Using Systems-Level Consultation to Establish Data Systems to Monitor Coaching in Schools: A Framework for Practice

ABSTRACT

Coaching has been widely implemented to support the delivery of evidence-based practices in schools. Although coaching is effective in rigorous research studies, scholars question the effective translation of coaching in authentic schools. Data systems that monitor the fidelity and impact of coaching offer one solution to address three implementation challenges described in the literature: (1) operationalizing coaching, (2) ensuring sufficient resource allocation, and (3) training in-service coaches. The purpose of this article is to outline a framework to guide systems-level consultants as they collaborate with schools to establish data systems for coaching, which include coaching data, teacher or classroom instructional data, and student data, which can be analyzed within the problem-solving process to monitor the fidelity and progress of coaching. Finally, a case example illustrates how these three levels of data can capture the multi-faceted process of coaching to address implementation challenges that impede the impact of coaching in schools.

Disclosure statement

No potential conflict of interest was reported by the author.

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Notes on contributors

Courtenay A. Barrett

Courtenay Barrett is an assistant professor in the school psychology program at Michigan State University, a licensed psychologist in Michigan,           and a Nationally Certified School Psychologist. Her research interests include coaching and consultation within multi-tiered system of supports, data-based decision making, and contextual factors that influence the provision of school psychology service delivery.