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The Development of a Coaching Model: Challenges and Implications for Intervention Research

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Title: The Development of a Coaching Model: Challenges and Implications for Intervention Research
Language: English
Authors: Jade Wexler (ORCID 0000-0003-4203-2484), Alexandra Shelton (ORCID 0000-0003-3659-347X), Elizabeth Swanson (ORCID 0000-0002-2716-4078), S. Blair Payne (ORCID 0000-0002-8076-7548), Robin Sayers (ORCID 0000-0002-4924-6787), Tara Johnston (ORCID 0009-0006-0656-0334), Erin K. Hogan (ORCID 0000-0003-0599-9231), Kristabel Stark (ORCID 0000-0002-4975-3826)
Source: Remedial and Special Education. 2026 47(2):153-164.
Availability: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Peer Reviewed: Y
Page Count: 12
Publication Date: 2026
Sponsoring Agency: Institute of Education Sciences (ED)
Contract Number: R324A200012
Document Type: Journal Articles
Reports - Research
Education Level: Junior High Schools
Middle Schools
Secondary Education
Descriptors: Coaching (Performance), Models, Intervention, Faculty Development, Literacy, Adolescents, Evidence Based Practice, Instructional Leadership, Middle School Teachers, Fidelity
DOI: 10.1177/07419325241304126
ISSN: 0741-9325
1538-4756
Abstract: Instructional coaching is one way to support teachers' implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based literacy instructional practices across a Tier 1 school-wide literacy model. We also describe the theory of change that guided our work, a description of the accompanying professional development instructional leaders received, and the literacy practices that are linked to the model for the purpose of this work. Second, we describe the challenges we encountered and decisions we made during the development process, solutions that addressed those challenges, and implications of those solutions.
Abstractor: As Provided
IES Funded: Yes
Entry Date: 2026
Accession Number: EJ1500249
Database: ERIC
FullText Text:
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PubType: Academic Journal
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  Data: The Development of a Coaching Model: Challenges and Implications for Intervention Research
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  Data: <searchLink fieldCode="AR" term="%22Jade+Wexler%22">Jade Wexler</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-4203-2484">0000-0003-4203-2484</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alexandra+Shelton%22">Alexandra Shelton</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-3659-347X">0000-0003-3659-347X</externalLink>)<br /><searchLink fieldCode="AR" term="%22Elizabeth+Swanson%22">Elizabeth Swanson</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-2716-4078">0000-0002-2716-4078</externalLink>)<br /><searchLink fieldCode="AR" term="%22S%2E+Blair+Payne%22">S. Blair Payne</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-8076-7548">0000-0002-8076-7548</externalLink>)<br /><searchLink fieldCode="AR" term="%22Robin+Sayers%22">Robin Sayers</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4924-6787">0000-0002-4924-6787</externalLink>)<br /><searchLink fieldCode="AR" term="%22Tara+Johnston%22">Tara Johnston</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0006-0656-0334">0009-0006-0656-0334</externalLink>)<br /><searchLink fieldCode="AR" term="%22Erin+K%2E+Hogan%22">Erin K. Hogan</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-0599-9231">0000-0003-0599-9231</externalLink>)<br /><searchLink fieldCode="AR" term="%22Kristabel+Stark%22">Kristabel Stark</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0002-4975-3826">0000-0002-4975-3826</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22Remedial+and+Special+Education%22"><i>Remedial and Special Education</i></searchLink>. 2026 47(2):153-164.
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  Data: SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
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  Data: Y
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  Data: 12
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  Data: R324A200012
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  Data: Journal Articles<br />Reports - Research
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  Data: <searchLink fieldCode="EL" term="%22Junior+High+Schools%22">Junior High Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Middle+Schools%22">Middle Schools</searchLink><br /><searchLink fieldCode="EL" term="%22Secondary+Education%22">Secondary Education</searchLink>
– Name: Subject
  Label: Descriptors
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  Data: <searchLink fieldCode="DE" term="%22Coaching+%28Performance%29%22">Coaching (Performance)</searchLink><br /><searchLink fieldCode="DE" term="%22Models%22">Models</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Faculty+Development%22">Faculty Development</searchLink><br /><searchLink fieldCode="DE" term="%22Literacy%22">Literacy</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Evidence+Based+Practice%22">Evidence Based Practice</searchLink><br /><searchLink fieldCode="DE" term="%22Instructional+Leadership%22">Instructional Leadership</searchLink><br /><searchLink fieldCode="DE" term="%22Middle+School+Teachers%22">Middle School Teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Fidelity%22">Fidelity</searchLink>
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  Data: 10.1177/07419325241304126
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  Data: 0741-9325<br />1538-4756
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Instructional coaching is one way to support teachers' implementation of evidence-based practices, but gaps exist in knowledge about effective coaching interventions to support teacher learning at the secondary level. In this article, we first introduce an adaptive intervention model (AIM) for coaching, AIM Coaching, a coaching model designed for middle school instructional leaders to use to support teachers as they implement evidence-based literacy instructional practices across a Tier 1 school-wide literacy model. We also describe the theory of change that guided our work, a description of the accompanying professional development instructional leaders received, and the literacy practices that are linked to the model for the purpose of this work. Second, we describe the challenges we encountered and decisions we made during the development process, solutions that addressed those challenges, and implications of those solutions.
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  Data: As Provided
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  Label: IES Funded
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  Data: Yes
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  Label: Entry Date
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  Data: 2026
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  Label: Accession Number
  Group: ID
  Data: EJ1500249
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        Value: 10.1177/07419325241304126
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      – Text: English
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        PageCount: 12
        StartPage: 153
    Subjects:
      – SubjectFull: Coaching (Performance)
        Type: general
      – SubjectFull: Models
        Type: general
      – SubjectFull: Intervention
        Type: general
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      – SubjectFull: Literacy
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      – SubjectFull: Adolescents
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      – SubjectFull: Instructional Leadership
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      – SubjectFull: Middle School Teachers
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      – SubjectFull: Fidelity
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      – TitleFull: The Development of a Coaching Model: Challenges and Implications for Intervention Research
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              Y: 2026
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