Mainstream ESL Instructional Coaching: A Repeated Measures Replication Study

Abstract

This paper describes an ESL instructional coaching model for mainstream teachers and uses a replication approach to compare the instructional coaching outcomes of urban teachers in Indiana and California to determine if the observed pattern of development can be generalized to urban elementary educators. Teachers (N = 35) participated in a 30-hour workshop and seven individual coaching sessions across a school year. Findings demonstrate ESL instructional coaching led to statistically significant change in teacher pedagogy, a shared pattern of teacher development, and subtle group differences in reaching fidelity to the model. Suggestions for improving the ESL coaching model for urban mainstream teachers are presented.