Amy and Pattie are the creators of the Checklist for High-Quality Coaching (Brussow, Gaumer Erickson, Noonan, Jenson, & Villa, 2013). This measure is completed by an outside observer to evaluate the quality of coaching sessions. The observer ensures that coaching sessions include research-based coaching components within the domains of structure, content, and communication.
Participants divide into breakout groups to discuss strategies utilized during COVID, and what they would like to continue practicing moving forward.
Gregory, A., Ruzek, E., Hafen, C. A., Mikami, A. Y., Allen, J. P., & Pianta, R. C. (2017). My teaching partner-secondary: A video-based coaching model. Theory into practice, 56(1), 38-45.
Van Ostrand, K., Seylar, J., & Luke, C. (2020). Prevalence of Coaching and Approaches to Supporting Coaching in Education. Digital Promise.
The University of Florida Lastinger Center for Learning, Learning Forward, & Public Impact. (2016). Coaching for impact: Six pillars to create coaching roles that achieve their potential to improve teaching and learning. Gainesville: University of Florida Lastinger Center; Oxford, OH: Learning Forward; and Chapel Hill, NC: Public Impact.
McIntosh, K., & Turri, M. G. (2014). Positive Behavior Support: Sustainability and Continuous Regeneration. Grantee Submission.
Kraft, M. A., Blazar, D., & Hogan, D. (2018). The effect of teacher coaching on instruction and achievement: A meta-analysis of the causal evidence. Review of educational research, 88(4), 547-588.
Gilmour, A. F., Wehby, J. H., & McGuire, T. M. (2017). A preliminary investigation of using school-based coaches to support intervention fidelity of a classwide behavior management program. Preventing School Failure: Alternative Education for Children and Youth, 61(2), 126-135.
