CHAPTER 8: Remote Instructional Coaching During The Covid-19 Pandemic: An Exploration of Coaching Moves and Teacher Reflection

A unique opportunity to study remote instructional coaching emerged when COVID-19 necessitated a shift to remote teaching and professional development. Prior evidence suggested that the provision of a STEM curriculum unit and remote coaching supported a first-year science teacher in improving his instructional practices. This study utilized a single case study design with interaction analysis methods to explore coaching moves implemented by three university-based STEM instructional coaches in a remote coaching environment, and to identify those moves that prompted teacher reflection. Findings highlight the range of coaching moves utilized and the unique approaches to coaching that were adopted by the three coaches. Further, we identify the coaching moves that most frequently preceded teacher reflection. In addition to explicit prompts for reflection, we found that affirming the teacher, focusing on how students learn, discussing pedagogical approaches, and emphasizing science content knowledge also prompted teacher reflection. Implications for remote instructional coaching are discussed.