Description
TitlePilot version of the iCoach assessment system
Date Created2017
Other Date2017-10 (degree)
Extent1 online resource (v, 56 p.)
DescriptionResearch on assessment instruments designed to formatively evaluate instructional coaches is sparse. Twenty-six assessments that evaluate the performance of instructional coaches were found through two comprehensive searches (i.e., internet search and literature search) and only one of these assessments (i.e., Lane, Robbins, & Price, 2013) appears to have supporting psychometric evidence in a peer-reviewed publication. This study presents initial validity evidence of the iCoach Assessment System (Reddy, Glover, Elliott, & Kurz, 2016), an on-line, multi-rater, research-based tool for evaluating instructional coaches’ competency level and implementation skill. Analyses of data from 114 participants (105 teachers and 9 instructional coaches) were conducted to examine the initial reliability and validity of the iCoach Assessment System scales (scales: Quality Instruction, Behavior Management, and Responsive Learning Communities). The iCoach Scales were hypothesized to have three common factors: (1) Goal Formulation Skills, (2) Implementation Support Skills, and (3) Evaluation Skills, which encompass six coaching actions (coaching actions: identifying needs and resources, setting goals, designing implementation plans, modeling implementation steps, providing performance feedback, and evaluating implementation and goal attainment). Results revealed that the pilot version of the iCoach Scales and hypothesized factors yielded acceptable internal consistency estimates, item-to-total correlations, and freedom from item bias with teacher demographics (i.e., age, year of experience, and degree). Principal components analyses (with varimax rotation) suggested that each iCoach Scale yielded multiple factors. Implications for research and practice are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Alexander Alperin
Genretheses, ETD doctoral
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
Statistical Profile