Impact of Traditional Professional Development Versus Individualized Coaching on Educator Confidence

This mixed-methods study examined the impact of traditional professional development compared to individualized coaching on educators’ confidence in implementing standards-aligned instruction for students with significant cognitive disabilities at Colonial Intermediate Unit 20. The study investigated whether individualized coaching improved educators’ confidence in aligning instruction to the DLM framework. Participants included six special education educators who engaged in a six-month individualized coaching intervention consisting of classroom observations, collaborative planning, instructional feedback, and modeling of DLM-aligned instructional practices. Quantitative data was collected through pre- and post- intervention instructional self-efficacy questionnaires, while qualitative data included educator interviews, reflective journals, and instructional coach interviews. Quantitative findings showed increased educator confidence, particularly in assessment, questioning, and differentiated instruction. While traditional professional development improved awareness of DLM-aligned practices, individualized coaching was perceived as more effective due to its personalized, classroom-based support and focus on implementation. Despite ongoing challenges, coaching-enhanced educator confidence and instructional practices, supporting its use as an effective professional development model for educators serving students with significant cognitive disabilities.