measured by coaches watching the recorded video of the teacher delivering instruction, and counting the number of students on task.
In Content Mastery-focused teachers’ classrooms, the average number of students mastering content went from 44% to 76%! This was measured by coaches assessing data from exit tickets or similar student evaluations.
As an individual example of Classroom Management gains, first-grade teacher Robin Inns began her partnership with observations that her students struggled to sit still and remain quiet during instruction. Over the course of her partnership, Robin raised the percent of students on task in her classroom from 62% to 99%. By her final session, students were more engaged in class, raising their hands to ask questions, and not speaking out of turn.
As a result of their coaches’ support, teachers were equipped with new classroom practices and strategies to maintain and increase these gains in student outcomes. The group of nine Crossroads teachers mastered 16 unique Teacher Actions in total; on average, each individual teacher mastered 4 Teacher Actions. These actions are concrete tools suggested by their coaches and aligned with the Skyrocket Rubric for Teaching, Coaching, and Evaluation. This rubric is designed to move teachers forward while increasing student outcomes as efficiently as possible. The most commonly mastered Teacher Actions were CFU & Adjusting Instruction, The Signal, Show and Tell, Focus from the Front, Scan, Engagement Opportunities, and Time to Practice (see sidebar for definitions).
"You don't have to do anything extra -- coaches don't ask you to do anything you're not already doing."
-Rachel Calcutti, 3rd Grade Teacher
EdConnective coaching at Crossroads was not only successful, it was also very well-received: every participating teacher reported in a post-partnership survey that they were “satisfied” or “highly satisfied” with their coaching experience. Robyn Blatner, a second-grade teacher, commented on the insights her coach provided, saying, “I have always felt confident in the content I was teaching but was looking for new strategies. My coach suggested several ways I could get my kids’ attention and keep it! It has made a big difference in what my students are learning and retaining.”
Crossroads teachers also appreciated that the process was manageable and only required a small time commitment. “You don’t have to do anything extra -- coaches don’t ask you to do anything you’re not already doing,” commented third-grade teacher Rachel Calcutti. Another third-grade teacher, Melanie LiVoti, appreciated that her coaching sessions were “easy to set up,” “flexible,” and fit into “the flow” of her day.
Having access to the non-evaluative, outside perspective of an experienced coach was a key contributing factor to the growth Crossroads teachers experienced throughout their partnerships. This was especially true for Jeryl Armstrong, a kindergarten inclusion teacher. Reflecting on how her EdConnective partnership changed her teaching style, she said, “Since I didn't have the student teaching experience, this coaching process and my coach really helped me to have better classroom management and helped me to look at gaining control of the classroom in new ways.”
Top 6 Most Improved Teacher Actions
CFU & Adjusting Instruction: Teacher frequently and strategically checks for understanding and that data is used to make appropriate adjustments to instruction.
The Signal: A signal (hand raised, countdown, claps, etc.) is used to achieve and maintain One Voice when appropriate.
Show and Tell: Teacher has created, modeled, and habituated expectations for all class routines.
Focus from the Front: Directions are delivered from the front of the room and/or with the attention of the overwhelming majority of students.
Scan: Teacher scans the room after every direction to determine whether or not behavioral expectations are being met.
Engagement Opportunities: Lesson requires students to engage (notes, annotating, written responses, etc.) consistently throughout.
Time to Practice: An appropriate amount of time is allocated for each lesson portion to ensure students have enough reps, both guided and independently, to master the content.
In addition to physical changes in the classroom, the confidence and attitudes of all participating teachers improved. Many teachers cited their coaches’ positive approach as a contributing factor to their growth. Jessica Clark, a first-grade teacher, appreciated the “100% positive” coaching process, saying, “It was really nice hearing the stuff I am doing right. I tend to focus on the negative and I am glad to know I am doing some positive things.” Similarly, Robin Inns felt that her coach helped her to look at her teaching practice in a new light. "You’ll learn new, good things about yourself during coaching," she said. At the end of their partnerships, 100% of teachers reported feeling more confident in their instruction.
Dr. Nichols, like her teachers, was very satisfied with her EdConnective experience. She noted that EdConnective coaches had provided Crossroads teachers with the individualized support she had been looking for and stimulated tangible growth in each classroom. When reflecting on the experience, she summed it up by saying, “EdConnective was everything you told me I was going to get.”
Teacher Satisfaction Notables:
100% of teachers were satisfied or highly satisfied with EdConnective
100% of teachers were satisfied or highly satisfied with their coach.
100% effectively implemented 3 or more new instructional strategies.