Coaching for Ongoing Professional Learning within Tiered Support Models

Autor/inn/en	Marx, T.; Klein, E.; Colpo, A.; Walden-Doppke, M.; Reinhardt, E.; Butler, C.
Institution	National Center on Intensive Intervention (NCII) at American Institutes for Research; Rhode Island Department of Education (RIDE)
Titel	Coaching for Ongoing Professional Learning within Tiered Support Models
Quelle	(2020), (34 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Leitfaden; Coaching (Performance); Professional Development; Models; Intervention; Program Implementation; Agency Cooperation; State Agencies; Educational Methods; Selection Criteria; Job Training + Suchen Sie Ihr Suchwort? Analogiemodell; Öffentliche Einrichtung; Educational method; Erziehungsmethode; Selection criterion; Auslesekriterium; Berufsqualifizierender Bildungsgang
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. (As Provided).
Anmerkungen	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
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01