| Title: |
Coaching for Ongoing Professional Learning within Tiered Support Models |
| Language: |
English |
| Authors: |
Marx, T.; Klein, E.; Colpo, A.; Walden-Doppke, M.; Reinhardt, E.; Butler, C.; National Center on Intensive Intervention (NCII) at American Institutes for Research; Rhode Island Department of Education (RIDE) |
| Source: |
National Center on Intensive Intervention. 2020. |
| Availability: |
National Center on Intensive Interventions. Available from: American Institutes for Research. 1000 Thomas Jefferson Street NW, Washington, DC 20007. Tel: 202-403-5000; Fax: 202-403-5001; e-mail: inquiry@air.org; Web site: http://www.intensiveintervention.org |
| Peer Reviewed: |
N |
| Page Count: |
34 |
| Publication Date: |
2020 |
| Sponsoring Agency: |
Office of Special Education Programs (ED/OSERS) |
| Contract Number: |
HH326Q160001 |
| Intended Audience: |
Teachers; Administrators |
| Document Type: |
Reports - Descriptive; Guides - Non-Classroom |
| Descriptors: |
Coaching (Performance); Professional Development; Models; Intervention; Program Implementation; Agency Cooperation; State Agencies; Educational Methods; Selection Criteria; Job Training |
| Abstract: |
Broadly defined, coaching is "a form of professional learning within the classroom or school that helps [educators] develop and apply new knowledge, make strong plans for instruction and assessment, obtain feedback, refine their practices, and examine results" (The University of Florida Lastinger Center for Learning, Learning Forward, & Public Impact, 2016, p. 5). In simpler terms, coaching provides educators with the support they need to apply a newly learned skill within their own context (Horner, 2018). Coaching differs from training or traditional professional development (PD) workshops that serve the purpose of developing new knowledge, because coaching focuses on the application of new knowledge over time. Coaching plays a vital role in the implementation of tiered support models to ensure fidelity of learned practices by educators and within systems (i.e., structures or supports provided by those individuals in leadership roles). The purpose of this document is to provide content-specific examples of how to structure educator-level and/or systems-level coaching as a mechanism to ensure ongoing professional learning to support tiered intervention. This document provides examples of coaching supports, models, and functions within the context of tiered intervention (e.g., RtI, PBIS, MTSS) and data-based decision making (e.g., data-based individualization [DBI]) for educators who already have foundational knowledge and/or experience with coaching. |
| Abstractor: |
As Provided |
| Entry Date: |
2020 |
| Accession Number: |
ED604928 |
| Database: |
ERIC |