Universal Coaching Model

Chapter 3 discusses the Universal Coaching Model, a collaborative approach that includes specific activities and strategies used with every teacher implementing the program. Coaching activities are grouped into three phases: (a) connect, (b) cultivate, and (c) consolidate. Strategies for establishing the coach–teacher team, visiting the classroom, engaging students as active participants, and starting the PATHS Curriculum and the PAX Good Behavior Game are discussed. The importance of timelines, pacing guides, and data collection are reviewed, as is the process of being a collaborative coach. Also described are tips for how to provide support and structure to coaching sessions while providing performance feedback, setting goals, and using positive reinforcement with teachers. Common early implementation challenges, coaching pitfalls, and strategies to enhance student engagement are also discussed.

Overview

Chapter 1 provides a rationale for the use of prevention programs in schools, the benefits of a school-based prevention program, and a description of two of the most widely disseminated, evidence-based universal school-based preventive interventions: the PATHS Curriculum and the PAX Good Behavior Game. The importance of coaching in obtaining quality implementation of prevention programs is discussed. In addition, an overview of the PATHS to PAX Coaching Model is provided based on research and theory in the literature. Also described are coaching strategies, including building positive relationships, modeling, observing, providing personalized feedback, discussing barriers, and planning action items.

Lessons Learned

In this chapter, lessons learned from the PATHS to PAX coaches are described based on their real-life experiences consulting with classroom teachers in Baltimore City. The coaches provide detailed scenarios with common implementation challenges as well as specific strategies for how to address and overcome these challenges successfully. Topics such as introducing new teachers and students to the program, departmentalization, teacher performance anxiety about program implementation, departmentalization, classrooms, teacher stress and burnout, developmentally appropriate expectations for students, unpredictable circumstances, competing demands, disorganization, a negative classroom climate, and low teacher engagement are also reviewed. Strategies to enhance teacher engagement are also reviewed.

Selection, Training, Supervision, and Observation of Coaches

In this chapter, the importance of selecting effective coaches, providing quality coach training, conducting collaborative supervision, and scheduling ongoing observation of coach activities are reviewed. Also, skills to become a supportive and positive supervisor are described. Suggestions for effective group and individual supervision meetings are discussed, including using coaching logs in supervision to review teacher implementation of program components, supporting coach implementation of strategies, increasing coach engagement in the supervision process, improving time management and organizational skills, promoting problem solving as a way to reduce coach stress, and helping coaches optimize their use of behavior change principles and scientific methods. Methods for supervisors to observe coaching sessions and to provide feedback to coaches are also discussed.

Core Coaching Principles

Chapter 2 provides an overview of the PATHS to PAX Coaching Model based on empirical findings and the current research literature regarding factors influencing implementation of evidence-based interventions in school settings, as well as mechanisms that affect teachers’ program implementation. In this chapter the coach is highlighted as playing an integral role in supporting teacher implementation. Also discussed is how consultation is a key factor in the feedback loop process. The literature is reviewed and the core coaching principles of the coaching model are described in detail, including engagement and building a productive and collaborative partnership with teachers, collaboration, supported skill development and constructive feedback, and positive reinforcement.

Conclusion

The Conclusion chapter briefly reviews strategies outlined in the book to effectively support teacher proficiency with PATHS to PAX GBG. It stresses that prevention and evidence-based interventions are needed to bring about important change that improves the outcomes of students. It highlights several of the strategies that coaches can use, such as modeling, reinforcement, and performance feedback. It reviews the Universal Coaching Model and the Indicated Coaching Model, and offers encouragement to coaches in support of teacher implementation of school-based interventions.

Indicated Coaching Model

Chapter 4 outlines the Indicated Coaching Model, which was developed for times when the Universal Coaching Model may not be sufficient to increase teacher implementation. Specific procedures and strategies are reviewed for working with teachers who need additional support using the same principles of engagement, collaboration, feedback, and positive reinforcement, but are influenced more heavily by behavioral assessment, principles, and strategies. Also described are how to identify barriers and facilitators of teacher implementation. The Teacher Implementation Support Planning Checklist (assess, plan, do, evaluate) and the Coach Action Plan (data, teacher strengths, influential factors, hypotheses, goals, action steps, short-term indicators of progress, assessment) are also reviewed.