Summary and Thoughts / Connections for Chapter 7:
Setting Goals
- Set 2-4 goals that are directly linked to the problem. These should be attainable, given resources that are available: time, money, people, and the planned length of the intervention.
- All goals should be measureable. If the goal is to improve a better attitude or show more confidence, the goal should focus on an observable change.
- The coach will likely have to guide the teacher toward developing a more concrete, measureable, goal.
- It is possible that the coach may have goals for the teacher: be more patient with students, increase a skill level, etc. Obviously, this isn't something you'd want to openly discuss with a teacher unless the teacher has expressed interest in them.
- All goals should be evaluated to see to what degree they were reached. Evaluations can be formative or summative.
Developing an Intervention Plan
- A consistent and skillful implementation of one or more possible strategies will probably lead to improvement, as long as the strategy is supported by evidence of effectiveness and is linked logically to the targeted problem and goals.
- You MUST work with the teacher to develop the plan! It must be something that can, and will be implemented in the classroom. For success:
*The teacher believes that the intervention will be effective.
* The intervention does not require lots of time or material resources.
* There is a match between the theoretical underpinnings of an intervention plan and the teacher's philosophies and beliefs.
* The intrusiveness of the intervention on the normal classroom routines and schedules is minimal.
* The teacher has a sense of control of the situation.
- Ask the teacher for any ideas they may have for helping the target student reach the goals. It's okay for the coach to list some as well, but if it comes from the teacher, it will probably be more likely implemented. (Consider listing one or or two possible strategies.)
- Keep in mind that as a coach you are a resource for effective ideas and strategies, not the problem solver of the perfect solution.
- Only work within your skill set and expertise. It's completely okay to turn to other experts who may have different and/or specialized knowledge and skills that are different from yours.
- Each intervention strategy generated with the teacher must be evaluated. Each strategy should:
*Match the problem definition and specific goals.
* Be appropriate for the situation (match the age/skill/level/needs of the student)
* Be feasible (match with the demands of the context and the available resources)
* Be aligned with the philosophies and beliefs of the teacher.
* Be minimally disruptive to the normal routines of the classroom.
* Have evidence of effectiveness.
- A teacher may say that they've already tried the strategies and they didn't work. However, it's possible that the teacher did not use them consistently or accurately, or for a long enough time.
- The teacher can come up with some strategies to implement; most importantly, the teacher has to believe that the plan can work and that s/he can use the strategies effectively.
Developing the Plan of Action
- The plan must be specific about how the intervention will be carried out: who will do what to implement each strategy; how these actions will be taken; and when, or how often, or for how long. Parents and student should be notified about the plan.
- Some strategies may require the coach to model a demonstration to the teacher, or for the teacher to attend a workshop or in-service.
- Summarize the target problem, defined goals, the plan for collecting the evaluation data, and then reviewing the written plan of action. Present this finalized plan with a balance of optimism and realism. "A significant period of time and sustained effort will probably be required before you can see improvement in a student's reading skills."
Providing Support to the Teacher
- Even the most carefully developed and well-designed intervention plans (viewed by enthusiastic teachers) may not be implemented successfully. Maybe the teacher did not understand sufficiently how to do part of the intervention or did not have the skills or resources. Some teachers may get discouraged and stop prematurely or modify the intervention ... but rarely are there instant and positive changes in students' problems when an intervention is first implemented.
- It's wise to periodically check-in with a teacher to offer help, advice, guidance, and encouragement. Also, check in with the teacher the day or a few days before the intervention starts - that way you know they are confident and aware of what they need to do when it does start.
- The frequency and intensity should match the complexity of the teacher in implementing interventions.
Evaluating Outcomes
- Make sure data is being collected. (Formatively or summatively.)
- Determine if the intervention plan should be continued as is, modified, or phased out. Be sure to work with the teacher.
- If new ideas or approaches should be considered, just go back to Phase 2 and look at the original list of possibly strategies -don't start the SPS model all over.
- Perhaps the goal needs to be reevaluated, not the intervention plan.
Remember: You are NOT a miracle worker, or a magician! :)
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