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A coaching partnership: resource teachers and classroom teachers teaching collaboratively in regular classrooms
Author(s) -
Kirkpatrick Lori,
Searle Michelle,
Smyth Rachael E.,
Specht Jacqueline
Publication year - 2020
Publication title -
british journal of special education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.349
H-Index - 38
eISSN - 1467-8578
pISSN - 0952-3383
DOI - 10.1111/1467-8578.12296
Subject(s) - coaching , general partnership , resource (disambiguation) , psychology , feeling , mathematics education , classroom management , pedagogy , faculty development , focus group , medical education , professional development , sociology , medicine , computer science , political science , computer network , social psychology , anthropology , law , psychotherapist
The purpose of this study was to determine how resource teachers ( n = 13) and classroom teachers ( n = 12) experience a coaching partnership, in which both teachers work in the regular classroom to support students with special educational needs. The focus of the partnerships was to build classroom teacher capacity around inclusionary practices. Classroom teachers and resource teachers completed questionnaires about the partnerships and their impact. Results indicated that both groups of teachers found the partnerships to be valuable. The partnerships were supported by coaching principles, as well as relationship, attitudes, understanding of students, and time spent together. Benefits of the model included increased support for students; increased learning for students; learning of different approaches, for classroom teachers and resource teachers; shared responsibility for students, between classroom and resource teachers; feeling more valued, for resource teachers; and seeing a model of collaboration, for students, teachers and the community.