Matrix of Support Models Measures of Fidelity: Venue in Which That Capture Expected Outcomes Support Support Occurs Format Observable Data on When Defining and Extent of Effective Practices: Defining Features (e.g., virtual, teams, or the Use of Effective Features Are Research of the Support Modela or both) both) Practicesb Presentc Coach conducts ongoing cycles of Face to face One-on-one Improved teacher One-on-one observation, modeling, providing between a teacher practice Teacher OR Coaching (e.g., performance feedback, and using and a coach Improved learner instructional strategies* with the teacher. Virtually (e.g., using outcomes coaching, These practices often occur in a three-step technology where behavioral process, where the coach holds a coach remotely coaching) observation meeting with the teacher, observes the teacher next observes and models in the teacher’s and may use that Extensive classroom, and then holds a technology to provide experimental and meeting to debrief the performance feedback qualitative and provide performance and apply research from feedback. Alliance strategies are used strategies) various fields throughout the three step process. (e.g., special OR education, *Alliance-building strategies: A combination of general Demonstrating expertise in the area in and virtually education, school which coaching occurs (e.g., literacy, (e.g., using video psychology, mathematics, behavior) recordings of teaching implementation practice and then science, and Collaborating (e.g., setting goals based on meeting face-to-face mental health) the needs of the recipient of coaching) or virtually to provide Communicating effectively (e.g., performance feedback summarizing, active listening, asking and apply open-ended questions) strategies)
Matrix of Support Models Support and Extent of Research Effective Practices: Defining Features of the Support Modela Venue in Which Support Occurs (e.g., virtual, or both) Format teams, or both) Measures of Fidelity: That Capture Observable Data on the Use of Effective Practicesb Expected Outcomes When Defining Features Are Presentc One-on-one Teacher Coaching (e.g., instructional coaching, behavioral coaching) Extensive experimental and qualitative research from various fields (e.g., special education, general education, school psychology, implementation science, and mental health) Coach conducts ongoing cycles of observation, modeling, providing performance feedback, and using strategies* with the teacher. These practices often occur in a three-step process, where the coach holds a meeting with the teacher, next observes and models in the teacher’s classroom, and then holds a meeting to debrief the observation and provide performance feedback. Alliance strategies are used throughout the three step process. *Alliance-building strategies: Demonstrating expertise in the area in which coaching occurs (e.g., literacy, mathematics, behavior) Collaborating (e.g., setting goals based on the needs of the recipient of coaching) Communicating effectively (e.g., summarizing, active listening, asking open-ended questions) Face to face OR Virtually (e.g., using technology where coach remotely observes the teacher and may use that technology to provide performance feedback and apply strategies) OR A combination of and virtually (e.g., using video recordings of teaching practice and then meeting face-to-face or virtually to provide performance feedback and apply strategies) One-on-one between a teacher and a coach Improved teacher practice Improved learner outcomes
models_of_support_-_matric_discuss_guide-final_3.docx