Collaborative video-aided coaching as a method of supporting teachers' implementation of highly effective literacy instruction
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This mixed-methods, multiple-case study examined changes in novice teachers’ instruction in the context of a collaborative video-aided coaching model. The aim was to provide literacy coaching that leveraged the affordances of video viewing to increase teachers’ knowledge and use of highly effective literacy instruction, and so increase their instructional efficacy. During six coaching cycles over a 5-month period, teachers recorded their instruction, co-viewed and co-analyzed instructional videos with a literacy coach, and then after receiving coaching, record subsequent videos. Subsequent videos were searched for evidence of teachers’ implementation of the coaching suggestions that were introduced in the co-viewing sessions. Data sources included the teachers’ lesson videos and the audio recordings of the co-viewing coaching sessions. Through frequency counts and implementation quality ratings, the study sought to examine the frequency to which teachers implemented the specific instructional suggestions made in the co-viewing sessions and to what level of effectiveness. While mean quality ratings over the six coaching cycles indicate teachers increased their instructional efficacy from initial to final lesson video, this growth was not linear and differed across instructional strategies. For each case, quantitative findings are explained using qualitative data analysis derived from co-viewing and video transcripts. This study informs the field of a potential coaching model that employs synchronous and collaborative video viewing as means of raising teacher efficacy.