Inclusive School Community ProjectThe Inclusive School Community Project (ISCP) works with general education and special education teachers to improve instructional practices to meaningfully include students with disabilities and support academic progress. Coaching is the fundamental element for solidifying teacher practice and building teacher skills. In the ISCP, coaching facilitates the implementation of the project content: effective educator collaborative practice, academic conversation, and engaged parent partnerships built on trust. Coaching allows the teacher to reflect on their practice, receive strength-based feedback, and set action-oriented goals.

I can’t say enough good things about this teacher! Love her! My little guy has autism/ADHD and she has been so patient [and] wonderful to my child and keeps me informed every bit of the way! My little guy has made more progress in this classroom in such a short time than any of his previous classrooms. I see another side of my child, actually loving school and wanting to learn, that I have never seen before until he reached her classroom. [I am] amazed with her teaching skills and the above staff and the ISCP program. --Elementary School Parent

General EdTeachers

Special EdTeachers

Receiving Peer Mentoring

9 8 8School

Districts

4Schools

5

of project teachers surveyed have general eduation and special eduation students working and sitting together

of project teachers have a technique in place for questioning students

100%

Focusing On:

Special Education and General

Education teachers

working together to help all kids learn

Students talking and

learning more in the classroom

Increasing parent involvement through a stronger

relationship with their child’s teacher

71% Students feel a part of the class activities

84% Parents believe their child gets help needed in class

86% Parents affirm their child has classroom friends

What the parents and students are saying…

88% Parents agree their child’s teacher believes their child can learn

Institute for Human Development

Contact: Ronda Jenson--jensonr@umkc.edu, 816.235.6335Carla Williams--williamscarla@umkc.edu, 816.235.5833

Why Coaching is Important?

I don’t know how to use these skills in my classroom

I can demonstrate my new skills in training but I STILL don’t know how to use this in my classroom

I can demonstrate my new skills and I am starting to understand how to use these in my classroom

I can use my new skills in my classroom!I am a better educator with coaching!

Theory & Discussion

Demonstration in Training

Practice & Feedback in

Training

Coaching in Classroom

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Joyce & Showers 2002

Parent Partnerhips

Instructional Collaboration

Academic Conversation

Community partnerships support learning and social development of students

Mearningful participation and increased access becomes the focus of teacher practice

Active listening creates engagement in learning content, in making predictions, and understanding meaning

No opt-out ensures meaningful participation for all students

Teachers model their own thinking

What we talk about, how we talk about it, and the questions we ask in�uence the richness of collaboration

Parents are viewed as assets and their engagment is promoted

Family engagement is a process not an activity

Educator/Parent partnership is a bridge to helping each child’s participation be meaningful

Re�ned collaborative practice to guide student success

Collaboration is a paradigm shift in identifying speci�c actions to move teacher practice

Community members, school sta� and parents work together to develop and encourage family partnerships in the school

0% transfer new skill into their practice after learning theory.

Though 30% demonstrate skills in training, 0% transfer new skills to practice after seeing it demonstrated in training.

5% will transfer new skills to classroom after learning theory, seeing it demonstrated, practicing and receiving corrective feedback during training.

After receiving coaching in the classroom, 90-95% were able to demonstrate knowledge, and skill, and use those skills in their classroom.

Shared ownership of teaching and learning outcomes

Data is used to guide conversations on student observations and needed accomodations

Classroom conversation fosters rich social contexts

Teachers plan and guide student converstation using the essential characteristics of questioning

Peer supports provide a high level of commitment to learning

All students have active class membership through the use of active listening

Students have a sense of freedom to express uncertainty