Usable Innovations and Coaching

For educators to make full, effective, and consistent uses of an innovation, coaching begins immediately after training.  Coaches are part of an Implementation Team, provide parts of training, and conduct fidelity assessments for teachers and staff in nearby schools (the integrated part of the Implementation Drivers).  Thus, building level coaches are well versed in the Usable Innovation and have expertise coaching at the individual level.  

Usable Innovation Criteria

  1. Clear description of the program
  2. Clear description of the essential functions that define the program
  3. Operational definitions of the essential functions
  4. A practical assessment of the performance of practitioners who are using the program

The focus of coaching is to help educators make full and effective use of a Usable Innovation.  Thus, the Usable Innovation criteria inform the content of coaching.  As part of the coaching supports for educators, building level coaches directly observe educators in action, review records, and interview those associated with the educator to see how the educator is doing in his or her work with students and others.  In essence, the coach is doing mini-fidelity assessments frequently and the educator becomes accustomed to being observed and acclimated to receiving positive, constructive, and helpful feedback to improve outcomes for students and others.

Coaching starts immediately after training and never ends (although the schedule and content of coaching may change as educators master all aspects of the evidence-based innovation).  This adjustment to coaching needs may occur through the use of coaching service delivery plans and align with the effectiveness data that comes from the trainers. Thus, coaching is an important key to achieving high fidelity amongst educators and desired outcomes for students.