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District reports strong instructional‑coaching results; classroom effect size reported above research hinge point
Summary
District staff presented multi‑year instructional coaching data showing teacher survey scores in the mid‑5 range (on a 6‑point scale) and an average classroom effect size of 0.89 on teacher‑submitted pre/post assessments, which staff said exceeds the 0.4 'hinge point' cited in John Hattie's research.
District instructional leaders told the Dodge City USD 443 Board of Education that instructional coaching in the district is producing high teacher ratings and measurable student gains.
Presenters said teachers who work with coaches rate the program around 5.5 on a 6‑point agreement scale for statements such as coaches helping to identify and meet goals and fostering environments that increase achievement. Staff also said a compiled sample of pre‑/post assessment data provided by teachers showed an average classroom effect size of 0.89 after a coaching cycle.
The presentation referenced researcher John Hattie’s work, noting that Hattie’s 0.4 effect size is considered a hinge point for meaningful impact on student achievement. “The average classroom effect size…was 0.89,” the presentation said, adding that the district will continue to gather additional objective measures to connect coaching to student achievement.
Staff presented survey‑based feedback from teachers and listed the top three coaching benefits reported by teachers as clarifying teaching practices, classroom observations with reflective feedback, and co‑planning lessons. Several anonymized teacher comments were read aloud, including: “My coach has been the best and my biggest supporter for my year so far” and “My coach goes above and beyond to meet the needs of all staff and students.”
The presenters said the district currently supports 150 educators and long‑term substitutes in an educator support program tied to certification pathways; they reported a reduction in the percentage of long‑term subs and an increase in first‑year teachers participating compared with last year. No formal board action was requested for this informational item.
District leaders said they will continue to collect additional student data and refine how coaching outcomes are measured to link perception surveys to student achievement.
