A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions
1st Edition
Published on 5. April 2017
192 pages
978-0-19-067165-5 (ISBN)
Description
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.
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Additional editions
Dana D. Marchese | Kimberly D. Becker | Jennifer P. Keperling
A Step-By-Step Guide for Coaching Classroom Teachers in Evidence-Based Interventions
Book
06/2017
Oxford University Press Inc
€74.28
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Persons
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.
Content
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
