This study explored the use of instructional coaching as job-embedded professional learning (JEPL) to implement technology integrated formative assessment (TIFA) during a six-week timeframe. The case study method was used to provide a deeper understanding of professional learning (PL) within a school setting, specifically within a 6th-grade language arts instructional team, using data from teacher surveys, team planning documents, and focus group interviews. The instructional coaches (ICs) utilized job-embedded professional learning (JEPL) throughout the study, which is consistent professional support provided to the teacher during the school day to assist with acquisition of a new strategy. The analysis of JEPL is essential to continue to effectively implement new instructional strategies, such as TIFA. Within the Glen Intermediate setting, teachers get continuous embedded support through the year on various PL and curriculum. This study analyzed the integration of formative assessment using technology by using qualitative data to look at the perceptions and effectiveness of the intervention by the teachers and ICs. Data was collected during instructional team meetings, with survey questions (pre- and mid-intervention), and two focus group interviews. Qualitative data analysis consisted of breaking down the data using inductive reasoning to develop main and subthemes. Triangulation using the multiple sources of data was used to draw conclusions about the implantation of TIFA and described using descriptive statistics. The main themes developed which best express impactful information about the implementation of supported TIFA were coaching support with technology, coaching support with formative assessment, collaboration as support, and barriers to TIFA.
