A Pilot Study of Adapting a Classroom Management Coaching Model for Rural Schools

Abstract

Current research suggests effective educator professional learning requires extensive follow-up and coaching beyond initial training. This intensive support, however, is not feasible for many schools, particularly in rural areas. Rural schools also struggle with access to professional learning resources. As such, rural educators may have fewer opportunities to learn and implement effective classroom management strategies, which are critical for students’ and teachers’ success. Class-wide function-related intervention team (CW-FIT) is one evidence-based intervention composed of several key classroom management strategies taught through effective coaching practices. We adapted the CW-FIT coaching model for rural schools using asynchronous learning and feedback opportunities. Using a quasi-experimental pilot study of 13 classrooms in seven states, we found the rural coaching model was associated with improvements in target student academic engagement and behaviors and teachers’ classroom management behaviors. Teacher usability data, along with implications for future research and practice, are also discussed.