The present study examined the concurrent validity between two different classroom observational assessments, the Danielson Framework for Teaching (FFT: Danielson 2013) and the Classroom Strategies Assessment System (CSAS; Reddy & Dudek 2014). Twenty-four administrators from 8 high-poverty charter schools conducted 324 annual teacher…

The current study examined teacher competence and contextual factors associated with teacher-reported stress in low-income urban elementary schools. Using a sample of 106K-5th grade teachers from 14 low-income urban elementary schools, associations between observed use of instructional and behavior management practices, teacher-reported stress,…

Instructional coaches are increasingly used to deliver job-embedded professional development for educators despite limited evidence-based models and assessment-driven resources to guide implementation. While researchers in vocational psychology have validated measures for job selection that can guide training; development and validation of…

Extensive research has been conducted on teachers' classroom practices, particularly instructional and behavior management practices that are linked to students' learning. However, research on teaching practices in Greece is very limited due to the unavailability of valid, and reliable assessments. To support teachers' evaluation and professional…

Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under-investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and…

Using a convergent parallel mixed methods design, we examined changes in teachers' use of praise during instruction (verbal or nonverbal statements or gestures to provide feedback for appropriate behavior) and explored teachers' perceptions regarding barriers and facilitators to using praise during coaching. Forty-eight teachers who identified…

The study examines reliability and validity evidence of observational systems for evaluating teacher effectiveness and fostering professional development conversations in schools. Specifically, this study compared the Framework for Teaching's (FFT) validity evidence using the traditional scoring approach with a new composite scoring approach that…

Despite growing interest in formative assessment of teacher practices, research on rates of change in teachers' practices is sparse. This is the first study to examine the characteristics of observed change in classroom practices using the Classroom Strategies Assessment System (CSAS) across alternative schedules of data collection during…

The conceptual foundation and initial psychometric evidence are provided for the "Instructional Coaching Rating Scales" and "Interaction Style Scales--Teacher Forms." These forms are part of a multicomponent online assessment system designed to evaluate the effectiveness of coaching skills and interactions that support the…

This article presents the Classroom Strategies Coaching (CSC) Model, a data-driven coaching approach that uses teacher formative assessment data to drive improvements in universal practices. The classroom strategies assessment system (CSAS), a formative assessment of evidence-based instructional and behavioral management practices was used to…

This case study describes the actions and processes of implementing Behavior Support Coaching for Paraprofessionals (BSC-P) with a kindergarten teacher and paraprofessional to support the implementation of behavior support plans with three students in a high-poverty elementary school. BSC-P consists of eight, 40-min coaching sessions using direct…

Research that examines coaching approaches for special education teachers is very limited. This study, a secondary analysis of a wait-list controlled, randomized trial (106 teachers, 2,195 students, 18 schools), investigated the effects of a data-driven coaching that integrated observational assessment and performance feedback on general education…

We examined the convergent validity of observer ratings of teachers' use of evidence-based instructional and behavior management practices using the Classroom Strategies Assessment System (CSAS; Reddy & Dudek, 2014) with student academic engagement as measured by the Cooperative Learning Observational Code for Kids (CLOCK; Volpe & DiPerna,…

This study examined attitudes and beliefs regarding teacher evaluation of teachers and their school administrators in the state of New Jersey, USA. The sample included 33 school administrators and 583 Pre-K through 12th grade teachers from four high-poverty urban school districts (22 schools). Participant attitudes and beliefs were assessed using…

Teachers' perceptions of self-efficacy are one of the few individual characteristics that predict teacher practice. There is limited research linking teachers' perceptions of self-efficacy and actual classroom practices. The study examined teacher' perceptions of self-efficacy and actual instructional and behavior management practices using the…