The Journal of Special Education Apprenticeship
Abstract
Coaching in the school setting typically follows a teacher observation by an administrator or coach. Feedback is often delayed and does not allow for immediate error correction. Traditional professional development in schools is often a one-day passive receipt of content or strategies, with no time to practice, implement, or follow-up on the strategy to ensure implementation with fidelity. Combining strategies learned in professional development with iCoaching provides teachers with support to implement evidence-based strategies in their own classrooms with fidelity, and bridges the gap between professional development and implementation. This article discusses how to use iCoaching to support strategy implementation for in-service teachers
Recommended Citation
Randolph, Kathleen M. and Duffy, Mary Lou
(2019)
"Using iCoaching to support teachers’ implementation of evidence-based practices,"
The Journal of Special Education Apprenticeship: Vol. 8:
No.
2, Article 9.
DOI: https://doi.org/10.58729/2167-3454.1094
Available at:
https://scholarworks.lib.csusb.edu/josea/vol8/iss2/9