A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions

 
 
Oxford University Press
  • 1. Auflage
  • |
  • erschienen am 28. März 2017
  • |
  • 192 Seiten
 
E-Book | PDF mit Adobe-DRM | Systemvoraussetzungen
978-0-19-060959-7 (ISBN)
 
A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions is a practical guide for school-based professionals. Combining evidence-based practices with the authors' real-life experiences working with classroom teachers, it represents a decade of research. The authors offer step-by-step approaches, based on hundreds of case examples, to overcoming some of the most difficult challenges faced by coaches and teachers in terms of implementation of evidence-based interventions. This book describes the coaching model and offers strategies for monitoring, enhancing, and troubleshooting teacher implementation. In addition to establishing positive coach-teacher relationships, the authors demonstrate how coaches can incorporate strategies that reflect core principles of behavior change, including modeling, reinforcement, and performance feedback. More than 20 handouts are shared in the appendix of the book. No other text features this distinctive blend of theory, research, and real life experiences, making it a valuable and unique contribution to the field.
  • Englisch
  • Oxford
  • |
  • USA
  • 14,22 MB
978-0-19-060959-7 (9780190609597)
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Dana D. Marchese, PhD, is a faculty member and Research Associate at the Johns Hopkins University Bloomberg School of Public Health. She has experience training and consulting with teachers in urban, rural, and suburban schools to increase implementation of evidence-based practices in the classroom. Kimberly D. Becker, PhD, is a Clinical Psychologist and an Assistant Professor in the Division of Child & Adolescent Psychiatry at the University of Maryland School of Medicine. Dr. Becker is involved in implementation science related to school-based interventions delivered by mental health providers, teachers, and other school staff. Jennifer P. Keperling, LCPC, MA, is a Faculty Member and Research Associate at the Johns Hopkins University Bloomberg School of Public Health. She has gained experience implementing both parent and child group evidence-based interventions within the school setting, coaching classroom teachers in implementing evidence-based programs, and leading other evidence-based groups and counseling interventions with children, adolescents, families, and teachers in the Maryland Public Schools. Celene E. Domitrovich, PhD, is the Vice President for Research at the Collaborative for Academic, Social, and Emotional Learning (CASEL) and a member of the research faculty at the Prevention Research Center at Penn State University. She is the developer of the Preschool version of the Promoting Alternative Thinking Strategies (PATHS) Curriculum. Wendy M. Reinke, PhD, is a Licensed Psychologist, an Associate Professor at the University of Missouri, and the Founder and Co-Director of the Missouri Prevention Center, and Co-Investigator of the Johns Hopkins Center for Prevention of Early Intervention. Dr. Reinke has experience consulting with teachers and implementation of school-based evidence-based interventions. Dennis D. Embry, PhD, is Senior Scientist at PAXIS Institute in Tucson, a co-investigator at Johns Hopkins Center for Prevention, and co-investigator with the Promise Neighborhood Research Consortium, the University of Manitoba, University of South Carolina-overseeing 50 major prevention projects in the US and Canada. Nicholas Ialongo, PhD, is Professor in the Department of Mental Health at the Johns Hopkins Bloomberg School of Public Health. Dr. Ialongo directs a National Institutes on Mental Health and Drug Abuse funded Advanced Center for Intervention and Services Research and is the Principal Investigator on the 20-year follow-up of the 2nd generation Johns Hopkins Preventive Intervention Research Center trial.
Preface Chapter 1 Overview Universal Prevention Programs Benefits of a School-Based Prevention Program The PATHS® Curriculum PAX Good Behavior Game (GBG) PATHS to PAX Coaching and Implementation Quality Chapter 1 Reflection Questions Chapter 2 Core Coaching Principles Overview Engagement Collaboration Supported Skill Development and Constructive Feedback Positive Reinforcement Summary Chapter 2 Reflection Questions Chapter 3 Universal Coaching Model A Multi-Phased Approach for Supporting Teacher Implementation Phase 1: Connect Establishing the Coach-Teacher Team First Time Visiting the Classroom Engaging Students as Active Participants Supporting the Teacher's Initial Efforts Enhancing Students' On-Task Behavior Observing Kid of the Day Phase 2: Cultivate Kicking Off the Good Behavior Game Setting the Stage for Social Emotional Lessons Polishing Teacher Skills Phase 3: Consolidate Maintaining Proficiency and Addressing Minor Challenges Coaching Session Structure Summary The Nuts and Bolts of Data Collection, Feedback, and Reinforcement Data Collection Lesson Logs Game Scoreboards Rubrics Coaching Logs Performance Feedback Positive Reinforcement Individual Reinforcement for Teachers and Staff Competitions Between Staff Members School-Wide Recognition Summary Common Early Implementation Challenges PAX Good Behavior Game (GBG) Setting up the Game During the Game After the Game Prizes Lessons Strategies to Enhance Student Engagement Summary Common Coaching Pitfalls Coaching Relationship Organization Difficulties in the Role of the Expert Low Program Implementation Chapter 3 Reflection Questions Chapter 4 Indicated Coaching Model Overview Objectives Behavioral Assessment and Coaching Plan Formulation Teacher Implementation Support Planning Checklist (TISPC) Step 1: Assess Step 2: Plan Step 3: Do Step 4: Evaluate Coach Action Plan (CAP) CAP Example Summary Chapter 4 Reflection Questions Chapter 5 Lessons Learned Introducing New Students to the Program Introducing New Teachers to the Program Departmentalization Performance Anxiety about Program Implementation Disruptive Classroom Teacher Stress Developmentally Appropriate Expectations for Students Unpredictable Circumstances Competing Demands Disorganization Being Punitive to Students Low Teacher Engagement Strategies to Enhance Teacher Engagement Summary Chapter 5 Reflection Questions Chapter 6 Selection, Training, Supervision, & Observation of Coaches Coach Selection Training Supervision Enhancing Supervision Observation and Feedback Summary Chapter 6 Reflection Questions Conclusion: Moving Forward Appendix: Forms and Worksheets References About the Authors About the Coaches Index

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