Evaluating the Effectiveness of the CREDE Coaching Model

Abstract

This paper describes and evaluates the effectiveness of an instructional coaching model focused on use of five research-based teaching practices promoted by the Center for Research on Education, Diversity and Excellence (CREDE). These pedagogical practices improve academic achievement among diverse student populations. Forty-one elementary teachers participated in a full year of professional development, combining a 30-hour intensive workshop with individual coaching. Using the Standards Performance Continuum, data were gathered during each teacher coaching cycle. Findings demonstrate a significant trend for how teachers incorporate the Five Standards and how instructional coaching significantly improved teacher use of the Five Standards. Improvements in the coaching intervention are needed to support all teachers in reaching the highest levels of implementation.