Delivering and Sustaining Implementation of Evidence-Based Practices in Mathematics Through Coaching

Source abstract

Evidence-based practices (EBPs) are necessary to effectively support student achievement in mathematics, especially students with or at risk of mathematics learning disabilities. However, teachers need ongoing support to implement and sustain high-quality EBPs through coaching. This article describes four effective coaching practices: alliance-building strategies, modeling, observation, and performance feedback. Also addressed are the importance and identification of EBPs, the use of coaching practices in a three-step cycle, and fidelity checklists to increase implementation fidelity. Finally, case studies and resources for EBPs and coaching are provided to enhance teachers’ sustained implementation of these practices.