COMPASS and Implementation Science by Lisa A. Ruble & John H. McGrew

Author:Lisa A. Ruble & John H. McGrew
Language: eng
Format: epub
Publisher: Springer International Publishing, Cham

Assessment of Coaching Quality. We had several questions about coaching quality: (a) Can we demonstrate good COMPASS coaching quality? (b) Does implementation quality, operationalized as coaching quality, relate to intervention quality? and (c) Does implementation quality, operationalized as coaching quality, also impact student outcomes? In order to answer our questions, we needed to assess coaching quality or how well teachers perceived coaching sessions. The coaching quality measures we used were based on COMPASS and were not general measures of good coaching quality. Also, our measures were crude. Ideally we would have liked to have videotaped consultant coaching and then rate the session against a quality checklist.

Accordingly, for our second RCT, we developed two measures of coaching quality—a questionnaire to obtain teacher feedback on their satisfaction with the coaching sessions (i.e., COMPASS Coaching Feedback Form), and a fidelity checklist that was completed by teachers about what the coach did during the coaching session (i.e., COMPASS Coaching Fidelity Checklist). Table 5.1 briefly explains the measures, which are also available in the COMPASS manual (Ruble et al. 2012). Using these measures, quality was indicated by means above a minimum value as rated by teacher perceptions of quality. Specifically, item and scale mean scores of 3 or better were viewed as indicative of quality, corresponding to teacher ratings of “agreement” that high quality coaching occurred.Table 5.1Coaching quality measures

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