Using In-Service and Coaching to Increase Kindergarten Teachers’ Accurate Delivery of Group Instructional Units

Abstract

Early intervention is key to preventing academic failure and referral to special education. General educators are responsible for providing primary instruction for students at risk for failure; however, the training they receive related to specific instructional strategies for these students is often insufficient (e.g., 1-day workshops). Alternative forms of professional development that include a combination of in-service and follow-up support have shown more promise in promoting changes in teaching behaviors.This study examined the effects of in-service support plus coaching on kindergarten teachers’ accurate delivery of group instructional units in math. Teachers were trained to use a combination of whole-class instruction strategies, including model-lead-test for introducing new concepts and correcting errors, choral responding, and response cards. Results indicated that all teachers improved their delivery of instruction after the in-service training, with a second level of growth achieved after coaching. Teachers also reported high levels of satisfaction using the strategies.