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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 (ORCID 0000-0002-0820-5233), Karrie A. Shogren (ORCID 0000-0001-7925-1299), Jennifer A. Kurth (ORCID 0000-0002-5947-7642), Sheida K. Raley (ORCID 0000-0001-8422-1916)
Source: Grantee Submission. 2024 n.
Peer Reviewed: Y
Page Count: 42
Publication Date: 2024
Contract Number: R324A200007
Abstract: Promoting self-determination has been shown to enhance outcomes for students with and without disabilities. The Self-Determined Learning Model of Instruction (SDLMI), an evidence-based instructional model, is 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 is an effective way to support the effective implementation and fidelity of an evidence-based instructional model, like the SDLMI. However, coaching supports must be tailored to implementers' needs and requested support level. This article describes a three-tiered coaching model for the SDLMI that can be used to inform teacher supports for effective SDLMI implementation. This three-tiered model builds on and expands the research-based SDLMI Coaching Model, providing a framework for further individualizing and intensifying SDLMI coaching support to enhance teacher implementation and associated student outcomes.
Abstractor: As Provided
Entry Date: 2025
Accession Number: TD650337
Database: ERIC
FullText Text:
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An: TD650337
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PubTypeId: unknown
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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> (ORCID <externalLink term="https://orcid.org/0000-0002-0820-5233">0000-0002-0820-5233</externalLink>)<br /><searchLink fieldCode="AR" term="%22Karrie+A%2E+Shogren%22">Karrie A. Shogren</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-7925-1299">0000-0001-7925-1299</externalLink>)<br /><searchLink fieldCode="AR" term="%22Jennifer+A%2E+Kurth%22">Jennifer A. Kurth</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-5947-7642">0000-0002-5947-7642</externalLink>)<br /><searchLink fieldCode="AR" term="%22Sheida+K%2E+Raley%22">Sheida K. Raley</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0001-8422-1916">0000-0001-8422-1916</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Grantee+Submission%22"><i>Grantee Submission</i></searchLink>. 2024 n.
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  Data: Y
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  Data: 42
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  Data: 2024
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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), an evidence-based instructional model, is 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 is an effective way to support the effective implementation and fidelity of an evidence-based instructional model, like the SDLMI. However, coaching supports must be tailored to implementers' needs and requested support level. This article describes a three-tiered coaching model for the SDLMI that can be used to inform teacher supports for effective SDLMI implementation. This three-tiered model builds on and expands the research-based SDLMI Coaching Model, providing a framework for further individualizing and intensifying SDLMI coaching support to enhance teacher implementation and associated student outcomes.
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  Data: 2025
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      – Text: English
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        PageCount: 42
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      – TitleFull: Tiered Teacher Coaching to Promote Self-Determination in the Classroom
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            NameFull: Jessie C. Kiblen
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            NameFull: Karrie A. Shogren
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            NameFull: Jennifer A. Kurth
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              Y: 2024
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              Value: n
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