When I began my research, I was curious about how coaching teachers affects student engagement and student self-advocacy. I set out to find what was the baseline. I wanted to know what was already happening in the teachers' classrooms.
I created a simple rubric. This rubric was a 0-2 scale. Zero was "Not Observed", 1 was "Little to Some", and 2 was "Frequent". While in the classrooms, I was looking for evidence of teachers' use of the 7 Habits of Happy Kids and technology integration during the lessons. Each visit was for 40 minutes, broken up into four 10 minute sessions over a two day period. Each visit was virtual using Zoom.
The school chosen is a Title I magnet school for Leadership, Engineering, Art, and Design (LEAD) with the majority of students speaking more than one language at home.
All students in the district have the opportunity to receive a school-issued Chromebook (or iPad for younger students), and a WiFi hotspot, if needed. During the time of study, teachers used their district-issued laptops and/or iPads to conduct their lessons virtually via Zoom.
Within a week of the observations, I provided the teacher-learners with an anonymous questionnaire using a Likert scale to gauge their confidence in their students’ use of the 7 Habits. Teacher-learners also rated their own confidence regarding using technology and the 7 Habits. The sample size of teacher-learners was dependent upon participants’ desire to participate in the study. All 15 teachers at the school of study were emailed the questionnaire. The participants were given the option to participate or not. It is unknown which teachers may or may not have participated in all three questionnaires due to the questionnaires being anonymous. The sample size in the pre-study questionnaire was 10 participants; during-study questionnaire was 8 participants; and post-study questionnaire was 6 participants.
Some of the teacher-learners were not willing to meet 1:1 for coaching. So to support them, I created a website which focused on the integration of the 7 Habits into their daily lessons. I met with grade level teams to collaborate on the website’s content and design, then included elements teachers wished to see on the site. Within a week of the website’s launch, a questionnaire was distributed to teacher-learners asking about the uses of the website and its accessibility.
I wanted information about students' sharing of ideas during class time. Teacher-learners were asked to rate their students’ confidence levels in small group and whole class discussions during math and language arts using a Likert Scale. Results showed that confidence levels grew in small groups during math and language arts, regardless of the amount of respondents from the pre and post-study questionnaires.