Research 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.
Subject (authority = RUETD)
Topic
School Psychology
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Title
Rutgers University Electronic Theses and Dissertations
Identifier (type = RULIB)
ETD
Identifier
ETD_7508
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Form (authority = gmd)
electronic resource
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application/pdf
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text/xml
Extent
1 online resource (v, 56 p.)
Note (type = degree)
Psy.D.
Note (type = bibliography)
Includes bibliographical references
Subject (authority = ETD-LCSH)
Topic
Teacher effectiveness
Note (type = statement of responsibility)
by Alexander Alperin
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TitleInfo
Title
Graduate School of Applied and Professional Psychology Electronic Theses and Dissertations
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rucore10001800001
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PhysicalLocation (authority = marcorg); (displayLabel = Rutgers, The State University of New Jersey)
Rutgers University. Graduate School of Applied and Professional Psychology
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License
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Author Agreement License
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I hereby grant to the Rutgers University Libraries and to my school the non-exclusive right to archive, reproduce and distribute my thesis or dissertation, in whole or in part, and/or my abstract, in whole or in part, in and from an electronic format, subject to the release date subsequently stipulated in this submittal form and approved by my school. I represent and stipulate that the thesis or dissertation and its abstract are my original work, that they do not infringe or violate any rights of others, and that I make these grants as the sole owner of the rights to my thesis or dissertation and its abstract. I represent that I have obtained written permissions, when necessary, from the owner(s) of each third party copyrighted matter to be included in my thesis or dissertation and will supply copies of such upon request by my school. I acknowledge that RU ETD and my school will not distribute my thesis or dissertation or its abstract if, in their reasonable judgment, they believe all such rights have not been secured. I acknowledge that I retain ownership rights to the copyright of my work. I also retain the right to use all or part of this thesis or dissertation in future works, such as articles or books.