Assessing the Effectiveness and Interactions of Instructional Coaches - Initial Psychometric Evidence for the Instructional Coaching Assessments–Teacher Forms

Oct 15, 2026

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The conceptual foundation and initial psychometric evidence are presented for the Instructional Coaching Rating Scales and Interaction Style Scales–Teacher Forms. These instruments belong to a multicomponent online assessment system that evaluates coaching skills and interactions supporting teachers’ and students’ needs. The article details the theory, evidence, and measurement framework and reports strong internal structure from confirmatory factor analyses, high internal consistency, good item-to-scale correlations, and no evidence of item bias. The findings support valid score inferences, with limitations and research directions discussed.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages16

Reading Time40 min

AccessFree to download

Abstract

Conceptual foundation and psychometric evidence

Coaching models and the need for assessment

Purpose of the study and research focus

Evaluation context under ESSA

Assessing the Effectiveness and Interactions of Instructional Coaches: Initial Psychometric Evidence for the Instructional Coaching Assessments–Teacher Forms Assessment for Effective Intervention 2019, Vol. 44(2) 104–119 © Hammill Institute on Disabilities 2018 Article reuse guidelines: [sagepub.com/journals-permissions](sagepub.com/journals-permissions)[ ](sagepub.com/journals-permissions)[DOI: 10.1177/1534508418771739](DOI: 10.1177/1534508418771739)[ ](DOI: 10.1177/1534508418771739)[aei.sagepub.com](aei.sagepub.com) Linda A. Reddy, PhD 1, Todd Glover, PhD 1, Alexander Kurz, PhD2, and Stephen N. Elliott, PhD2 Abstract The conceptual foundation and initial psychometric evidence are provided for the Instructional Coaching Rating Scalesand Interaction Style Scales–Teacher Forms. These forms are part of a multicomponent online assessment system designed to evaluate the effectiveness of coaching skills and interactions that support the needs of teachers and students. Specifically, the article presents the theory, evidence, and measurement framework for the system. Findings indicate that the Rating Scales and Interaction Style Scales–Teacher Forms have very good internal structures based on multiple fit statistics for confirmatory factor analyses, high internal consistency, good item-to-scale total correlations, and freedom from item bias. Collectively, this promising statistical evidence is supportive of valid score inferences. Study limitations and directions for research are discussed. Keywords formative assessment, instructional coaching, formative feedback for coaches, educator improvement The implementation of Every Student Succeeds Act (ESSA, 2015) has placed greater responsibility on state education departments for effective educator evaluation and professional development (PD). As a result, states are implementing changes to enhance PD that can improve classroom instruction and result in greater student achievement and overall school improvement (Mead, 2012; Reddy, Kettler,& Kurz, 2015; Sawchuk, 2016) . Instructional coaching, a job-embedded PD approach, is a means of overcoming the limitations of workshop-based PD with respect to the transfer of knowledge and skills into classroom practices (Gulamhussein, 2013) . Despite the increased popularity of instructional coaching in schools, research is needed to better operationalize, assess, and evaluate the implementation of essential coaching components (Denton & Hasbrouck, 2009; Glover & Reddy, 2017). The purpose of the research reported is to provide initial psychometric evidence for a multicomponent system for assessing researchbased skills and interactions of instructional coaching. Instructional Coaching to Enhance PD and Improve Student Achievement Most scholars agree that coaching is a job-embedded, individualized, data-driven, and sustained practice (e.g., Denton & Hasbrouck, 2009; Glover & Reddy, 2017) . Although approaches to school-based coaching vary in scope and foci, many assert coaching models share a focus on prioritizing instructional needs, established goal-driven plans of support, modeling, facilitating teacher practice, and providing ongoing regular feedback to promote high-fidelity instructional practices (Denton & Hasbrouck, 2009; Erchul, 2015; Kurz, Reddy, & Glover, 2017; Showers, Joyce, & Bennett, 1987) . Coaching is distinct from consultation in that coaching is primarily designed to support teachers’continuous PD. Many school-based coaches were former effective classroom teachers, whereas consultants tend to have specialized training and experiences in psychology, business, and/or other allied fields (e.g., occupational therapy, speech and language, and behavior interventions) . Often coaches reside within the district or school with supervision from an administrative leader (i.e., curriculum 1 Rutgers University, Piscataway, NJ, USA 2Arizona State University, Tempe, USA Corresponding Author: Linda A. Reddy, Graduate

FAQs

What do the Instructional Coaching Rating Scales and Interaction Style Scales–Teacher Forms measure?

They assess coaching skills and interaction styles within a multicomponent online system intended to support teachers’ and students’ needs.

What psychometric evidence does the article report for these teacher forms?

It reports strong internal structure, high internal consistency, good item-to-scale total correlations, and freedom from item bias based on confirmatory factor analyses and related statistics.

Why does the article emphasize the need for technically sound coaching assessments?

Because coaching effectiveness depends on clearly defined, assessed coaching processes and ongoing performance feedback, and current evaluation tools are often designed for classroom teachers rather than coaches.

Oct 15, 2026

Upload by Mimi