Coaching (and) commitment: Linking ongoing professional development, quality teaching and student outcomes

Janet Helmer, Claire Bartlett, Jennifer Wolgemuth, Tess Lea

    Research output: Contribution to journalArticle


    This research conducted in primary schools in Northern Australia evaluated the effectiveness of the web-based program ABRACADABRA (ABRA) as a tool to complement early childhood literacy instruction in an Australian and Indigenous context. A further component of this research was to monitor implementation fidelity. The ABRA training was built around professional development best practices to address the challenges of providing ongoing training in remote areas. Teachers attended a one-day workshop that trained them in the use of ABRA, and continued learning was reinforced by pairing teachers with a literacy coach. Data were gathered through an implementation fidelity measure, researcher field notes, focus groups, teacher logbooks, and the Early Language and Literacy Classroom Observation tool. This paper outlines challenges and successes that the researcher/coaches experienced while supporting teachers.
    Original languageEnglish
    Pages (from-to)197-211
    Number of pages14
    JournalProfessional Development in Education
    Issue number2
    Publication statusPublished - 2011


    Cite this