Brief initial training with extensive follow-up coaching and on-site facilitation for whole-school program implementation¶

Strategy · All strategies
Evidence · no claims cited

Description¶

The SFA® staff development model "emphasizes a relatively brief initial training with extensive classroom follow-up, coaching, and group discussion." First-year schools receive a 3-day summer training plus 12 on-site support days; developer-provided trainers visit and observe teachers monthly in the first year, examine data on children's progress, and give feedback on implementation quality. Each school has a facilitator, usually an experienced teacher, who structures in-service presentations so teachers can share problems and solutions, and principals and facilitators receive 5 days of initial leadership training.

Design Implications¶

Context¶

Requirements¶

• Developer-provided trainers, an on-site school facilitator, and scheduled monthly classroom observation visits during the first implementation year

Constraints¶

• Trainer visits occur each month in the first year and less often thereafter; ongoing reinforcement relies on regular in-service training, an annual conference, and on-site support visits

Target Learners¶

• teachers, principals, and facilitators implementing the SFA® program in elementary schools

Target Learning Goals¶

• implementation quality of the reading program, classroom management, instructional pace, cooperative learning, and data-based progress monitoring

Related Strategies¶

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Examples¶

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Key Sources¶

• Success for All®. (2017). WWC Intervention Report: Beginning Reading. What Works Clearinghouse, U.S. Department of Education. https://ies.ed.gov/ncee/wwc/InterventionReport/672