Department of Psychiatry, University of Maryland School of Medicine, Baltimore, MD 21201, USA.
Clin Child Fam Psychol Rev. 2013 Jun;16(2):213-28. doi: 10.1007/s10567-013-0134-2.
Schools are adopting evidence-based programs designed to enhance students' emotional and behavioral competencies at increasing rates (Hemmeter et al. in Early Child Res Q 26:96-109, 2011). At the same time, teachers express the need for increased support surrounding implementation of these evidence-based programs (Carter and Van Norman in Early Child Educ 38:279-288, 2010). Ongoing professional development in the form of coaching may enhance teacher skills and implementation (Noell et al. in School Psychol Rev 34:87-106, 2005; Stormont et al. 2012). There exists a need for a coaching model that can be applied to a variety of teacher skill levels and one that guides coach decision-making about how best to support teachers. This article provides a detailed account of a two-phased coaching model with empirical support developed and tested with coaches and teachers in urban schools (Becker et al. 2013). In the initial universal coaching phase, all teachers receive the same coaching elements regardless of their skill level. Then, in the tailored coaching phase, coaching varies according to the strengths and needs of each teacher. Specifically, more intensive coaching strategies are used only with teachers who need additional coaching supports, whereas other teachers receive just enough support to consolidate and maintain their strong implementation. Examples of how coaches used the two-phased coaching model when working with teachers who were implementing two universal prevention programs (i.e., the PATHS curriculum and PAX Good Behavior Game [PAX GBG]) provide illustrations of the application of this model. The potential reach of this coaching model extends to other school-based programs as well as other settings in which coaches partner with interventionists to implement evidence-based programs.
学校越来越多地采用基于证据的项目，旨在提高学生的情感和行为能力（Hemmeter 等人，《早期儿童研究季刊》26：96-109，2011）。与此同时，教师们表示需要更多的支持来实施这些基于证据的项目（Carter 和 Van Norman，《早期儿童教育》38：279-288，2010）。以辅导形式进行的持续专业发展可能会提高教师的技能和实施水平（Noell 等人，《学校心理学评论》34：87-106，2005；Stormont 等人，2012）。需要有一种辅导模式，可以应用于各种教师技能水平，并指导教练做出关于如何最好地支持教师的决策。本文详细介绍了一种具有实证支持的两阶段辅导模式，该模式是与城市学校的教练和教师一起开发和测试的（Becker 等人，2013）。在初始的通用辅导阶段，无论教师的技能水平如何，所有教师都接受相同的辅导要素。然后，在定制的辅导阶段，辅导会根据每位教师的优势和需求而有所不同。具体来说，只有需要额外辅导支持的教师才会使用更密集的辅导策略，而其他教师只需接受足够的支持来巩固和维持他们的强有力的实施。教练在与实施两种通用预防计划（即 PATH 课程和 PAX 良好行为游戏 [PAX GBG]）的教师合作时使用两阶段辅导模式的示例，提供了该模式应用的说明。这种辅导模式的潜在应用范围不仅包括其他基于学校的项目，还包括教练与干预者合作实施基于证据的项目的其他环境。
