Instructional coaching as high-quality professional development (LM Desimone, K Pak, 2018).
Theory Into Practice.
A preliminary investigation of using school-based coaches to support intervention fidelity of a classwide behavior management program
(A. F. Gilmour, J. H. Wehby & T. M. McGuire, 2017).
Preventing School Failure: Alternative Education for Children and Youth, 61:2, 126-135
Systems Coaching: Coaching For Competence and Impact Coaching Service Delivery Plan Template
(Duda, M. & Barrett, S., 2013) The purpose of this document is to help your Implementation Team develop a coaching service delivery plan that is linked to knowledge, skill, and abilities "implementers" need to be successful.
Early Childhood CoachingTop
Gaumer Erickson, A.S., Noonan, P.M., Supon Carter, K., McGurn, L., & Purifoy, E. (2015).
The Team Functioning Scale: Evaluating and improving effectiveness of school teams.
International Journal of Educational Research, 69, 1-11.
Team-initiated Problem-solving (TIPS) Fidelity Checklist
(Todd, Newton, Horner, Algozzine, & Algozzine, 2014).
Modules, Tools & Other ResourcesTop
(OSEP Project Directors' Conference - Cusumano & Pierce, 2018)
Form vs. Function: What we're learning about coaching
(OSEP Project Directors' Conference – Horner, St. Martin, & Pierce, 2018)
Implementation Drivers – Best Practices for Coaching
The Implementation Drivers are reviewed here in terms of 'best practices' to improve and achieve competence and confidence of the persons designated to coach those who will be involved in implementing the new way of work and the schools, districts, and TA efforts that host and support new evidence-based classroom and school-wide interventions. The focus of this Best Practices Template is on Coaches who develop the competency of teachers and other school staff.
SISEP & PBIS: Coaching Brief 1
(Duda, M. & Barrett, S., 2013)
( http://www.signetwork.org/wiki_page_assets/wiki_page_329/SISEP-PBIS-DefiningCoachingBrief.pdf )
SISEP & PBIS: Coaching Inventory Discussion Tools
(Duda, M. & Barrett S., 2013)
Practice Profile for Coaching
Developed by the State Implementation and Scaling-up of Evidence-based Practices (SISEP) Center and the National Center for Systemic Improvement (NCSI; 2019)
Collecting Data on Coaching
Effective Coaching of Teachers: Fidelity Tool Rubric
Considerations for Determining Intensity of Coaching Supports (Presentation Recording)
Tanya Ihlo, State Implementation and Scaling-up of Evidence-based Practices (SISEP).
State Coaching ExamplesTop
MiBLSi Coaching Resources
Provides overview of coaching functions and responsibilities for Michigan's SPDG. MI's coaching service delivery plan provides more detail.
Ohio Coaching Resources
NJ SPDG iCoach
Model (Glover & Reddy)
Glover, T., & Reddy, L.A. (2017).
Instructional coaching: Instructional Coaching: Consideration of Key Competencies from Multiple Models, Theory into Practice, 56, 1-2.
Observing and Describing Behavior
Talking Points: Data Displays Are an Effective Way to Engage Teachers.
Journal of Staff Development, 36
(Adams, Alyson; Ross, Dorene; Burns, Jamey; Gibbs, Lauren. (2015)).
The article focuses on an educational program created by the Lastinger Center at the University of Florida. This program helps instructional coaches use a professional learning design in their schools which includes creating data displays to engage teachers in conversation about instruction. The data display provides an image of classroom practice which the teacher can analyze.
Using Technology for Coaching (Distance Coaching or Hybrid Coaching) Top
This article cites studies that have found bug-in-ear coaching to increase teachers’ use of evidence-based practice and to sustain that implementation. It also describes how the NC SPDG is supporting teachers through their coaching system.
Supporting the Alabama Adolescent Literacy Project (ALP) through Online Instructional Coaching and Consultation
(PPT, Coaching PLC Webinar March 2012). For this webinar the Alabama SPDG team and Dr. Marcie Rock will describe how they have standardized elements of coaching across their different initiatives, zeroed in on the core components of coaching and consultation, and determined appropriate uses of technology for their provision of coaching and consultation, including Bug-in-Ear technology (BIE). This presentation may be helpful for your work related to Program Measure 1 (evidence-based professional development) and Program Measure 2 (improving implementation fidelity).
eCoaching: The effects on co-teachers' planning and instruction
DM Ploessl, ML Rock - Teacher Education and Special, 2014 - journals.sagepub.com
Although co-teaching has become a popular approach to special education service provision in inclusive classrooms, practitioners have struggled to carry it out well.
Bug-in-Ear eCoaching: Impacts on Novice Early Childhood Special Education Teachers
C. Grygas Coogle, JR Ottley… - Journal of Early …, 2018 - journals.sagepub.com
A multiple-probe, single-case design was used to determine the effects of bug-in-ear eCoaching on teachers' use of two targeted naturalistic communication strategies and focus children's responses to these strategies.
How Are They Now? Longer Term Effects of eCoaching Through Online Bug-In-Ear Technology
ML Rock, RE Schumacker, M Gregg… - Teacher Education …, 2014 - journals.sagepub.com
In this study, using mixed methods, we investigated the longer term effects of e Coaching through advanced online bug-in-ear (BIE) technology.
My Teaching Partner-Secondary: A Video-Based Coaching Model
A. Gregory, E. Ruzek, C. A. Hafen, A. Y. Mikami, J. P. Allen & R. C. Pianta
Published online: 18 Jan 2017: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5571870/
Coaching for Impact: Six Pillars to Create Coaching Roles That Achieve Their Potential to Improve Teaching and Learning.
Outlines six pillars essential to creating meaningful coaching roles and calls on the nation's education leaders to make a renewed commitment to coaching teachers that meets high expectations for quality.
Download this free report from Learning Forward, the University of Florida Lastinger Center, and Public Impact.
Theory Into Practice: Instructional Coaching Practices: Promising Models, Empirical Support, and Considerations for Practice
(Edited by Todd Gover & Linda Reddy from the NJ SPDG)
DeCorby-Watson, K., Mensah, G., Bergeron, K., Abdi, S., Rempel, B., & Manson, H. (2018). Effectiveness of capacity building interventions relevant to public health practice: A systematic review. BMC Public Health. Published online, DOI:10.1186/ s12889-018-5591-6
Gallucci, C., Van Lare, M.D., Yoon, I.H., & Boatright,B. (2010). Instructional coaching building theory about the role and organizational support for professional learning. American Educational Research Journal, 47, 919-963. DOI: 10.3102/002831210371497
Gilmour, A.F., Wehby, J.H., & McGuire, T.M. (2017). A preliminary investigation of using school-based coaches to support intervention fidelity of a classwide behavior management program. Preventing School Failure: Alternative Education for Children and Youth, 61(2), 126-135, DOI: 10.1080/1045988X.2016.1214907
Kraft, M., Blazar, D., Hogan, D. (2016). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of Educational Research. Published online, DOI:10.3102/0034654318759268
McIntosh, K. & Turri, M.G. (2014). Positive behavior support: Sustainability and continuous regeneration. In C.R.Reynolds, K.J.Vannest, & E. Fletcher-Janzen (Eds.), Encyclopedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed., pp. 2061-2064). Hoboken, NJ: Wiley.
The University of Florida Lastinger Center for Learning, Learning Forward, & Public Impact. (2016). Coaching for impact: Six pillars to create coaching roles that achieve their potential to improve teaching and learning. Gainesville: University of Florida Lastinger Center; Oxford, OH: Learning Forward; and Chapel Hill, NC: Public Impact.