Date of Award
8-2025
Document Type
Dissertation
Degree Name
Doctor of Education (EdD)
Department
Education Systems Improvement Science
Committee Chair/Advisor
Dr. Brandi Hinnant-Crawford
Committee Member
Dr. Jacquelyn Williams
Committee Member
Dr. Betty Bagley
Committee Member
Dr. Lee Westberry
Abstract
This dissertation in practice examines the impact of professional development and instructional coaching on improving co-teaching practices in a high-poverty Title I high school in South Carolina. Many co-teaching models fail to reach their full potential due to inadequate training, limited planning time, and unequal role distribution between general and special educators. Using a mixed-methods improvement science framework, this study implemented targeted professional development and bi-monthly coaching cycles to strengthen collaboration and instructional fidelity. Quantitative data included pre- and post-intervention educator observation rubrics; qualitative data were collected through coaching debriefs and empathy interviews. Results revealed increased implementation of co-teaching strategies in 83% of observed lessons, along with improved educator confidence and student engagement. Findings support the use of structured coaching to foster role clarity, strengthen co-planning, and promote inclusive practices. This study contributes to the limited research on secondary co-teaching in high-poverty schools and offers a sustainable, scalable model for improving equitable instructional delivery.
Recommended Citation
Grech, Ashley D., "Using Coaching to Improve Co-Teaching Practices Through the Use of Improvement Science" (2025). All Dissertations. 4007.
https://open.clemson.edu/all_dissertations/4007