By Dana D. Marchese et al.
"A step by step consultant for training school room academics in Evidence-Based Interventions is a realistic consultant for school-based professionals"--
summary: "A step by step consultant for training lecture room academics in Evidence-Based Interventions is a pragmatic consultant for school-based pros"
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Extra resources for A step-by-step guide for coaching classroom teachers in evidence-based interventions
Teacher: To help provide structure during transition times, I thought that I might put a Tootle envelope on the door so that when students enter the classroom in the morning and after lunch they can pull a Tootle and begin writing. 23 U n i v e r sa l C o ac h i n g M o d e l | 23 Coach: That’s a terrific idea! What a great way to make Tootles part of your daily routine! I am definitely going to suggest that to other teachers who are looking for ideas. In this exchange, the coach uses open-ended questions to elicit the teacher’s ideas before offering his or her own, thereby acknowledging the teacher’s expertise.
Next, identify potential solutions collaboratively and assist the teacher with identifying the one that has the best chance for success. Then, be sure to return at the time when the Lesson is rescheduled so you can provide reinforcement for Lesson delivery or continue to work with the teacher to solve barriers if the teacher is unable to deliver the Lesson again. Week 3 Enhance Students’ On-Task Behavior Beat the Timer is the second preparatory Lesson (Lesson 3 in the manual). The Beat the Timer game challenges students to complete a task in less time than what is set on the timer, thereby increasing efficiency and decreasing off-task student behaviors.
Openness to consultation, ability to solve problems, level of punitive discipline, interpersonal style, and classroom management and discipline skills). As with the Lessons and Games, the coach uses a zero-to four-point scale to rate teachers on these key elements. Along with completing the Good Behavior Game Rubric Rating Form (Appendix N) during the observation, the coach also completes the Good Behavior Game Modeling Checklist (Appendix A) by checking off implementation steps and making notes in the margin to highlight teacher implementation strengths and areas for improvement.
A step-by-step guide for coaching classroom teachers in evidence-based interventions by Dana D. Marchese et al.