Beyond the PD: How coaching supports implementation after a professional development
Professional development (PD) is the primary way in which knowledge, skills, and information are shared with teachers. The general approach to PD involves initial training; teachers are expected to take the presented information back to their respective classrooms and implement it, often with little to no follow-up (Saunders et al., 2021). This traditional model of PD can be referred to as the “train-and-hope” model. However, research suggests it is one of the least effective models, yielding poor retention and application of new strategies (Saunders et al., 2021). Additionally, the research indicates a substantial impact on student outcomes when evidence-based practices are implemented with high fidelity; but how do we ensure this implementation?
Consistent implementation can be supported through instructional practice-based coaching which is individualized support provided to teachers by coaches such as university faculty, lead teachers, administrators, or skilled peers (Saunders et al., 2021). There are two formats for instructional practice-based coaching: side-by-side coaching and supervisory coaching (Saunders et al., 2021). Side-by-side coaching is a model where the coach provides a strategy model and the teacher practices the strategy during a lesson with students. The coach provides feedback immediately, in real time. Supervisory coaching involves an observation with subsequent feedback immediately after the observation or at another time. In either format, debriefing sessions are vital to the coaching cycle. Using a form of practice-based coaching has been proven to double fidelity rates (Saunders et al., 2021).
One specific model of instructional practice-based coaching worth highlighting is behavior skills training (BST). Behavior skills coaching consists of four essential components: written directions, modeling, rehearsal with feedback, and ongoing coaching (Saunders et al., 2021). The first component involves the coach providing written directions for the evidence-based practice(s) (EBP) they will explicitly model. While it may seem insignificant, these written directions are provided for the educator to reference throughout and beyond the training as the educator makes sense of their learning (Saunders et al., 2021). These written directions are paired with step two, modeling, when the coach role plays the EBP for both content and pedagogy (Saunders et al., 2021). The next component, rehearsal, allows the educator to practice the skills and receive immediate feedback (e.g., positive or corrective) from the coach. Lastly, coaches continue to support the educator’s implementation fidelity through on-site support and follow-up beyond the initial training session (Saunders et al., 2021).
Implementing behavior skills training or any practice-based coaching model may involve finding sustainable, cost-effective solutions. These solutions might include utilizing site-based staff who can provide coaching, embedding these coaching models within existing meeting structures/groups such as professional learning communities, or building the capacity of coaches. Check out the T/TAC at VCU website where you will find resources dedicated to coaching in the Coach’s Corner and in our library catalog by typing “coaching” in the search field to pull up a variety of books to support your coaching efforts beyond the initial professional development training.
ReferenceSaunders, A., Wakeman, S., Cerrato, B., & Johnson, H. (2021). Professional development with ongoing coaching: A model for improving educators’ implementation of evidence-based practices. Teaching Exceptional Children, 56(6), 430-439. doi.org/10.1177/00400599211049821
For more information, contact Crystal Bell, ([email protected]), Program Specialist, T/TAC at VCU.
Categories Autism Spectrum Disorder, Inclusive Practices, Intellectual Disabilities, Math, Reading