The Impact of Multilevel Coaching on Pre-Service Teachers’ Fidelity of Implementation of an Evidence-Based Reading Intervention

Teacher preparation programs (TPPs) can equip pre-service teachers (PSTs) with skills to implement evidence-based reading interventions with fidelity by engaging PSTs in carefully designed clinical experiences with feedback via coaching. To individualize support and facilitate a responsive approach to feedback centered on PSTs’ levels of fidelity, first, this study examined the impact of a multilevel coaching intervention on PSTs’ fidelity of implementation of an evidence-based reading intervention during a tutoring clinical experience. Second, this study examined PSTs’ perceptions of the feasibility, effectiveness, and future impact of the multilevel coaching intervention. Results of a single-case, multiple baseline across participants design indicated a functional relation between the multilevel coaching intervention and PSTs’ fidelity, inclusive of both structural and process dimensions. Furthermore, PSTs found the multilevel coaching intervention to be socially valid, indicating the intervention was feasible, effective, and impactful on their future teaching experiences. Major implications for teacher preparation and coaching support include (a) providing PSTs with authentic clinical experiences, inclusive of coaching support, when implementing EBPs; (b) viewing fidelity as a multidimensional construct that can inform coaching support and teacher practices; and (c) enhancing TPPs with experiences that impact PSTs’ perceptions about their own ability to teach reading.