By Dana D. Marchese et al.
"A step by step consultant for training school room academics in Evidence-Based Interventions is a pragmatic advisor for school-based professionals"--
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Additional resources for A step-by-step guide for coaching classroom teachers in evidence-based interventions
Some teachers may even need additional supports to improve their implementation (see Chapter 4). Coaching Session Structure As emphasized throughout this chapter, regular coaching sessions are essential to teacher skill development and consistent program implementation. It is helpful to establish a consistent weekly coaching visit with each teacher. In the beginning, these discussions may last approximately 20 minutes, but will likely become shorter over time. To maximize the effectiveness of coaching sessions, it is helpful to follow a goal-oriented structure: 1.
Can you think of anything that might not work out with these two solutions? (Anticipate challenges) Teacher: With regard to being the timekeeper, I could picture him being excited at first, but then losing interest in the job over time. So, it might work for a Game or two, but maybe not for the entire week. Coach: Yes, that’s a possibility. If we believe that he’ll be motivated by the Game after he’s earned a prize a few times, then it’s okay if he loses interest in being the timekeeper. We’re really just using this strategy to help him feel important and as an opportunity for you to give him praise during the Game.
One way to lead in to this discussion is to ask teachers what they think the role of the coach is using open-ended questions. Coach: So now that we’ve introduced ourselves and talked a little about our backgrounds, I wanted to talk about our roles with the PAX GBG. What do you think my job is as a coach? Teacher A: I think it’s to help us do the program exactly the way it’s supposed to be done. Coach: OK, so your thought is that there is a strict way to do the program and that I am going to work with you so you do it in a certain way.
A step-by-step guide for coaching classroom teachers in evidence-based interventions by Dana D. Marchese et al.