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Tiered Teacher Coaching to Promote Self-Determination in the Classroom

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Title: Tiered Teacher Coaching to Promote Self-Determination in the Classroom
Language: English
Authors: Jessie C. Kiblen, Karrie A. Shogren, Jennifer A. Kurth, Sheida K. Raley
Source: Inclusion. 2025 13(1):40-58.
Availability: American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: https://meridian.allenpress.com/inclusion
Peer Reviewed: Y
Page Count: 19
Publication Date: 2025
Document Type: Journal Articles
Reports - Descriptive
Descriptors: Teaching Models, Coaching (Performance), Self Determination, Evidence Based Practice, Diversity, Inclusion, General Education, Program Implementation, Fidelity, Outcomes of Education
DOI: 10.1352/2326-6988-13.1.40
ISSN: 2326-6988
Abstract: Promoting self-determination has been shown to enhance outcomes for students with and without disabilities. The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based instructional model designed to promote self-determination in diverse contexts, including inclusive general education classrooms. SDLMI delivery requires training and ongoing support to enhance fidelity, teacher implementation skills, and positive student outcomes. Coaching supports the implementation and fidelity of an evidence-based instructional model, like the SDLMI. However, coaching supports must be tailored to implementers' needs. This article describes a three-tiered coaching model for the SDLMI that can inform teacher supports for effective SDLMI implementation. This three-tiered model expands the research-based SDLMI Coaching Model, providing a framework to individualize SDLMI supports to enhance teacher implementation and student outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1463338
Database: ERIC
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  Data: Tiered Teacher Coaching to Promote Self-Determination in the Classroom
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  Data: <searchLink fieldCode="AR" term="%22Jessie+C%2E+Kiblen%22">Jessie C. Kiblen</searchLink><br /><searchLink fieldCode="AR" term="%22Karrie+A%2E+Shogren%22">Karrie A. Shogren</searchLink><br /><searchLink fieldCode="AR" term="%22Jennifer+A%2E+Kurth%22">Jennifer A. Kurth</searchLink><br /><searchLink fieldCode="AR" term="%22Sheida+K%2E+Raley%22">Sheida K. Raley</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Inclusion%22"><i>Inclusion</i></searchLink>. 2025 13(1):40-58.
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  Data: American Association on Intellectual and Developmental Disabilities. P.O. Box 1897, Lawrence, KS 66044-1897. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: https://meridian.allenpress.com/inclusion
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  Data: Promoting self-determination has been shown to enhance outcomes for students with and without disabilities. The Self-Determined Learning Model of Instruction (SDLMI) is an evidence-based instructional model designed to promote self-determination in diverse contexts, including inclusive general education classrooms. SDLMI delivery requires training and ongoing support to enhance fidelity, teacher implementation skills, and positive student outcomes. Coaching supports the implementation and fidelity of an evidence-based instructional model, like the SDLMI. However, coaching supports must be tailored to implementers' needs. This article describes a three-tiered coaching model for the SDLMI that can inform teacher supports for effective SDLMI implementation. This three-tiered model expands the research-based SDLMI Coaching Model, providing a framework to individualize SDLMI supports to enhance teacher implementation and student outcomes.
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      – SubjectFull: Program Implementation
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      – SubjectFull: Fidelity
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      – SubjectFull: Outcomes of Education
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      – TitleFull: Tiered Teacher Coaching to Promote Self-Determination in the Classroom
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