REL Southwest Ask A REL Response
Educator Effectiveness:
Rural Teachers’ Access to Instructional Coaching
September 2021
Question:
To what extent do rural teachers have access to instructional coaching? What are ways to increase access, and with what sort of influence on teacher or student outcomes? to increase access, and with what sort of influence on teacher or student outcomes?
Response:
Print-friendly version (988 KB)
Thank you for the questions you submitted to our REL Reference Desk. We have prepared the following memo with research references to help answer your questions. For each reference, we provide an abstract, excerpt, or summary written by the study’s author or publisher. Following an established Regional Educational Laboratory (REL) Southwest research protocol, we conducted a search for research reports as well as descriptive study articles on access and ways to increase access to instructional coaching in rural areas, as well as resources on the influence of instructional coaching on teacher or student outcomes in rural areas.
We have not evaluated the quality of references and the resources provided in this response. We offer them only for your reference. Also, we searched the references in the response from the most commonly used resources of research, but they are not comprehensive, and other relevant references and resources may exist. References provided are listed in sections with sources in each section in alphabetical order, not necessarily in order of relevance. We do not include sources that are not freely available to the requestor.
Research References
Rural teachers’ access to instructional coaching
Akiba, M. (2012). Professional learning activities in context: A statewide survey of middle school mathematics teachers. Education Policy Analysis Archives, 20(14), 1–36. http://eric.ed.gov/?id=EJ971429
Peltola, P., Haynes, E., Clymer, L., McMillan, A., & Williams, H. (2017). Opportunities for teacher professional development in Oklahoma rural and nonrural schools (REL 2017–273). Washington, DC: U.S. Department of Education, Institute of Education Sciences, National Center for Education Evaluation and Regional Assistance, Regional Educational Laboratory Southwest. https://eric.ed.gov/?id=ED575846
Strategies for increasing access to instructional coaches in rural areas
Courtney, M. B. (2020). Coaching for continuous improvement. Rural Educator, 41(2), 55–63. https://eric.ed.gov/?id=EJ1277640
Influence of instructional coaches on rural teacher or student outcomes
Mueller, T. G., & Brewer, R. D. (2013). Rethinking professional development in rural communities for students with autism spectrum disorder. Rural Special Education Quarterly, 32(3), 11–19. https://eric.ed.gov/?id=EJ1147772. Retrieved from https://www.researchgate.net/publication/273141111
Rush, L. S., & Young, S. (2011). Wyoming’s instructional facilitator program: Teachers’ beliefs about the impact of coaching on practice. Rural Educator, 32(2), 13–22. https://eric.ed.gov/?id=EJ987604
Additional Organizations to Consult
Center on Great Teachers and Leaders at the American Institutes for Research – http://www.gtlcenter.org/
Learning Forward: The Learning Professional – https://learningforward.org/the-learning-professional/professional/
-
Bouffard, S. (2020). A different kind of distance
learning. Learning Professional, 41(4), 38–40.
https://eric.ed.gov/?id=EJ1264324
From the ERIC abstract: “Marcia Rock is one of the preeminent researchers on bug-in-ear coaching. In this method, an instructional coach watches a live video feed of a teacher's classroom and provides in-the-moment feedback via a wireless earpiece. The process, which is sometimes compared to a football coach communicating with a quarterback, is become increasingly feasible and popular thanks to ubiquitous videoconferencing and mobile technology. Rock spoke with ‘The Learning Professional’ to share insights and advice based on her research.” -
Carson, C. D., Callard, C., Gillespie, R., Choppin, J., &
Amadour, J. M. (2019). Bridging the distance: One-on-one
video coaching supports rural teachers.
Learning Professional, 40(6), 66–67, 69–70.
https://eric.ed.gov/?id=EJ1237880. Retrieved from
https://learningforward.org/wp-content/uploads/2019/12/bridging-the-distance.pdf
From the ERIC abstract: “Coaching is an increasingly popular and promising method of professional learning, but unfortunately, many teachers do not have access to high-quality coaching due to geographic and financial constraints. Technology offers an opportunity to increase access to coaching, especially for educators in isolated rural areas. Research shows video is useful in teacher education and professional learning to focus on moments of practice. Recognizing the potential of technology for coaching in the rural areas where they work, the authors of this article developed an online coaching model in a joint venture between the University of Rochester (New York) and the University of Idaho, with funding from the National Science Foundation. Their goal is to expand their online coaching program to reach more teachers in rural settings, as well as urban and suburban districts.”
Methods
Keywords and Search Strings
The following keywords and search strings were used to search the reference databases and other sources:
- [(instructional coaching) AND (access) AND (rural)]
- [(instructional coaching) AND (access) AND (rural schools)]
- [(instructional coaching) AND (impact) AND (rural)]
- [(instructional coaching) AND (impact) AND (rural schools)]
- [(instructional coaching) AND (effectiveness) AND (rural)]
- [(instructional coaching) AND (academic achievement) AND (rural)]
- [(instructional coaching) AND (“improve” OR “increase” access) AND (rural)]
- instructional coaching and rural areas
- (“instructional coaching”) AND (“rural”) AND (“student outcomes” OR “student achievement”)
- distance instructional coaching
- rural instructional coaching
Databases and Resources
We searched ERIC for relevant, peer-reviewed research references. ERIC is a free online library of more than 1.7 million citations of education research sponsored by the Institute of Education Sciences (IES). Additionally, we searched the What Works Clearinghouse.
Reference Search and Selection Criteria
When we were searching and reviewing resources, we considered the following criteria:
- Date of the publication: References and resources published from 2007 to present, were include in the search and review.
- Search priorities of reference sources: Search priority is given to study reports, briefs, and other documents that are published and/or reviewed by IES and other federal or federally funded organizations, academic databases, including ERIC, EBSCO databases, JSTOR database, PsychInfo, PsychArticle, and Google Scholar.
- Methodology: The following methodological priorities/considerations were given in the review and selection of the references: (a) study types—randomized control trials, quasi-experiments, surveys, descriptive data analyses, literature reviews, policy briefs, and so forth, generally in this order; (b) target population, samples (representativeness of the target population, sample size, volunteered or randomly selected, and so forth), study duration, and so forth; and (c) limitations, generalizability of the findings and conclusions, and so forth.