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
Team Teacher Coaching (e.g., instructional coaching, behavioral coaching) Some experimental and qualitative research, much of it related to team coaching of teacher–child interactions. Research is inconclusive but suggests that the coaching of teams of teachers includes the same practices as coaching, with some adjustments. Research is inconclusive. Before the face-to-face session: Coach provides team of teachers with videos of exemplary teaching. Videos may be of the teachers within the team, of the coach, or of other teachers. Teachers work individually to review the videos and identify specific teaching behaviors that were exemplary and the impact of those practices on student performance. During the face-to-face session: The coach and teachers watch the videos of exemplary teaching. The coach asks the teachers to discuss specific exemplary teaching behaviors. The coach provides performance feedback about the exemplary teaching to the whole group so that the team of teachers can make explicit linkages between exemplary teaching from the video and the impact on student performance. This cycle is repeated. Coach also uses alliance-building strategies*. *Alliance-building strategies: Demonstrating expertise in the area in which coaching occurs (e.g., literacy)) Collaborating (e.g., setting goals based on the recipient needs) High-quality communication skills (e.g., summarizing, active listening, asking open-ended questions) Face to face with a team of teachers with videos of exemplary teaching Teams of teachers and a coach Some research suggests: improved knowledge of the content area in which coaching occurs improved practice of the specific teaching practices included in the exemplary videos improved learner outcomes in the area in which the video analysis occurs (e.g., literacy)
Mentoring Extensive experimental and qualitative research from various fields (e.g., special education, general education, and school psychology; in teacher-induction research, mentor teachers work with preservice teachers during the student teaching phase and may use coaching practices.) Research is inconclusive but suggests that mentor and mentee convene regularly to discuss teaching practice, mentor provides emotional support to mentee. Research is inconclusive. Some mentoring research suggests that the mentor may use effective coaching practices to improve mentee practice, particularly performance feedback. Face to face, within the classroom the mentee instructs learners or during non-instructional time OR Virtually (e.g., mentor remotely meets with the mentee and uses technology to observe mentee, provide performance feedback, and apply strategies) OR A combination of and virtual meetings (e.g., meeting face to face or virtually to provide performance feedback and apply strategies) One-on-one between a mentee and a mentor When mentor applies coaching practices, mentee practice may improve. Research suggests: mentoring may influence staff retention and as well as reduce feelings of isolation, particularly among beginning teachers mentor knowledge and satisfaction with job may improve (more so than mentee knowledge and job satisfaction)
Training Extensive qualitative and experimental research from various fields (e.g., special education, general education, school psychology) Outside experts provide teachers with multiple opportunities to observe the use of the practice, be observed using the practice, examine student work, apply new knowledge to existing teaching repertoire, and plan how to integrate new knowledge/skill into their unique classroom contexts. Sessions are face to face and typically facilitated by outside experts for teachers with similar instructional contexts (e.g., literacy, mathematics, behavior) or (e.g., how to use data for decision making). Sessions are extensive (i.e., 14 hours or more) and often occur over the course of a year or more. Improved teacher knowledge Improved teacher skill in the training setting Professional Learning Communities (PLCs) Primarily qualitative research from general education and business. One experimental study from education. Research is inconclusive but suggests that PLCs should shared values and incorporate opportunities for collaboration, including reflective dialogue among teachers. Research is inconclusive. One experimental study involved four steps: (1) debrief research discussed at prior meeting; (2) discuss research on a new topic, referring to articles assigned to read on the topic; (3) discuss how research can be applied in teaching practice, referring to common teaching materials and identifying specific ways in which the curriculum can be adjusted to include research-based teaching practices; and (4) plan a lesson using research with a facilitator and other teachers, identifying specific changes. Primarily face to face of teachers led by a facilitator A small body of qualitative research suggests that teachers report changes in practice and improved student learning. One study suggests teacher knowledge and practice may improve if a four-step procedure is followed. Use of this procedure also may yield improved student learning.