Project Description:
Funded through the Institute of Education Sciences, the purpose of this project is to develop a tiered coaching model with a decision making framework to guide coaches in determining the level of support teachers need. This decision making framework will enable instructional coaches to match their feedback to the type and amount of support that preschool teachers need during different activities, with different children, and across different points in their careers. While professional development and coaching have become a common approach in increasing teachers fidelity in implementing evidence based practices, there is clear evidence of differential effects based on teachers engagement with and participation in coaching. The process of making coaching decisions (e.g., delivery, dosage) has yet to be investigated systematically in the field of early childhood special education. There is a critical need for coaching interventions that incorporate teachers needs, experiences, satisfaction, and professional commitment into professional development decisions. The research team will develop and pilot test a tiered coaching model that allows coaches to work with teachers in identifying a matched coaching approach to support teachers as they implement evidence based practices.
In the first year of this project, a data driven decision making framework develops to guide coaches in selecting and implementing professional development and coaching that is matched to teacher profiles with profiles based on such factors as teacher need, experience, job satisfaction, and professional commitment. Development and field testing of the tiered coaching model are conducted in the second year using a mixed methods design. In the final year of the project, a quasi experimental design study are conducted to evaluate the feasibility, usability, and promise of efficacy of the tiered coaching model for supporting teachers in including children with disabilities in their classrooms.
