Coaching Process

*While we have provided a suggested progression of Professional Development Modules for your review, as a Coach, you also have access to the Motivational Interviewing Modules. These can be done at any time, but you may want to begin with these modules as some of the skills will be applicable to Step 1: Interview.
1 - Interview
2 - Assess Classroom
6 - Evaluate Intervention
3 - Check-Up Meeting
5 - Implement Intervention
3 - Check-Up Meeting Feedback
4 - Menu of Options: Choose Intervention
Performance Feedback Loop
Check-Up Feedback
Check-Up Menu
1 Interview
Professional Development: Sensitivity to Students’ Culture
Procedure Overview
    1. Opening the Meeting
    2. Interview Guide
    3. Values Card Sort
    4. Ending the meeting
Reflection & Tips
Professional Development: Authentic Relationships
2 Assess Classroom
Procedure Overview
    1. Setting Up and Beginning an Observation
    2. Gathering Frequency Data
    3. CARES Data Collection
    4. Scoring the Rubric
    5. Inputting the DC CCU Rubric Information into the Feedback Survey
Reflection & Tips
Professional Development: Connection to the Curriculum
3 Check-Up Meeting – Feedback
Professional Development: Effective Communication
Procedure Overview
    1. Introducing and Providing an Overview
    2. Delivering and Processing Feedback
    3. Transitioning to Options and Goal Setting
Reflection & Tips
4 Menu of Options & Choose Intervention
Procedure Overview
    1. How to use the Check-Up Menu
    2. Choosing an Intervention and Planning
Reflection & Tips
Professional Development: Reflective Thinking
5 Implement Intervention
Procedure Overview
    1. Teacher Self-Monitoring
    2. Observations & Feedback
    3. Gathering Frequency Data
    4. Providing Performance Feedback
Reflection & Tips
6 Evaluate Intervention
Procedure Overview
    1. Gather Frequency Data
    2. Complete Assessment Rubric
    3. Provide Evaluation Feedback
    4. Complete Evaluation Feedback Form
Reflection & Tips

CARES Overview

Greeting Students at the Door

Using Journals to Build Relationships

Identifying Reinforcers for the Classroom

Using Social and Emotional Coaching

Using Behavior-specific Praise

Using Active Supervision

Using Group Contingencies

Using Precorrection

Teaching Behavior Expectations

Providing Academic Feedback

Increasing Opportunities to Respond

Developing and Using Clear Academic Objectives

Posting and Using a Schedule

Coaching Process – Menu of Options

Coaching Process – Providing Feedback

Coaching Process – Introduction and Overview

Observation Practice 4

Observation Practice 3

Observation Practice 2

Observation Practice 1

Using an Attention Signal

Teaching Classroom Routines

Physical Classroom Structure

Values Card Sort – Example

Card Sort Introduction

Coaching – Interview Guide

Opening the Meeting

Defining and Teaching Classroom Rules

Mrs. James

Miss Faber

Positive Behavior Supports & Classroom Climate

Concentration Areas: Smooth Transitions, Pacing of Instruction, Student Engagement, Clear Expectations, Use of Praise, Use of Reprimands, Level of Disruptive Behavior

What is Positive Behavior Supports & Classroom Climate?

Positive Behavior Supports refers to the proactive ways that teachers work with their students, as well as the ways that teachers respond to challenging situations with students. The focus is on recognizing and affirming student strengths rather than punishing them or taking something away from them. A positive approach to the classroom will promote a classroom climate that is welcoming to all students and is a place where students want to engage with the teacher, each other, and the curriculum. All individuals, students and teachers, and the interactions between and amongst all classroom members play a role in the climate.

There is no single element that works independently of the others. All Positive Behavior Supports & Classroom Climate elements, together with the CARES domains, support one another and need to be applied to the classroom to be successful.

Why is it important?

In a classroom climate that is positive and welcoming to all members, the classroom becomes a safe place where culture and diversity can be openly discussed. A supportive climate is one that promotes student engagement and success. Students feel supported and motivated to be an active member of the classroom community. The teacher taking a positive and proactive approach creates a climate of care and respect and promotes desired student behaviors. This classroom is also a place that provides consistency to students, which is especially important for students who may experience stress and uncertainty outside of the school building. Teachers who have positive and proactive classrooms report fewer disruptive behaviors from their students, an increase in student achievement, and better overall perceptions of school climate.

CARES

Concentration Areas: Connection to the Curriculum; Authentic Relationships; Reflective Thinking About Cultural, Racial/Ethnic, and Class Differences; Effective Communication; Sensitivity to Students’ Culture

What is CARES?

CARES is an acronym for the five domains that research has found to be successful in engaging students of culturally diverse backgrounds at school. Each letter refers to a significant element of interaction within the classroom. Applying all five domains of CARES works because it promotes a better understanding of students and ourselves by using strategies that deepen those relationships every day.

There is no single element that works independently of the others. All five CARES domains, together with the Positive Behavior Supports & Classroom Climate elements, support one another and need to be applied in the classroom to be successful.

Why is it important?

Research has shown that each of the five CARES domains has a significant impact on students and their behavior when used regularly and over time. Students who are known and understood by their teachers as individuals in the classroom report deeper connections academically and to their school. When teachers understand their own cultural heritage, they better understand the differences between themselves and their students and report higher levels of mutual respect with students. This also helps teachers to recognize the similarities they share with their students as well as recognize ways in which they are different. Students are more connected and engaged in classrooms where teachers welcome exploration; invite, acknowledge, and celebrate cultural differences; make relevant connections to the curriculum; listen attentively to understand how each student is approaching the concepts; and use humor and other effective communication tools.

Double Check Classroom Check-Up Overview