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Content 1
THE ENVISION INSTRUCTOR TEACHER COACHING PROJECT
Vincent Derek Morris
University of Southern California
Suzanne Dworak-Peck School of Social Work
DSW Program
Renee Smith-Maddox, Ph.D.
December 2023

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Contents
Acknowledgements ......................................................................................................................... 4
Literature Review............................................................................................................................ 8
The Grand Challenge: Achieving Equal Opportunity and Justice ................................................ 11
The “Wicked Problem” ................................................................................................................. 12
Positionality Statement ................................................................................................................. 13
The Envision Instructor Teacher Coach Project (EITCP) ............................................................ 15
Socio-demographic context for the EITCP ................................................................................... 16
Project Methodology ..................................................................................................................... 17
Project Design ............................................................................................................................... 19
Stakeholder Analysis .................................................................................................................... 21
Plans for Stakeholder Involvement ............................................................................................... 22
Communication Strategies ............................................................................................................ 23
Conceptual Framework ................................................................................................................. 24
Solution Landscape ....................................................................................................................... 25
Prototype Description ................................................................................................................... 27
Implementation Strategy ............................................................................................................... 29
Financial Plan................................................................................................................................ 31
Challenges ..................................................................................................................................... 32
Ethical Considerations .................................................................................................................. 33
Likelihood of Project Success ....................................................................................................... 34
Project Next Steps ......................................................................................................................... 35
Project Limitations ........................................................................................................................ 36
Likelihood of Success ................................................................................................................... 37
Implications for Practice and Future Use...................................................................................... 38
References ..................................................................................................................................... 41
Appendix A: Dimensional Stakeholder Map ................................................................................ 49
Appendix B: Logic Model ............................................................................................................ 50
Appendix C: Theory of Change .................................................................................................... 51
Appendix D: Specific Measurable Achievable Relevant Time Bound (S.M.A.R.T.) Goals for
Teachers ........................................................................................................................................ 52
Appendix E: EITCP Prototype Manual ........................................................................................ 53
Appendix F: EITCP Prototype Website ........................................................................................ 65
Appendix G: Innovative and Co-created Solutions, Strategies, and Exercises ............................ 66
Appendix H: Design Criteria for the EITCP................................................................................. 67
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Appendix I: Bandura’s Teacher Self-Efficacy Scale Questionnaire ............................................. 68
Appendix J: Classroom and Behavior Management Teaching Competency Plan ....................... 72
Appendix K: EITCP Reflection Questionnaire............................................................................. 73
Appendix L: Key Metrics ............................................................................................................. 75
Appendix M: Proposed EITCP Implementation Budget for Fiscal Year 2023-2024 ................... 77
Appendix N: Instructional Coaching Insights: Skills, Knowledge, and Competencies ............... 79

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Acknowledgements

My first and utmost respect and acknowledgments go to My Lord, my parents Ollie Mae
and Lucious “Hooksey” Morris, my current masterpieces my sons Lucious and Noah, my living
idol brother Victor and Mama/Sis Bernadette and my future inspiration, my extremely valuable
and rewarding Apos/Grandsons Makai and Mico, none of whose love I could ever imagine being
without.
I begin by thanking those whose initial support of me in my USC journey was extremely
warming, valuable, and rewarding…Brittany Kilmer and Jeff Viray, thank you for your
guidance, encouragement and caring. Your services as staff on the USC team cannot be
underestimated and appreciated enough.
From my orientation with Dr. Islam and Dr. Hurlburt, to my first class through my last, I
acknowledge and thank my USC Professors for demanding excellence while stressing self-care
every step of the way.
A special acknowledgment to Dr. Hunter for being the first teacher to expect, the demand
of, and state to me that I was an A student…it took a fellow black man and 63 years of my life
before I ever had anyone say that to me…Dr. Hunter, I listened, I believed, and did not
disappoint, I achieved a 3.97 GPA in the DWS program.
My final class, capstone, and professor pushed me to the epitome of frustration, pain, and
passion for what I desired to achieve—Dr. Renee Smith-Maddox, I can’t thank and appreciate
you enough for your belief, encouragement, watching over, and seeing me through to the end of
this process. I am far better off going, settling, and serving the things that keep me up at night!
Final thanks go out to so many for much that they have done for me. Thomas, you got me
into this mess with the challenge of applying to the DSW program. The prayers of many loved
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ones along the way Gush, Dennis, Jay, Yvette, Barbara, Howard, Brian, Nate, Brandy, David,
Scott, Mike, Pam, Terry, Ron, special thanks to my editor Adele and Much Love to Ayisha, Mae,
and Krystal.
My heartfelt love, adoration, respect, and fondness to my new cohort members and new
family for life Rupert, Everett, Meagan, Amy, and Marie…Lord knows…I could not have made
it without any of you!

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Abstract
The rise in disciplinary problems in public schools in the United States- a “wicked
problem” due to its complex nature- has contributed to increased behavioral challenges on
middle school campuses. Nationally, schools report that teachers are experiencing an 81%
increase in disciplinary problems, resulting in 14 days of lost instructional time (Elias, 2022).
Teachers also report feeling drastically unprepared to deal with defiance, aggressive
communication, and unwanted, attention-seeking behaviors they are encountering in their
classrooms. Furthermore, teachers reported that their programs were inadequate, and they feel
unsupported by professional development at their schools (Weiss, 2019). In response, teachers
are urging their school districts to develop strategies to reduce disruptions and improve discipline
(Overland & Sackville, 2020).
To address the need for supportive professional development, The Envision Instructor
Teacher Coach Project (EITCP) is an innovative six-month Professional Learning Community
(PLC) project designed to support and engage new and struggling middle school teachers. Co-
designed by a team of four teachers and the EITCP Instructional Coach, the EITCP provides a
reflective and collaborative space for teachers that values their experiences and attributes (see
Appendix H for the design criteria developed by the team). The objective of the six-month
project is Ito create a problem-solving support space to help teachers develop effective classroom
and behavior management strategies. The project fosters a culture of continuous improvement,
empowering teachers to reflect on their practices and learn from one another to enhance student
outcomes. The EITCP Coach offers guidance, support, and feedback throughout the process.
Participating teachers work together to interrogate their practices and attributes, gaining valuable
strategies and tools to create positive learning environments. The projected outcome from this
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process is to improve student behavior and enhance teachers' sense of efficacy and professional
growth.
Introduction

This capstone paper will cover how the Envision Instructor Teacher Coach Project
(EITCP) will be used to improve the ability of new and struggling teachers to manage their
classrooms and the behavior of their students. The EITCP targets classroom disciplinary
problems experienced by teachers such as defiance, aggressive communication, and unwanted
attention-getting behaviors that create disorder in the classroom. This project asserts that
behavioral problems take time away from tasks associated with teaching. Furthermore, when
teachers cannot effectively teach, this means that students cannot effectively learn. As a result,
such conditions reduce the likelihood that students will have behavioral and learning success
(Archer, 2019).
The paper begins with a literature review to understand the problem of practice, covering
the challenges teachers endure in the school system as they face difficulty establishing a positive
and safe classroom environment. Topics of concern include socioeconomic disparities, intrinsic
and systemic bias, inadequate teacher preparation, behavior management, and change theories.
These areas of concern are aligned with the mission, “Achieve Equal Opportunity and Justice”
for the Grand Challenge of Social Work as proposed by the American Academy of Social Work
and Social Welfare. The aim of this mission is to undo the historical impact of social injustices
and to deconstruct current systems of power that permit inequality in the area of education (Silk
et al., 2020, Grand Challenge of Social Work, 2018). This project adopts the principles of Social
Constructionism, the Instructional Coaching Model, and the principles of Professional Learning
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Communities to undergird the conceptual lens and theories of change used to inform the
development and realization of the goals of this project (Kapur & Ghose, 2018).
Although this project is informed by a variety of approaches that have attempted to
address behavioral crises in the classroom, the EITCP utilizes innovative and unique strategies
which will be discussed in later sections. The design of the project includes individual EITCP
coaching and training within a PLC. The PLC adopts four human-centered design phases for
problem solving from Liedtka and Ogilvie (2011): 1) “What is?” 2) “What if?”3) “What wows?”
and 4) “What works?” These phases will be discussed in more detail in the Project Design
section. The prototypes for this project, which include a manual and website, are in Appendix E.
The last section of the paper outlines the resources acquired to fund the project,
stakeholder involvement, and the various communication strategies used to ensure the project’s
success. The challenges encountered, limitations, ethical considerations, and next steps to
implementing the project complete this capstone paper.
Literature Review
This literature review examines disciplinary challenges faced by teachers in urban middle
schools that contribute to poor classroom and behavioral management. The review focuses on the
following themes: 1) lack of preparation and training in classroom and behavior management;
and 2) cultural misunderstandings and communication barriers, and 3) the need for clear goals
and strategies for behavioral management.
Research consistently indicates that teachers describe feeling overwhelmed, stressed, and
unprepared for the demands of the profession (Ingersoll & Strong, 2011). They struggle with
chronic disruptive behaviors such as defiance, aggressive communication, and unwanted
attention getting behaviors that result in a lack of student engagement (Murphy, 2017). These
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challenges can lead to feelings of frustration, burnout, and a sense of ineffectiveness in their
teaching roles. (Murphy, 2017). These challenges point to the need for effective behavior
management training, which equips struggling teachers with evidence-based strategies and
techniques (Chin et al., 2020; Hagermoser et al., 2018). Implementing behavior management
goals and strategies can help create a supportive and conducive learning environment for
students.
Cultural misunderstandings and communication barriers in urban middle schools are
interrelated problems that also affect classroom management. In some cases, teachers may have
difficulty interpreting the cultural nuances of their students, leading to conflicts and ineffective
behavior management strategies (Overland et al., 2020). Language barriers may further hinder
effective communication. A contributing factor underlying these problems is teachers’
perceptions of student behavior. The literature reveals teachers' perceptions of student behavior
can be influenced by implicit biases and stereotypes, resulting in disparities in disciplinary
actions and referral placements. African American students are disproportionately subjected to
harsher discipline, such as suspension, expulsion, and special education referrals, compared to
their white counterparts for similar behaviors, essentially removing these students away from the
general population (Gregory et al., 2017). To address these challenges, teachers need to engage
in self-reflection and implicit bias training to recognize and mitigate biases, creating a more
inclusive and equitable classroom environment (Shim, 2017). Furthermore, research indicated
that mitigating these biases helps to ensure equitable disciplinary practices, thus creating an
orderly, safe, and inclusive classroom environment (Andrews, 2023).
Research indicates that biases and challenges related to student discipline problems and
behavior management are prevalent among struggling teachers in urban middle schools (Harris
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& Cook, 2019). Implicit biases, cultural misunderstandings, and systemic factors contribute to
these challenges. Teachers' biases can impact their perceptions and interactions with students,
particularly those from minority or disadvantaged backgrounds, influencing their expectations,
disciplinary actions, and instructional decisions (Harris & Cook, 2019). Racial biases and
stereotypes also play a role in classroom and behavioral management, leading to disparities in
discipline, referrals for suspension and expulsion, and special education placements (Utt &
Tochluk, 2020). It is crucial for teachers to acknowledge and address their biases while
advocating for systemic changes that foster inclusivity and fairness in the educational
environment.
Several studies report extenuating factors affecting teachers struggling with discipline
problems and classroom and behavior management that are more likely to cause a higher degree
of oppositional behavioral challenges. These extenuating factors include a high percentage of
multicultural students, a high percentage of Special Education students, a high percentage of
socially and economically disadvantaged students, a high percentage of English language
learners, a high percentage of at-risk students, and a high percentage of teacher and staff turnover
(Brown et al., 2020; Caldera et al., 2020; Centers for Disease Control, 2023; Van Orden, 2010;
Weiner, 2003). In addition to these extenuating factors, many of these students may be exposed
to community or domestic violence, abuse, mental illness, parental incarceration, and other
traumas that contribute to learning difficulties and poor classroom behavior (Brown et al., 2020).
Howard (2020) calls for clear goals and strategies to address problems associated with
lack of preparation and training, cultural misunderstandings, and language barriers. To this point,
teachers have expressed interest in specific guidance and resources to help them address
behavioral challenges to establish a positive classroom environment (Howard, 2020).
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Furthermore, addressing these challenges requires a comprehensive approach that includes
providing targeted support for teachers of marginalized students, addressing the root causes of
educational inequity, and equipping teachers with the tools and resources they need to support all
students effectively (Hierck, 2018).
The Grand Challenge: Achieving Equal Opportunity and Justice

The American Academy of Social Work and Social Welfare (AASWSW) upholds three
categories of Grand Challenges for Social Work: Individual and Family Well-being, Stronger
Social Fabric, and Just Society. This capstone project aligns with the category, Just Society. The
category, Just Society, includes an objective, “Achieve Equal Opportunity and Justice,” with the
goal to undo the historical impact of social injustices and focuses on deconstructing the current
systems of power to address inequality in the area of education (Silk et al., 2020; Grand
Challenges for Social Work, 2023).
The Envision Instructor Teacher Coaching Project seeks to ensure that students have
access to the resources, opportunities, and social, economic, and political equality they need to
thrive. As the EITCP is a project with a focus in educational equity, this endeavor involves
creating a fair and equitable education system that provides all teachers with the support and
resources they need to ensure their students can thrive and succeed (Teasley, 2015). To this end,
this project proposes to address structural barriers to opportunity such as inequitable funding,
segregation, bias, and to promote policies and practices that promote equity and inclusion (Grand
Challenges for Social Work, 2018).

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The “Wicked Problem”
The term, “wicked problem,” which was coined in 1973, refers to a problem that is
inextricably complex in nature (Kumlien & Coughlan, 2018). For this capstone project, the
wicked problem- the rise in disciplinary problems in public schools in the United States- is the
problem of practice for this project. On the national front, for the 2021-2022 school year, the
National Center for Education Statistics reported that 56% of public schools in the United States
reported classroom disruptions from student misconduct and 48% reported acts of disrespect
towards teachers and staff verbal disrespect from students (National Center for Education
Statistics, 2022). These statistics coincide with the finding that 80% of public schools reported
that the COVID-19 pandemic negatively impacted student socio-emotional development as it
relates to student behavior and classroom management (National Center for Educational
Statistics, 2022). At the district level, statistics indicate that the wicked problem is equally
alarming. For example, the San Diego Unified School District reported that of 731 students, 232
serious behavior incidents were recorded during the 181-day in the 2021-2022 school year (San
Diego Unified School District, n.d.). Survey results of teachers from the San Diego Unified
School District in August 2022 indicated that teachers perceived their school atmosphere as
unsafe, disorderly, and divided (San Diego Unified School District, n.d.). These statistics and
survey results suggest that the wicked problem is highly disruptive to the teaching and learning
environment in public schools. The following section discusses how the wicked problem is
especially difficult for new and struggling teachers in urban middle schools.
New and struggling teachers in urban middle schools are particularly vulnerable to the
wicked problem for at least three reasons. As a first reason, many of these teachers experience
challenges of teaching in urban school systems that exhibit the socioeconomic disparities
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prevalent in urban areas such as high levels of student poverty, limited access to resources, lack
of parental involvement, and high student mobility rates (Smith, 2019). These factors can impact
their students' readiness to learn and increase the likelihood of disruptive behaviors, such as
defiance, aggressive communication, and unwanted attention getting behaviors. As a second
reason, high student-to-teacher ratios strain teachers' ability to provide individualized attention
and support to students (Johnson, 2018). Larger class sizes limit opportunities for personalized
social, emotional, and behavioral support. These conditions contribute to students feeling
disconnected or disengaged and often lead to disruptive, attention-seeking behaviors. As a third
reason, diverse student populations in urban middle schools introduce cultural, linguistic, and
social differences that present unique challenges for teachers (Howard & Dibbon, 2017).
Teachers must navigate varying communication styles, cultural norms, and social and behavioral
expectations. Furthermore, establishing a positive and inclusive classroom environment is
challenging due to their lack of cultural competence and training in working with diverse student
populations (Howard & Dibbon, 2017). In summary, these challenges can lead to a cycle of low
achievement and poor academic outcomes, perpetuating and exacerbating the disparities in
education. In the following section, I discuss my positionality as an educator who has
experienced several of the challenges described and later, my motivation for the Envision
Instructor Teacher Coaching Project.
Positionality Statement

Frederick Douglass is often credited with the saying, "It is easier to build a strong child
than it is to fix a broken man" (Mapp, 2019). I believe that there is a high percentage of teachers
in the teaching profession whose social narratives are diametrically different and opposite to the
diverse students they are trying to build or who are already broken. I feel that I am fortunate in
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that I have personal experiences that allow me to relate to struggles and challenges of diverse
students, and, more importantly, create effective strategies to implement behavioral management
strategies in the urban middle schools. In the following section, I share my familial background
and my educational experiences that have influenced my passion for classroom reform.
My familial background may be described as one which included a regimen, discipline,
and service. I am an African American male who is the youngest of three surviving children to a
father who was a decorated U.S. Army Special Forces drill sergeant and a gravely ill mother who
was extraordinary gifted in museum studies. The first five years of my 12 years of education
were with the Department of Defense International School in Europe. Upon arriving in the
United States, I was enrolled in the New York public school system in which I was subjected to
forced bussing. Although my middle school records from the Department of Defense and
International schools indicated I had received an exceptional education, I was placed into
classrooms in which students were labeled educable mildly mentally retarded without an
interview, assessment, or testing. In addition to this disservice, the school setting was one in
which the teachers were inexperienced, unmotivated, and had low expectations of their students.
This situation prompted to me to ask the question, "What is it about me that makes you think that
you can't teach me?”
Fifty years later, as a newly transferred administrator to a middle school, I found myself
again asking the question, “What is it about me that makes you think you can’t teach me?” I
began to uncover the answer as I perused the 12 corridors of the campus and observed numerous
students of color placed outside of the classrooms, apparently sent out for disrupting the
classrooms and for off-task behaviors. The answer became clearer as I began to place myself in
their position: these students of color were experiencing the rejection that comes from teachers
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who were largely culturally, socially, and professionally untrained to handle their behavior.
Furthermore, it was disheartening to realize that there was no training to equip these teachers
with strategies for effective behavioral management in their classrooms.
Given my personal experiences, I understand that I come into my research from a
positionality as a former student of color who was a victim of educational injustice. However, I
also come into my research as an insider with a history as an educator. I acknowledge that all
research is biased. Regardless of any amount of reflective practice a researcher engages in, some
form of bias or subjectivity will still exist (Johnson & Mustaf, 2019). Our personal narratives
depict how we view oppressive systems based on what we have learned through our families,
friends, neighbors, and the news. The result is that neither side knows the other's whole story and
judges the other falsely and incorrectly. Thus, we have blind spots.
As educators, I believe it is imperative to begin acknowledging our blind spots,
compassionately and truthfully communicating, developing a sense of connectedness, and
accepting collective responsibility in ending disparities in education. Furthermore, as teachers,
we must recognize that our past and present prejudices, biases, and stigmatization have led to
widespread social marginalization of disenfranchised students, promoting deep inequalities in
our classrooms. I believe now is the time for teachers to reflect on themselves and their practices
and answer the question, “What is it about me that I can’t teach these students?” As a step
toward helping teachers answer this question, the following section introduces the Envision
Instructor Teaching Coaching Project.
The Envision Instructor Teacher Coach Project (EITCP)

The Envision Instructor Teacher Coach Project (EITCP) was developed in August 2022
to help teachers who struggle with classroom and behavior management. The project, which is
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the located at Southern California Performing Arts Middle School, aims to empower struggling
urban middle school teachers to enhance their teaching practices and ultimately improve student
outcomes. By addressing specific challenges and providing tailored support, the project seeks to
create a positive and impactful learning environment for both teachers and students. The
following section describes the methodology used to initiate and to design the project.
The EITCP involves a co-design approach that includes teacher coaching that is
conducted as a Professional Learning Community (PLC). The EITCP Coach, a central
component central of the project, provides one-on-one coaching, modeling, and support to
teachers. The EITCP Coach helps teachers to identify their strengths and weaknesses, set
SMART goals (Specific, Measurable, Achievable, Relevant, Time-Bound) for improvement, and
offers ongoing support and feedback (Weintraub, 2021). The EITCP Coach also encourages
teachers to share their own experiences and challenges through vignettes, facilitating discussions
on effective classroom and behavior management strategies.
Socio-demographic context for the EITCP

As discussed in the literature review, extenuating factors such as socioeconomic
disparities, high teacher to student ratios, cultural misunderstandings, and language barriers pose
challenges for new and struggling teachers. The socio-demographic context for the EITCP
features several of these challenges. Regarding socioeconomic disparities, over 76 percent of
students at the EITCP site come from socioeconomically disadvantaged families (San Diego
Unified School District, n.d.). The racial and ethnic diversity of the EITCP site includes the
following: 1) 61.3 percent Hispanic, 2) 12 percent African American, 3) 10 percent white, 4)
seven percent two or more races, and 5) five percent Asian (San Diego Unified School District,
n.d.). This racial and ethnic makeup indicates a multicultural campus in which cultural
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misunderstandings and language barriers are likely present. Regarding students with special
needs, 22.3 percentage of students are designated as Special Education students (one of the
highest in the district) and 10 percent of the students are English language learners (San Diego
Unified School District, n.d.). The EITCP school site has increasing numbers of students with
two or more D's and F's in citizenship courses, putting them at risk of failing (San Diego Unified
School District, n.d.). The following section describes the methodology used to formulate a plan
of intervention for teachers facing these challenges at the EITCP site.
Project Methodology

The EITCP began by recruiting six urban middle school teachers who were struggling
with managing behavioral problems in their classrooms. The outreach included an initial “meet
and greet” in which teachers were introduced to the EITCP Coach, the four professional
educators that formed the EITCP PLC, as well as the EITCP and its objectives. Teacher
questionnaires were administered to collect information about their current practices and areas
where they felt they needed support (see Appendix K for the list of questions). The
questionnaires were then analyzed to identify common themes and areas of improvement.
Based on the questionnaire results, a coaching plan was developed in collaboration with
the teachers. The plan outlined the specific focus areas for improvement and the strategies to be
employed during the coaching sessions. The EITCP Coach and PLC coaching sessions were
scheduled to ensure regular and consistent engagement with the participating teachers.
During the coaching sessions, the teachers and EITCP Coach worked together to
interrogate and improve their practices in various areas. This included addressing classroom and
behavioral management challenges, assessing the classroom environment, and developing
effective teaching strategies. The sessions were designed to be reflective, collaborative, and
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learning-oriented, allowing teachers to share their experiences, learn from one another, and
receive guidance and support from the EITCP Coach.
As part of addressing behavioral management issues, the EITCP offers task analysis
strategies. These strategies break down behavior management strategies into specific, actionable
steps teachers could implement to address disruptive behavior (see Appendix G for examples of
task analysis strategies). These steps were built on the premise that, just as academic errors are
addressed through corrective strategies and rules, behavioral errors should be handled in the
same manner (Muran, 2023). For instance, teachers expect to teach math and English to their
students. However, they do not expect that they would need to teach students how to behave in
the classroom. EITCP teachers learn to teach their students how to master their behavior and
students are held accountable once they have learned the appropriate strategies and rules
(Marzano, 2017).
To create measurable outcomes, the EITCP project emphasizes the development of
SMART goals aligned with each teacher's teaching efficacy and specific classroom and
behavioral management challenges. To this end, the EITCP Coach provides continuous support
and feedback to help teachers achieve these SMART goals and enhance their classroom
management practices.
Breaking the cycle of unsuccessful behavioral patterns occurs when participating
teachers provide clear and positive behavioral instruction to students, thus building a history of
behavioral success. This enables both sides to move forward successfully without relying on
their previously unsuccessful behaviors (Lane, Kalberg, & Menzies, 2018). Participating teachers
will treat students as if they are starting with limited knowledge and will teach them the
appropriate behavioral responses they need to know. This approach builds a positive behavioral
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classroom atmosphere conducive to learning, utilizing innovative strategies co-developed with
the EITCP coach and the EITCP PLC.
Project Design

The design thinking approach, guided by concepts from Liedtka and Ogilvie (2011), was
utilized to effectively tackle rising student discipline issues and challenges faced by struggling
teachers in classroom and behavior management. As a recap from the Introduction, the four
human-centered design phases proposed by Liedtka and Ogilvie (2011) are: 1) “What is?” 2)
“What if?” and 3) “What wows?” and 4) “What works?” The following sections discuss the
activities conducted by the EITCP team that incorporate these four phases.
In this What is phase, the EITC Project team executed specific activities to
comprehensively understand the challenges faced by struggling teachers in classroom and
behavior management. They conducted a thorough review of existing literature, studies, and
research on the subject. Additionally, empathetic interviews were conducted with teachers,
students, administrators, and other stakeholders to gain insights into their experiences, needs, and
perspectives. To complement this qualitative data, questionnaires were administered to teachers
to gather quantitative feedback on specific challenges and potential areas for improvement.
Focus groups were organized to encourage open discussions and gain deeper insights into the
challenges faced by teachers. Furthermore, the instructional coaches and the PLC support team
observed classroom interactions and behavior management practices, shadowing struggling
teachers to gain firsthand understanding of their daily experiences and challenges.
During the What If phase, the project team fostered creativity and generated potential
solutions through various activities. Design team brainstorming sessions involving teachers, the
instructional coach, and administrators were conducted to encourage the free flow of ideas and
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generate a wide range of potential solutions. Ideation workshops promoted collaboration and
diverse thinking among project team members, stakeholders, and external experts, leading to a
rich pool of innovative ideas. The team utilized ideation tools such as task analysis, vignettes,
mind mapping, design workshops, and analogical thinking to explore unconventional and
transformative approaches to classroom and behavior management.
In the What Wows phase, the EITC Project team followed a systematic process to
evaluate and select the most promising ideas. The team developed clear criteria, including
"SMART Goals," and other strategies to assess each idea based on its potential impact,
feasibility, alignment with project goals, and scalability. The ideas were evaluated and ranked
accordingly, identifying the most compelling and impactful solutions. Collaborative decision-
making involving stakeholders ensured consensus and buy-in on the selected ideas.
During the What Works phase, the focus shifted to prototyping and refining the selected
solutions. The project team developed low-fidelity prototypes, such as sample problem-based
learning behavioral strategies, tools, and curricula, to visualize and communicate the proposed
solutions effectively. These prototypes were pilot tested in manual form with a small group of six
teachers and their classrooms, allowing for real-world feedback and validation of their
effectiveness. The feedback from the instructional coach, teachers, administrators, and students
was instrumental in iterating and refining the solutions to make them more effective, practical,
clarifying, and sustainable, resulting in the creation of an active real-time project website.
The iterative nature of the design thinking process of this continuing project ensures
ongoing improvements and a sustained positive impact on the educational experiences of the
design team and all stakeholders involved. The following section provides an analysis of
stakeholders for the EITCP.
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Stakeholder Analysis

Stakeholders in the Envision Instructor Teacher Coach Project work collaboratively to
design and implement the project, considering their respective levels of influence and interest
(Appendix A). In making school policy there are diverse levels of power. The primary
stakeholders with the highest influence and interest are school administrators, teachers, and the
instructional teacher coach (Becchetti et al., 2021).
School administrators, as primary stakeholders, are deeply concerned about enhancing
teaching quality and student outcomes. They are motivated to support their instructors and foster
a positive learning environment. Their focus is on the project's success in improving instructional
practices and student achievement.
Teachers directly involved in the project are also essential stakeholders. They are
committed to enhancing their classroom and behavior management skills, seeking guidance and
support, and improving student engagement and learning outcomes. Their main objective is to
acquire new strategies and resources to enhance their instructional practices (Kwok et al., 2020).
The instructional teacher coach plays a crucial role in the project, providing guidance,
support, and feedback to teachers. Their main focus is on helping instructors improve their
teaching effectiveness and empowering them to implement effective classroom and behavioral
management strategies. They are dedicated to supporting instructors in overcoming challenges
and fostering a positive learning environment, aiming to improve teacher effectiveness and
student outcomes through professional development and coaching (Cillers et al., 2018; Runge et
al., 2023).
Other stakeholders, such as school boards and community organizations, have high
influence but low interest. They are primarily concerned with investing in educational initiatives
22

that positively impact teaching quality and student outcomes. They are particularly interested in
seeing measurable results and the overall success of the project in achieving its objectives
(Atashbahar et al., 2021).
Students and their parents and guardians, on the other hand, have a high level of interest
but low influence (Afzal, 2022). Students benefit from the Envision Instructor Teacher Coach
Project by receiving instruction from more effective and supported instructors. Parents and
guardians are variably invested in their child's educational experience and success, with many
desiring high-quality instruction, meaningful learning, and academic growth. They are often
interested in understanding how the Envision Instructor Teacher Coach Project positively
impacts their child's education.
The general public typically exhibits a low level of influence and interest in seeing
improved student behavior and teacher success, especially if they do not have school age
children (Afzal, 2022).
Interaction with teachers, parents, and most stakeholders in the Envision Instructor
Teacher Coach Project through open forums, including back-to-school nights, school site council
meetings, teacher conferences and focus groups have demonstrated that they share a common
concern for teachers being able to manage their classrooms and improving student behavior,
establishing a safe and positive classroom environment.
Plans for Stakeholder Involvement

The key EITCP stakeholders are teachers, students, school administrators, parents, the
school board, and the community. Teachers actively participate in the design thinking process,
providing input and feedback to shape project strategies through regular meetings, focus groups,
and surveys. Principals and other school administrators collaborate closely to align the EITCP
23

with school goals. Their active support is crucial to the sustainability of the project, financially
and otherwise, and is sought in regular meetings with the Professional Learning Community.
Students' perspectives are valued through interviews and focus groups to determine if the project
is meeting their needs and fostering a positive learning environment. Parents are engaged
through regular communication channels and participate in feedback sessions. The school board
receives updates on the project's impact through data-driven presentations showcasing the
EITCP’s effectiveness in improving classroom and behavior management, and community
members are involved in town hall meetings and forums to provide an opportunity for dialogue
and input.
Communication Strategies

The Envision Instructor Teacher Coach Project (EITCP) utilizes diverse communication
strategies for stakeholder engagement and program success. These strategies include frequent
meetings and workshops with teachers, administrators, students, parents, and other stakeholders
to encourage open discussions and collaborative problem-solving. Focus groups and surveys are
conducted to gather comprehensive insights from stakeholders about their experiences and
challenges with classroom and behavior management. Additionally, an online platform facilitates
ongoing communication, providing access to resources and discussions. Regular email updates
and newsletters keep stakeholders informed about project progress, events, and involvement
opportunities. Virtual forums and webinars enable remote engagement, while professional
development enhances EITC coaches and facilitators' communication and coaching skills. The
EITCP encourages collaborative decision-making, holds parent-teacher meetings to build a
strong partnership between home and school, and employs data-driven presentations to showcase
24

the coaching program's impact and effectiveness. Through these approaches, stakeholders remain
well-informed, actively involved, and contribute to the project's overall success.
Conceptual Framework

The EITCP aims to help teachers develop better behavioral management strategies
through a conceptual framework that includes principles of Social Constructionism, the
principles of Professional Learning Communities, and the Instructional Coaching Model.
Social Constructionism posits that learning is a social and interactive process where
knowledge constructs through dialogue, collaboration, and reflection (Bandura, 1977). The
EITCP creates a community of practice where teachers engage in reflective and collaborative
learning, share their experiences and expertise, and co-construct knowledge to improve their
teaching practices (Wenger, 1998).
The principles of Professional Learning Communities (PLCs) emphasize collaborative
and continuous learning among teachers to enhance student learning outcomes (Bendtsen et al.,
2022; Hord et al., 2009). The EITCP incorporates the PLC process involves teachers developing
their professional knowledge and practice through shared inquiry, problem-solving, and feedback
(DuFour et al., 2010). More details about the PLC for the EITCP are discussed in the Solutions
Landscape section.
The Instructional Coaching Model involves a skilled professional coach working closely
with teachers to improve their teaching practices (Knight, 2007). The EITCP instructional coach
collaborates with teachers in the PLC to identify their strengths and areas for improvement,
develop personalized professional learning plans, provide ongoing support, and feedback, and
help teachers implement evidence-based instructional strategies (Foltos, 2013).
25

The instructional coach recognizes and values that teachers bring their unique attributes,
experiences, beliefs, and values to their teaching practice, promoting a continuum of teacher
development and behavioral efficacy and improving student behavioral outcomes (Chizhik et al.,
2018; Goddard et al., 2004).
The EITCP incorporates a logic model and a theory of change model as part of its
conceptual framework. The EITCP PLC follows a logic model that outlines the project's key
components and activities (see Appendix B). It involves collaborative sessions where middle
school teachers, instructional coaches, and PLC teachers engage in reflective and learning-
oriented activities to improve classroom and behavioral management (Hunter, 2021). The
instructional coach provides guidance and support throughout the project.) The theory of change
model, which is presented in Appendix C, is operationalized by a daily action plan that is
completed by the user.
Solution Landscape

Existing evidence-based options and trends in the field of classroom and behavior
management share common goals with the EITCP of promoting positive behavior, improving
classroom management, and supporting teachers in addressing student behavior effectively
(Hollie and Russell, 2022). Positive Behavioral Interventions and Supports (PBIS) utilize
universal interventions that are provided to all students, with targeted and intensive interventions
provided to students with specific and significant needs. While PBIS has been shown to improve
student behavior and academic outcomes, some educators perceive it as overly prescriptive,
limiting teachers' flexibility and autonomy in managing their classrooms (Stevenson and
Vanlone, 2020). There is also a risk of over-reliance on rewards and incentives, which can
26

undermine intrinsic motivation and lead to a "token economy" approach to behavior management
(Positive Behavioral Interventions and Supports PBIS, 2023).
The Safe and Civil Schools interventions designed by Sprick et al., (2019) emphasize
establishing individual and schoolwide systems of clear expectations for challenging behavior,
teaching and reinforcing positive behaviors, and responding consistently and fairly to
misbehavior. Along similar lines, the Tools for Teaching method by Jones (2020) emphasize the
importance of establishing positive teacher-student relationships, setting clear expectations for
behavior, and using specific strategies to manage behavior effectively. The Explicit Instruction
method by Archer (2019) emphasizes the importance of explicit instruction and active student
engagement. Archer (2019) includes specific strategies for managing behavior, such as using
effective praise and corrective feedback, setting clear expectations for behavior, and teacher use
of behavioral routines.
Collectively, Sprick et al., (2019), Jones (2020) and Archer (2019) provide teachers with
specific strategies and techniques for managing behavior in the classroom. These programs
strongly focus on prevention and early intervention, helping teachers create a positive and
structured learning environment. However, some educators also view these programs as overly
prescriptive, limiting their flexibility and autonomy in managing their classrooms. The EITCP,
on the other hand, encourages teacher flexibility and autonomy and leads to intrinsic motivation
in the students to manage their behavior.
One of the main advantages of EITCP instructor-teacher coaching is its flexible approach
to professional development. Unlike traditional professional development programs that provide
one-size-fits-all workshops or training sessions (Kraft & Blazar, 2018), teacher coaches work
closely with teachers to identify their individual strengths and weaknesses and develop a plan to
27

address their specific needs. This collaborative approach leads to greater motivation and
engagement in the coaching process (Burns, 2022).
In a Professional Learning Community (PLC), another prominent feature of the EITCP,
teachers work collaboratively to improve their teaching skills, student behavior, and learning by
focusing on student data, sharing best practices, and engaging in ongoing professional
development. Current research suggests that teachers benefit from ongoing professional
development and collaboration with colleagues (White, 2019). This environment can be
particularly beneficial for new teachers, who often feel isolated in their classrooms. PLCs help
teachers remain current and also foster a culture of continuous improvement in the classroom,
improving their teaching practice, student behavior and learning (Turner et al., 2018).
Potential drawbacks to the PLC approach are that some teachers may feel they do not have the
time to participate in a PLC, some teachers resist sharing their teaching practices with
colleagues, and PLCs may require significant planning and coordination, which can be
challenging for busy schools with limited resources. The success of a PLC depends heavily on
the quality of facilitation and leadership and the level of support and resources provided by
school administration, including dedicated time for collaboration and professional development
(Hirsch, 2021).
Prototype Description

The EITCP is supported by over three decades of personal action planning on classroom
and behavior management adopted from extensive research and best practices in the fields of
education, instructional coaching, and behavior management. It draws from a comprehensive
range of academic publications, educational frameworks, and evidence-based strategies from
renowned experts to create a cohesive and effective approach to support struggling teachers in
28

urban middle schools. The program intent is to provide struggling teachers with an impactful
action plan for enhancing classroom and behavioral management skills in promoting positive
student behavior, fostering a safe, orderly, nurturing learning environment for both educators and
students.
The project’s initial prototype was a classroom and behavior management manual for
struggling teachers, to be implemented alongside an instructional coach and PLC support
teachers (see Appendix D). However, the users became overwhelmed and incapable of recalling
and executing the many classroom and behavioral management strategies and techniques in the
manual outside the presence of the instructional coach or PLC support teachers. A second
iteration of the project prototype was proposed by the design team, resulting in the creation of
the EITCP interactive website (see Appendix F).
The EITCP interactive website was designed to meet the expressed desires, needs, and
purposes of the participating teachers. The design team included the EITCP Coach, the EITCP
PLC, the participating teachers, and a website developer. The primary goal of the website is to
provide a comprehensive and easily accessible platform for information and support. It offers
valuable resources for participating teachers derived from the PDF manual and augmented
online, including training materials, tips for managing student behavior, intervention strategies
for disruptive behavior, and prevention techniques. By providing these resources, the website
supports teachers in developing their classroom and behavior management skills.
Included on the website are the following: 1) questionnaires designed to assess teachers’
strengths, weaknesses, and areas for improvement; 2) the Classroom Behavior Management
Competency Plan that helps to create personalized coaching plans for each teacher; and 3) the
EITCP Reflection Questionnaire to help teachers interrogate their personal practices and beliefs
29

regarding classroom and behavior management (see Appendices J and K, respectively, for
details). Task Analysis Behavior Intervention Strategies require teachers to assess the problem,
develop a solution, implement the solution, monitor the situation, reflect on the approach, and
evaluate the results. As part of the process, the teacher selects three to five positively stated
behavioral steps and develops them into strategies used to redirect, direct, or positively reinforce
student behavior in the classroom. Vignettes that identify problematic behaviors in relation to
targeted Specific, Measurable, Achievable, Relevant and Time-bound (SMART) Goals (see
Appendix F) are explored, followed by Co-created Innovative Solutions and Exercises (see
Appendix G).
The website also features an interactive communication platform for participating
teachers, the EITCP team, the design team, and school staff. It facilitates real-time
communication, allowing teachers to request support, provide feedback, and report concerns.
This feature promotes collaboration and ensures that teachers receive timely assistance and
guidance.
Implementation Strategy

EITCP’s primary goal is to increase teacher self-efficacy in classroom behavior
management, indicating the level of competence and confidence teachers feel in implementing
the strategies learned through the program. Teachers’ successful use of the co-developed EITCP
classroom and behavior management strategies and tools will be evidenced by the reduction of
disruptive behaviors and discipline referrals, with a decrease in suspensions, expulsions, and
special education referrals. Improved behavioral reports, reflected in higher citizenship grades on
progress reports, will provide confirmation of the success of the EITCP.
30

Administered at the beginning of the project, Bandura’s Teacher Self-Efficacy Scale
Questionnaire is used to help new and struggling teachers identify their current level of
development and efficacy in managing student behavior and provide guidance on how to
improve their skills (see Appendix I). The questionnaire may be repeated at intervals throughout
the project for teachers to self-evaluate their progress.
The Classroom and Behavior Management Teaching Competency Plan (see Appendix J),
developed by the EITCP coach and PLC, guides teachers to identify the teaching competencies
they want to develop during the project and how they will gain those competencies. The final
assessment tool is the EITCP Reflection Questionnaire (see Appendix K), also developed by the
EITCP coach and PLC. It helps teachers examine their beliefs, motivations, and values on a
deeply personal level, to enhance their teaching practice, interrogate their understanding of
themselves as educators and create a more impactful and inclusive learning environment for their
students.
Key metrics play a pivotal role in measuring the success of the Envision Instructor
Teacher Coach Project, as they provide guidance for which important factors to measure (see
Appendix L). These metrics include teacher self-efficacy, improvement in student behavior and
academic performance, teacher retention and satisfaction, parental involvement, administrator
support and feedback, and reduction in disciplinary actions. By monitoring these metrics, the
EITCP can assess its success and impact on addressing the grand challenge of equal opportunity
and justice in education through improved classroom and behavior management.
The long-term outcome of the EITCP will address the challenges faced by participating
teachers struggling with classroom and behavior management by focusing on proactive
strategies, accountability, and positive reinforcement to create an environment conducive to their
31

students' behavioral and academic success. By providing targeted support, professional
development, and a collaborative network, the EITCP empowers struggling teachers to
effectively manage their classrooms, leading to improved personal satisfaction and retention as
well as improved student behavior and citizenship grades (Johnson & Newport, 2017).
Financial Plan

The Envision Instructor Teacher Coach Project and Professional Learning Community
(EITCP and PLC) raised revenue through various channels to support implementation of the
pilot at the school site Although, the project utilizes a multi-faceted funding approach, but the
project is primarily funded by district/school site funds. Supplementary support comes from Title
1 funding, local and community grants, and fundraising initiatives.
Expenses covered by the funds include the salary of the EITCP coach and salary
supplements for the PLC teachers and other participating teachers. Other expenditures are for
professional development, technology, marketing, and outreach, and operational costs.
The Proposed EITCP Implementation Budget for Fiscal Year 2023-24 is in Appendix M.
School site funding, allocated by the school district, is typically earmarked for initiatives
that directly benefit the school community. Site discretionary funds are allocated by the school
principal for special projects and initiatives.
Title 1 funding, provided under the Elementary and Secondary Education Act (SEA), is a
crucial resource for the EITCP PLC project. As a federal program designed to support urban
schools with high percentages of students from low-income families, Title 1 funding can be used
to provide targeted support for teachers to enhance behavioral management and instructional
practices.
32

The EITCP has actively applied for grants from local organizations, businesses, and
foundations that are invested in education and community development. The San Diego
Foundation and several Request For Funding (RFP) educational grants will be allocated to cover
any remaining costs of implementing the EITCP above the aforementioned funds. The EITCP’s
leadership, design team and stakeholders will research further available grant opportunities,
identify relevant grantors, and develop compelling grant proposals to finance further expansion
of the project.
Fundraising initiatives will also be organized within the local community to raise the
profile of and further support the EITCP and PLC. These initiatives may include events,
campaigns, or partnerships with local businesses and organizations. The EITCP and PLC will
also establish partnerships with local businesses, leveraging their support through sponsorships
or in-kind donations. These fundraising initiatives help generate additional revenue and create a
sense of community ownership and involvement in the project's success.
Challenges

The Envision Instructor Teacher Coach Project (EITCP) faces several key challenges
during its implementation, many concerning the participating teachers. One is gaining teacher
buy-in by convincing teachers to embrace the EITCP's objectives and actively engage in a
Professional Learning Community (PLC). Some teachers are reluctant to change their teaching
methods or fail to fully understand the benefits of participation. Sustainability in ensuring long-
term engagement and motivation among participating teachers is crucial. Over time, factors such
as attrition, apathy, or burnout hinder the sustained impact of the EITCP. Some teachers
encounter personal issues or feelings of inadequacy, affecting their willingness to fully
participate. Providing a supportive and empathetic environment, along with mental health
33

resources, is vital to address these challenges (Gershenson and Holt, 2022). Time constraints and
balancing the EITCP commitments with teachers' existing responsibilities can be significant
obstacles, as teachers already have busy schedules. It will be challenging to find additional time
for planning, implementation, and assessment within the EITCP.
Other challenges center around limited resources, such as technology, materials, and
funding for professional development, which hinders EITCP's ability to provide continuous
support to participating teachers. Securing sufficient funding to implement the EITCP at a larger
scale could be a significant challenge. Additional financial support will be required to sustain the
project's impact and expand its reach to more teachers effectively. Some teachers face obstacles
in accessing resources due to their geographical location or limited access to professional
development opportunities. Leveraging technology helps to bridge this gap and provide remote
support to teachers (Ortiz, 2023). In closing, addressing these challenges strategically and
collaboratively is essential for the EITCP's success in enhancing classroom and behavior
management and supporting struggling teachers effectively.
Ethical Considerations

Ethical considerations in the EITCP center around confidentiality and privacy. To protect
the privacy and dignity of the teachers and their students, strict protocols ensure that all shared
information remains confidential and is only accessed by authorized individuals. Informed
consent regarding the potential risks and benefits of the project for the teachers must be obtained.
Equal opportunities and equitable distribution of resources and support for all participating
teachers is necessary to ensure fairness. The power dynamics inherent in a project such as the
EITCP require measures to monitor for and address potential abuses of power and conflicts of
interest.
34

It is important to ensure the project aligns with the needs and values of the local
educational community, including teachers, administrators, parents, and other community
members. Finally, the EITCP Team must recognize any unintended consequences, biases or
ethical dilemmas and make necessary adjustments and improvements to ameliorate them and
ensure that ethical standards are upheld.
Likelihood of Project Success

The likelihood of success for the Envision Instructor Teacher Coach Project and PLC
depends on various factors that influence the implementation and effectiveness of the project.
One crucial factor is the quality of coaching and PLC support for struggling teachers. The EITCP
and PLC are designed to provide ongoing guidance, feedback, and professional development to
participating teachers to improve their instructional practices and student outcomes.
Another critical factor that impacts the EITCP’s success is participating teachers'
engagement and motivation. Teachers who are actively engaged and motivated to participate in
the project are more likely to effectively implement the strategies and practices learned in the
project (Zepeda, 2019). Therefore, providing incentives and support to keep teachers engaged
and motivated throughout the project is crucial.
The level of administrative support can also impact the success of the EITCP and PLC.
School administrators play a critical role in providing the necessary resources, infrastructure, and
support for participating teachers to implement the project effectively. They allocate resources
such as space and rooms, meeting and release time, teacher funding, and PLC and administrative
personnel to support the implementation of the project (Ferlazzo, 2021).
Additionally, the availability of technology and infrastructure can impact the success of
the Envision Instructor Teacher Coach Project. The project relies heavily on technology to
35

provide online resources, coaching, and real-time collaboration opportunities for participating
teachers, including relevant online courses, and training (Diana, 2014). Therefore, ensuring that
the necessary infrastructure is in place to support the project's implementation is essential.
Project success will be measured by the following: 1) improvement in teacher
development; 2) implementation of classroom and behavioral management strategies; 3)
maintenance of a retainable, sustainable, and replicable PLC; and 4) improved behavioral
outcomes for students. When well-designed and effectively implemented, the EITCP has the
potential to improve teacher classroom and behavior management practices significantly.
Project Next Steps

The Envision Instructor Teacher Coach project will conduct a thorough evaluation of its
current implementation to measure its impact on classroom and behavior management, teacher
effectiveness, and student outcomes. Gathering data and feedback from teachers, students,
administrators, and other stakeholders will help assess the project's success and identify areas for
improvement.
Based on the evaluation results, the project team will refine and optimize the coaching
program's strategies and interventions. This includes identifying best practices, modifying
approaches that may not yield the desired outcomes, and incorporating innovative ideas to
enhance the program's effectiveness. The project will document its successful and best practices,
instructional coaching frameworks, and professional learning community models. Creating
comprehensive guidelines and training materials will facilitate the replication and scaling of the
project in other schools and districts.
To scale the project beyond the current schools, the EITCP will seek partnerships with
educational institutions, foundations, and governmental organizations. Collaborations with like-
36

minded entities can provide additional resources, funding, and expertise to expand the project's
reach.
Project Limitations

Constraints such as limited funding and resources may hinder the ability to scale the
project to a larger number of schools. To mitigate this limitation, the project team will seek
grants, donations, and support from external partners to secure the necessary resources for
expansion. Teachers or school administrators in potential new locations may exhibit reluctance
to adopt the EITCP's coaching program. The project team will address challenges by conducting
outreach and providing evidence-based data showcasing the positive impact of the program in
existing schools. Regional differences in schools and districts may present unique needs and
challenges. The project team will tailor the coaching program to suit each specific context,
emphasizing flexibility and customization.
The EITCP’s next steps for scaling beyond current schools will involve first creating a
step-by-step replication plan outlining the key components, timelines, and responsibilities for
implementing the coaching program in new schools or districts. This plan will serve as a guide
for successful expansion. As the project scales, additional instructional coaches and facilitators
will be needed. The project team will provide comprehensive training to coaches, ensuring they
are well-equipped with the skills, knowledge, and competencies for effective coaching (see
Appendix N for more information).
Before full-scale implementation, the project will pilot the coaching program in a few
new schools to gather insights, identify challenges, and make necessary adjustments. This
iterative process will ensure a smoother rollout across multiple locations. To maintain
consistency and provide ongoing assistance, the project team will establish a support network
37

that connects participating schools. Regular meetings, virtual forums, and knowledge-sharing
platforms will foster collaboration and continuous improvement. Throughout the scaling process,
continuous monitoring and evaluation will be crucial. The project team will collect data, assess
impact, and make data-driven decisions to refine strategies and ensure success.
Once the EITCP has successfully scaled to multiple schools and demonstrated its
effectiveness, it can become a model for educational systems in other regions and even serve as a
blueprint for similar projects worldwide. By sharing best practices, engaging in research, and
advocating for evidence-based instructional coaching and professional learning communities, the
project can create a lasting impact on classroom and behavior management, promoting equal
opportunity and justice in education on a broader scale.
Likelihood of Success

The likelihood of success for the Envision Instructor Teacher Coach Project and PLC
depends on various factors that influence the implementation and effectiveness of the project.
One crucial factor is the quality of coaching and PLC support for struggling teachers. The EITCP
and PLC are designed to provide ongoing guidance, feedback, and professional development to
participating teachers to improve their instructional practices and student outcomes.
Another critical factor that impacts the EITCP’s success is participating teachers'
engagement and motivation. Teachers who are actively engaged and motivated to participate in
the project are more likely to effectively implement the strategies and practices learned in the
project (Zepeda, 2019). Therefore, providing incentives and support to keep teachers engaged
and motivated throughout the project is crucial.
The level of administrative support can also impact the success of the EITCP and PLC.
School administrators play a critical role in providing the necessary resources, infrastructure, and
38

support for participating teachers to implement the project effectively. They allocate resources
such as space and rooms, meeting and release time, teacher funding, and PLC and administrative
personnel to support the implementation of the project (Ferlazzo, 2021).
Additionally, the availability of technology and infrastructure can impact the success of
the Envision Instructor Teacher Coach Project. The project relies heavily on technology to
provide online resources, coaching, and real-time collaboration opportunities for participating
teachers, including relevant online courses, and training (Diana, 2014). Therefore, ensuring that
the necessary infrastructure is in place to support the project's implementation is essential.
Project success will be measured by the following: 1) improvement in teacher
development 2) implementation of classroom and behavioral management strategies, 3)
maintenance of a retainable, sustainable, and replicable PLC, and 4) improved behavioral
outcomes for students. When well-designed and effectively implemented, the EITCP has the
potential to improve teacher classroom and behavior management practices significantly.
Implications for Practice and Future Use

The Envision Instructor Teacher Coach Project (EITCP) can have a significant impact on
the wicked problem that robs students of equal opportunity and justice in education. By
addressing the challenges faced by struggling teachers in classroom and behavior management,
the project contributes to creating a more equitable learning environment for all students,
particularly those from marginalized backgrounds.
The EITCP provides instructional coaches and professional learning communities to
support struggling teachers. By enhancing teachers' skills and effectiveness in managing
classrooms, the project helps create a more inclusive and supportive learning environment.
39

Empowering teachers with the necessary tools and strategies enables them to better meet the
diverse needs of their students, narrowing the achievement gap and promoting equal opportunity.
Improved classroom and behavior management foster positive learning environments
practices leading to more positive and conducive learning environments. Students experiencing a
safe and supportive atmosphere, are more engaged in their studies and develop a sense of
belonging. A positive learning environment contribute to improved academic performance and
greater opportunities for all students.
The EITCP focuses on urban middle schools, where disparities in educational outcomes
are often more pronounced. By addressing these specific challenges, the project seeks to reduce
the inequities faced by students in underprivileged communities. Providing support to struggling
teachers and their students can help bridge the achievement gap and promote a more just
educational system.
As the EITCP incorporates sustainable practices, the impact is not just limited to the short
term. The project's focus on ongoing professional development for teachers and the
implementation of evidence-based strategies ensures a lasting effect. By continuously improving
instructional practices, the EITCP can create a positive feedback loop, shaping the future
landscape of classroom management and behavior support.
The emphasis by the EITCP on collaboration and engagement with stakeholders creates
opportunities for knowledge sharing among educators, administrators, parents, and community
members. This knowledge exchange can lead to broader systemic changes and innovations in
addressing the wicked problem of equal opportunity and justice in education.
The EITCP approach to supporting struggling teachers and improving classroom
management contributes to breaking down barriers and promoting equal opportunities for all
40

students. By nurturing a positive and inclusive learning environment, the project paves the way
for a future where every student has access to quality education and a fair chance to thrive
academically and personally.

41

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Appendix A: Dimensional Stakeholder Map

50

Appendix B: Logic Model

51

Appendix C: Theory of Change

52

Appendix D: Specific Measurable Achievable Relevant Time Bound (S.M.A.R.T.) Goals for
Teachers

DEFIANCE
Specific: To decrease defiance and noncompliance in the classroom
Measurable: By tracking the number of noncompliant behaviors and the frequency of successful
redirections or interventions
Achievable: By establishing clear expectations, providing positive reinforcement for appropriate
behavior, and using consistent consequences for noncompliance
Relevant: To create a positive and productive learning environment for all students and to
reduce disruptions to instruction
Time-bound: Within the next semester, with ongoing monitoring and adjustment as needed

AGGRESSIVE COMMUNICATION
Specific: To reduce aggressive or confrontational communication from students
Measurable: By tracking the frequency of aggressive or confrontational communication and the
effectiveness of strategies for de-escalation or redirection
Achievable: By modeling positive communication, teaching conflict resolution skills, and using
consistent consequences for inappropriate behavior
Relevant: To create a safe and respectful learning environment for all students and to promote
positive social-emotional development
Time-bound: Within the next semester, with ongoing monitoring and adjustment as needed

UNWANTED BEHAVIOR
Specific: To address unwanted behaviors through a functional behavior assessment (FBA)
Measurable: By completing an FBA and tracking the effectiveness of the plan over time
Achievable: By gathering data on the antecedents and consequences of the unwanted behaviors,
involving parents and other professionals as needed, and implementing evidence-based strategies
for behavior change
Relevant: To address underlying causes of unwanted behaviors and to provide targeted support
for students with behavioral challenges
Time-bound: Within the next month, with ongoing monitoring and adjustment as needed
Specific: To increase positive interactions and engagement with students who exhibit
challenging behavior
Measurable: By tracking the frequency and quality of positive interactions, and using student
feedback to assess engagement and satisfaction
Achievable: By building relationships with students, providing opportunities for choice and
autonomy, and using positive reinforcement for appropriate behavior
Relevant: To create a more supportive and inclusive learning environment for all students, and to
reduce the likelihood of disruptive behavior
Time-bound: Within the next semester, with ongoing monitoring and adjustment as needed

53

Appendix E: EITCP Prototype Manual

A. The Continuum of Teacher Development and Behavioral Questionnaire

The Continuum of Teacher Development and Behavioral Efficacy Questionnaire was
designed using concepts self-efficacy by Bandura (1977). This questionnaire is designed for new
and struggling teachers who are challenged with classroom and behavioral management issues.
The purpose of this questionnaire is to help teachers identify their current level of development
and efficacy in managing student behavior and provide guidance on how to improve their skills.
Part 1: Teacher Development Continuum
Please indicate your level of development in the following areas of classroom and
behavior management:
Classroom environment:
a. I struggle to create a positive and safe classroom environment.
b. I am able to create a positive and safe classroom environment.
c. I consistently create a positive and safe classroom environment.
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Classroom management:
a. I struggle to manage student behavior in the classroom.
b. I am able to manage student behavior in the classroom.
c. I consistently manage student behavior in the classroom.
Behavior management:
a. I struggle to address student behavior issues effectively.
b. I am able to address student behavior issues effectively.
c. I consistently address student behavior issues effectively.
Student engagement:
a. I struggle to engage students in learning activities.
b. I am able to engage students in learning activities.
c. I consistently engage students in learning activities.
Instructional strategies:
a. I struggle to implement effective instructional strategies.
b. I am able to implement effective instructional strategies.
c. I consistently implement effective instructional strategies.
Part 2: Behavioral Efficacy Questionnaire
Please indicate your level of efficacy in the following areas of classroom and behavior
management:
Building positive relationships with students:
a. I am not effective in building positive relationships with students.
b. I am somewhat effective in building positive relationships with students.
c. I am highly effective in building positive relationships with students.
55

Developing and implementing classroom rules and procedures:
a. I am not effective in developing and implementing classroom rules and procedures.
b. I am somewhat effective in developing and implementing classroom rules and
procedures.
c. I am highly effective in developing and implementing classroom rules and procedures.
Providing clear and consistent expectations:
a. I am not effective in providing clear and consistent expectations.
b. I am somewhat effective in providing clear and consistent expectations.
c. I am highly effective in providing clear and consistent expectations.

Responding to misbehavior:
a. I am not effective in responding to misbehavior.
b. I am somewhat effective in responding to misbehavior.
c. I am highly effective in responding to misbehavior.
Fostering student motivation and engagement:
a. I am not effective in fostering student motivation and engagement.
b. I am somewhat effective in fostering student motivation and engagement.
c. I am highly effective in fostering student motivation and engagement.
Implementing instructional strategies that support student learning:
a. I am not effective in implementing instructional strategies that support student
learning.
b. I am somewhat effective in implementing instructional strategies that support student
learning.
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c. I am highly effective in implementing instructional strategies that support student
learning.
Scoring:
Part 1: Teacher Development Continuum
1 point for each (a) response
2 points for each (b) response
3 points for each (c) response
Part 2: Behavioral Efficacy Questionnaire
1 point for each (a) response
2 points for each (b) response
3 points for each (c) response
Interpretation:
A score of 5-9 indicates a need for improvement in the area.
A score of 10-14 indicates moderate proficiency in the area.
A score of 15-18 indicates high proficiency in the area.
This questionnaire can be used by teachers to identify areas in which they need to
improve.

57

B. Classroom and Behavior Management Teaching Competency Plan
Make Your Plan
Identify three teaching competencies that you would like to develop between now and the time
you complete The EITC Project. Prioritize them according to how important challenge is for the
classroom and behavior management competency skill you want to accomplish.
What steps will you take and what resources and opportunities will you draw on to develop these
skills?
1. Classroom and Behavior Management Teaching Competency:
Steps you will take to develop this skill:
2. Classroom and Behavior Management Teaching Competency:
Steps you will take to develop this skill:
3. Classroom and Behavior Management Teaching Competency:
Steps you will take to develop this skill:
Identify Needed Instructional Competencies
Which of the competencies listed below will you need in the position? (Put a check next to the
competencies needed for that position.)
Rate your current skill level in that area.
1 = extremely limited knowledge and experience
2 = know something about this, but have limited experience
3 = pretty well developed, but would like to improve
4 = well developed, better to spend my energy

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C. EITCP PLC Co-Created Reflection Questionnaire Instructions

Exploring Teacher Attributes and Efficacy

1. Find a quiet and reflective space. Set aside dedicated time in a quiet environment
where you can focus and engage in introspection.

2. Read each question carefully: Begin by reading each question from the sample
questionnaire. Take your time to understand the intent and reflect upon your
classroom and behavior management teaching practices and beliefs.

3. Contemplate and write: Reflect on each question and consider your personal
experiences, values, and strategies. Write down your responses in a journal or on
a separate sheet of paper.

4. Be honest and self-reflective: Approach each question with honesty and self-
reflection. This questionnaire is an opportunity for personal growth, so be open to
identifying areas of strength as well as areas for improvement.

5. Elaborate on your responses: Provide specific examples or anecdotes to support
your answers. This helps you delve deeper into your teaching experiences and
provides a richer understanding of your attributes and efficacy.

6. Take your time: Reflecting on each question may require thoughtful
consideration. Take as much time as you need to reflect upon and articulate your
thoughts and insights.

7. Revisit and revise: Once you have completed the questionnaire, review your
responses. Consider revising or expanding upon your initial answers to capture a
more comprehensive reflection.

8. Identify actionable steps: Identify specific actionable steps you can take based on
your reflections. This could include setting professional development goals,
seeking mentorship, or implementing new strategies in your classroom.

9. Seek feedback and share: Consider sharing your responses with trusted
colleagues, mentors, or supervisors. Their feedback and perspectives can provide
valuable insights and support your professional growth.

10. Use reflections to inform practice: Regularly revisit your reflections and use them
as a guide to inform and refine your teaching practice. Continually strive for
growth and improvement based on the insights gained through self-reflection.

59

D. Exploring Teacher Attributes and Efficacy Questionnaire

Remember, this questionnaire is a tool for self-reflection and growth. Embrace the
process and use it as an opportunity to enhance your teaching practice, deepen your
understanding of yourself as an educator, and ultimately create a more impactful and inclusive
learning environment for your students.

Sample questionnaire that teachers can use to reflect on and explore their attributes and efficacy:
1. How would you describe your classroom behavioral management teaching style
or approach?
2. What motivates you to teach? What inspires you?
3. What do you believe is the purpose of education? How do your beliefs influence
your teaching?
4. What are your core values as a teacher? How do you prioritize them in your
teaching practice?
5. How do you approach diversity and inclusion in your classroom? What strategies
do you use to create an inclusive learning environment?
6. What are your strengths as a teacher? How do you leverage these strengths in
your teaching?
7. What are some areas of growth for you as a teacher? How do you plan to address
these areas of growth?
8. How do you measure success as a teacher? What does success mean to you?
9. How do you build relationships with your students and their families? What
strategies do you use to establish trust and rapport?
10. How do you approach collaboration with colleagues and other stakeholders in
education? What strategies do you use to build effective partnerships?
60

E. SMART (Specific, Measurable, Achievable, Relevant, Time Bound) Goals
with Sample Vignettes and Task Analysis Exercises
Sample Vignette Scenario
Ms. Johnson is a first-year teacher who is having difficulty managing her classroom. The
students are constantly out of their seats, talking out of turn, and not following directions. Ms.
Johnson realizes that she needs to establish better classroom rituals and routines and improve her
communication and support for the students.
Sample Task Analysis
Task Analysis Behavior Intervention Strategies involve the teacher assessing the
problem, developing a solution, teaching, and implementing the solution, then monitoring,
reflecting, and evaluating the results. As part of the process, the teacher selects 3-5 positively
stated behavioral steps and develops them into strategies used to redirect, direct, or positively
reinforce student behavior in the classroom.
1. Identify the problematic behavior: Ms. Johnson needs to identify the specific behaviors
disrupting the classroom, such as students not following directions, talking out of turn, and being
out of their seats.
2. Establish clear expectations: Ms. Johnson must clearly communicate her expectations for
student behavior and academic performance. These can include creating a classroom contract or
setting specific goals for the students.
61

3. Create classroom rituals and routines: Ms. Johnson needs to establish consistent routines and
rituals for the students to follow. These can include procedures for entering and exiting the
classroom, transitioning between activities, and taking turns to speak.
4. Communicate effectively: Ms. Johnson needs to improve her communication with the
students. This can include using positive language, active listening, and nonverbal cues to
communicate expectations and provide feedback.
5. Provide support: Ms. Johnson needs to provide support for the students who are struggling.
Support can include offering extra help or resources, positive reinforcement for positive
behavior, and connecting students with additional support services.
6. Monitor progress: Ms. Johnson needs to monitor the students' progress and adjust her
strategies as needed. Monitoring can include tracking student behavior and academic
performance, collecting student feedback, then reflecting on her teaching practices
SMART Goal #1: Decreasing Defiance and Noncompliance
Vignette Scenario
A student refuses to follow the classroom rules and is openly defiant. The teacher calmly
reminds the student of the expectations and praises them for positive behavior when they follow
the rules. If the student continues to be noncompliant, the teacher consistently follows through
with appropriate consequences.

62

Task Analysis
1. Identify the problematic behavior: defiance or noncompliance
2. Establish clear expectations for behavior
3. Provide positive reinforcement for appropriate behavior
4. Use consistent consequences for noncompliance
5. Track the number of noncompliant behaviors and successful redirections or interventions
SMART Goal #2: Reducing Aggressive Communication
Vignette Scenario
A student becomes agitated and begins using aggressive language toward another student.
The teacher calmly intervenes, models positive communication, and redirects the student's
attention to a positive activity. If the student continues to use aggressive language, the teacher
consistently follows through with appropriate consequences.
Task Analysis
1. Identify the problematic behavior: Aggressive or confrontational communication
2. Model positive communication and teach conflict-resolution skills
3. Use consistent consequences for inappropriate behavior
4. Track the frequency of aggressive or confrontational communication and the effectiveness of
de-escalation or redirection strategies
63

SMART Goal #3: Addressing Unwanted Behaviors
Vignette Scenario
A student engages in disruptive behavior during class. The teacher conducts an FBA,
gathers data on the antecedents and consequences of the behavior, involves the student's parents
and other professionals, and implements evidence-based strategies for behavior change. The
teacher consistently tracks the plan's effectiveness over time and adjusts as needed.
Task Analysis
1. Conduct a functional behavior assessment (FBA)
2. Gather data on the antecedents and consequences of the unwanted behaviors
3. Involve parents and other professionals as needed
4. Implement evidence-based strategies for behavior change
5. Track the effectiveness of the plan over time

64

F. Innovative and Co-created Solutions, Strategies and Exercises

Communicating Appropriately

(With peers and adults)
● Calm Body
● Calm Voice
● Tell Me What You Need

(When agitated or upset… then when ready try again with CB, CV, TMWYN)
● Back Off
● Cool Down
● Try Again

Ignoring

(Ignoring-not associating/communicating inappropriately)

● Don’t Make a Face
● Act Like You Can’t Hear Them
● Act Like You Can’t See Them
● Act Like They Are Not There

(If it continues… get teacher’s attention and communicate in an appropriate way… at an
appropriate time)

Positive Classroom Behavioral Atmosphere Guidelines

● Always Do Your Personal Best
● Help Others Succeed
● Get Attention the Right Way
● Respect Your Environment (People, Property & Places)

SLANT – Engaging as a Student

● S – Sit Up
● L – Lean Forward
● A – Actively Listen to What is Being Shared
● N – Nod Your Head
● T – Track the Speaker
Transitioning/Get SET

Check Your:
● S – Self
● E – Environment
● T – Time
65

Appendix F: EITCP Prototype Website

The EITC Project Website http://eitcproject.com

66

Appendix G: Innovative and Co-created Solutions, Strategies, and Exercises

Communicating Appropriately

(With peers and adults)
● Calm Body
● Calm Voice
● Tell Me What You Need

(When agitated or upset… then when ready try again with CB, CV, TMWYN)
● Back Off
● Cool Down
● Try Again

Ignoring

(Ignoring-not associating/communicating inappropriately)

● Don’t Make a Face
● Act Like You Can’t Hear Them
● Act Like You Can’t See Them
● Act Like They Are Not There

(If it continues… get teacher’s attention and communicate in an appropriate way… at an
appropriate time)

Positive Classroom Behavioral Atmosphere Guidelines

● Always Do Your Personal Best
● Help Others Succeed
● Get Attention the Right Way
● Respect Your Environment (People, Property & Places)

SLANT – Engaging as a Student

● S – Sit Up
● L – Lean Forward
● A – Actively Listen to What is Being Shared
● N – Nod Your Head
● T – Track the Speaker

Transitioning/Get SET

Check Your:
S – Self
E – Environment
T – Time

67

Appendix H: Design Criteria for the EITCP

Design Goal User Perceptions
Physical
Attributes Functional Attributes Restraints
Support
struggling
teachers
Perceive the
resources as
valuable and helpful
Easily accessible
through various
platforms
Clear and concise
information Budget limitations
with improving
classroom and User-friendly format
Print and digital
formats available
Efficacy questionnaires
for self-awareness Time constraints
behavior
management
skills
Accessible in-person
training sessions
Video format
available
Practical classroom
management vignettes
Limited personnel
resources

Easily navigated and
understood by
teachers
Integrated into
online training
modules
SMART goals for
setting achievable
objectives
Limited
technology
infrastructure

Ongoing support
provided
Evidence-based
teaching strategies and
practices

Feedback and
evaluation mechanisms
Narrative Elements:
● The key design criteria focus on teacher efficacy, instructor coaching, and the PLC's role
in supporting struggling teachers with classroom and behavior management.
● Journey maps are used to address the specific needs and challenges of teachers, aiming to
improve their skills in classroom and behavior management.
● The design criteria prioritize accessibility and ease of use, available through various
platforms like in-person training, manuals, and online portals.
● The resources provided by the EITCP and PLC offer clear information on effective
teaching practices and strategies, helping teachers understand their strengths.
● The design criteria accommodate different learning preferences, offering resources in
print, digital, and video formats.
● All design criteria are based on evidence-based teaching strategies and practices, ensuring
their effectiveness.
● Feedback and evaluation mechanisms are incorporated to improve the resources
continually.
● As a result of stakeholders' feedback, an interactive website was developed, containing
questionnaires, vignettes, SMART goals, strategies, and communication webpages.

68

Appendix I: Bandura’s Teacher Self-Efficacy Scale Questionnaire

The Continuum of Teacher Development and Behavioral Efficacy Questionnaire
is designed for new and struggling teachers who are challenged with classroom and behavioral
management issues. The purpose of this questionnaire is to help teachers identify their current
level of development and efficacy in managing student behavior and provide guidance on how to
improve their skills.
Part 1: Teacher Development Continuum
Please indicate your level of development in the following areas of classroom and
behavior management:
Classroom environment:
a. I struggle to create a positive and safe classroom environment.
b. I am able to create a positive and safe classroom environment.
c. I consistently create a positive and safe classroom environment.
Classroom management:
a. I struggle to manage student behavior in the classroom.
b. I am able to manage student behavior in the classroom.
c. I consistently manage student behavior in the classroom.
Behavior management:
a. I struggle to address student behavior issues effectively.
b. I am able to address student behavior issues effectively.
c. I consistently address student behavior issues effectively.
Student engagement:
a. I struggle to engage students in learning activities.
69

b. I am able to engage students in learning activities.
c. I consistently engage students in learning activities.
Instructional strategies:
a. I struggle to implement effective instructional strategies.
b. I am able to implement effective instructional strategies.
c. I consistently implement effective instructional strategies.
Part 2: Behavioral Efficacy Questionnaire
Please indicate your level of efficacy in the following areas of classroom and behavior
management:
Building positive relationships with students:
a. I am not effective in building positive relationships with students.
b. I am somewhat effective in building positive relationships with students.
c. I am highly effective in building positive relationships with students.
Developing and implementing classroom rules and procedures:
a. I am not effective in developing and implementing classroom rules and procedures.
b. I am somewhat effective in developing and implementing classroom rules and
procedures.
c. I am highly effective in developing and implementing classroom rules and procedures.
Providing clear and consistent expectations:
a. I am not effective in providing clear and consistent expectations.
b. I am somewhat effective in providing clear and consistent expectations.
c. I am highly effective in providing clear and consistent expectations.

70

Responding to misbehavior:
a. I am not effective in responding to misbehavior.
b. I am somewhat effective in responding to misbehavior.
c. I am highly effective in responding to misbehavior.
Fostering student motivation and engagement:
a. I am not effective in fostering student motivation and engagement.
b. I am somewhat effective in fostering student motivation and engagement.
c. I am highly effective in fostering student motivation and engagement.
Implementing instructional strategies that support student learning:
a. I am not effective in implementing instructional strategies that support student
learning.
b. I am somewhat effective in implementing instructional strategies that support student
learning.
c. I am highly effective in implementing instructional strategies that support student
learning.
Scoring:
Part 1: Teacher Development Continuum
1 point for each (a) response
2 points for each (b) response
3 points for each (c) response
Part 2: Behavioral Efficacy Questionnaire
1 point for each (a) response
2 points for each (b) response
71

3 points for each (c) response
Interpretation:
A score of 5-9 indicates a need for improvement in the area.
A score of 10-14 indicates moderate proficiency in the area.
A score of 15-18 indicates high proficiency in the area.
This questionnaire can be used by teachers to identify areas in which they need to
improve.

72

Appendix J: Classroom and Behavior Management Teaching Competency Plan
Make Your Plan
Identify three teaching competencies that you would like to develop between now and the time
you complete The EITC Project. Prioritize them according to how important challenge is for the
classroom and behavior management competency skill you want to accomplish.
What steps will you take and what resources and opportunities will you draw on to develop these
skills?
1. Classroom and Behavior Management Teaching Competency:
Steps you will take to develop this skill:
2. Classroom and Behavior Management Teaching Competency:
Steps you will take to develop this skill:
3. Classroom and Behavior Management Teaching Competency:
Steps you will take to develop this skill:
Identify Needed Instructional Competencies
Which of the competencies listed below will you need in the position? (Put a check next to the
competencies needed for that position.)
Rate your current skill level in that area.
1 = extremely limited knowledge and experience
2 = know something about this, but have limited experience
3 = pretty well developed, but would like to improve4 = well developed, better to spend my
energy

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Appendix K: EITCP Reflection Questionnaire

Instructions for Using the Reflective Questionnaire: Exploring Teacher Attributes and Efficacy

11. Find a Quiet and Reflective Space: Set aside dedicated time in a quiet
environment where you can focus and engage in introspection.

12. Read Each Question Carefully: Begin by reading each question from the sample
questionnaire. Take your time to understand the intent and reflect upon your
classroom and behavior management teaching practices and beliefs.

13. Contemplate and Write: Reflect on each question and consider your personal
experiences, values, and strategies. Write down your responses in a journal or on
a separate sheet of paper.

14. Be Honest and Self-Reflective: Approach each question with honesty and self-
reflection. This questionnaire is an opportunity for personal growth, so be open to
identifying areas of strength as well as areas for improvement.

15. Elaborate on Your Responses: Provide specific examples or anecdotes to support
your answers. This helps you delve deeper into your teaching experiences and
provides a richer understanding of your attributes and efficacy.

16. Take Your Time: Reflecting on each question may require thoughtful
consideration. Take as much time as you need to reflect upon and articulate your
thoughts and insights.

17. Revisit and Revise: Once you have completed the questionnaire, review your
responses. Consider revising or expanding upon your initial answers to capture a
more comprehensive reflection.

18. Identify Actionable Steps: Identify specific actionable steps you can take based on
your reflections. This could include setting professional development goals,
seeking mentorship, or implementing new strategies in your classroom.

19. Seek Feedback and Share: Consider sharing your responses with trusted
colleagues, mentors, or supervisors. Their feedback and perspectives can provide
valuable insights and support your professional growth.

20. Use Reflections to Inform Practice: Regularly revisit your reflections and use
them as a guide to inform and refine your teaching practice. Continually strive for
growth and improvement based on the insights gained through self-reflection.

Remember, this questionnaire is a tool for self-reflection and growth. Embrace the
process and use it as an opportunity to enhance your teaching practice, deepen your
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understanding of yourself as an educator, and ultimately create a more impactful and inclusive
learning environment for your students.

Sample questionnaire that teachers can use to reflect on and explore their attributes and efficacy:
11. How would you describe your classroom behavioral management teaching style
or approach?
12. What motivates you to teach? What inspires you?
13. What do you believe is the purpose of education? How do your beliefs influence
your teaching?
14. What are your core values as a teacher? How do you prioritize them in your
teaching practice?
15. How do you approach diversity and inclusion in your classroom? What strategies
do you use to create an inclusive learning environment?
16. What are your strengths as a teacher? How do you leverage these strengths in
your teaching?
17. What are some areas of growth for you as a teacher? How do you plan to address
these areas of growth?
18. How do you measure success as a teacher? What does success mean to you?
19. How do you build relationships with your students and their families? What
strategies do you use to establish trust and rapport?
20. How do you approach collaboration with colleagues and other stakeholders in
education? What strategies do you use to build effective partnerships?

75

Appendix L: Key Metrics

1. Teacher Self-Efficacy: Measure the increase in teacher self-efficacy in classroom and
behavior management, indicating the level of confidence and effectiveness teachers feel
in implementing the strategies learned through the coaching program.
2. Student Behavior Improvement: Assess the change in student behavior, such as a
reduction in disruptive incidents, improved engagement, and increased time on task,
indicating the project's impact on creating a positive learning environment.
3. Academic Performance: Track improvements in student academic performance,
including grades and standardized test scores, to gauge the correlation between effective
classroom management and student achievement.
4. Teacher Retention and Satisfaction: Monitor teacher retention rates and conduct
satisfaction surveys to measure how the coaching program contributes to job satisfaction
and reduces teacher burnout.
5. Parental Involvement: Measure the level of parental involvement and engagement in their
children's education, reflecting the project's success in fostering positive relationships
between parents, teachers, and students.
6. Administrator Support and Feedback: Gather feedback from school administrators on the
effectiveness of the coaching program and its impact on school-wide behavior
management and teacher performance.
7. Student and Parent Surveys: Conduct surveys to gather feedback from students and
parents on their perceptions of the learning environment, teacher-student interactions, and
overall classroom experiences.
76

8. Reduction in Disciplinary Actions: Track the decrease in disciplinary actions, such as
suspensions and expulsions, indicating the project's success in addressing behavior issues
at an early stage.
9. EITC Coach and Facilitator Feedback: Collect feedback from EITC coaches and
facilitators to assess the effectiveness of their support and identify areas for improvement.
10. Qualitative Case Studies: Conduct in-depth case studies with selected teachers, students,
and parents to gather rich qualitative data on the project's impact on individual
experiences and perspectives.
11. Scaling and Replication: Measure the successful scaling of the coaching program to other
schools and districts, demonstrating the project's sustainability and potential for
widespread adoption.
12. Cost-Effectiveness: Evaluate the cost-effectiveness of the project's solutions in
comparison to other traditional interventions, ensuring efficient allocation of resources.
By monitoring these key metrics and indicators, the Envision Instructor Teacher Coach
Project can assess its success and impact on addressing the grand challenge of equal
opportunity and justice in education through improved classroom and behavior
management.

77

Appendix M: Proposed EITCP Implementation Budget for Fiscal Year 2023-2024

Category $ Total Allocation Comments
REVENUE
School Funding $147,557 District Covered Full
Time Equivalent
Salaried Position
Site Discretionary Funds $8,500 Site Plan for Student
Achievement
Funding
Title 1 Funding $20,500 Targeted Support
Funding to Teachers
working to improve
instruction in Urban
areas
SD Foundation Grants $7,500 Community based
grants for workshops,
promotions,
trainings,
Technology,
Educational Grants $6,700 Miscellaneous RFP
Education Grants
TOTAL REVENUE $190,757

EXPENSES

Personnel Costs
Envision Instructor Coach $147,557 District Covered Full
Time Equivalent
Salaried Position
PLC Teachers $5,200 4 PLC Teachers @
$52.00/hrly (25 hours
each=100 hours total)
Participating Teachers $7,800 6 teachers @
$52.00/hrly (25 hours
each = 150 hours)
Training and Professional
Development

Professional
development release days

$5,400 Sub release days (3
days x 6 teachers- 18
days total @
$300/day)

78

Professional
development courses
for teacher
$2,000 Guest Presenters,
Online Seminars

Technology
Development and Maintenance
of Online Platform for
Communication
$6,240 Website
Development and
Maintenance (10
hours/mo @ $52.00

Marketing and Outreach
Marketing Materials and
Promotion
$500
Outreach Events and
Workshops
$500

Operational Costs
Mileage $276 57.5 cents per mile @
16 miles/day, 30 trips

Total Expenses $175,473

Total Revenue $190,757

Surplus $15,284

79

Appendix N: Instructional Coaching Insights: Skills, Knowledge, and Competencies

Becoming an effective instructor coach requires a combination of interpersonal skills,
pedagogical knowledge, and coaching competencies. This role demands the ability to build
relationships, provide meaningful feedback, and support teachers' professional growth, resulting
in improved classroom and behavioral management with enhanced student outcomes.

Skills:
● Effective Communication: Ability to communicate clearly to facilitate open dialogue and
discussions with teachers and provide constructive feedback.
● Active Listening: Ability to actively listen to teachers' concerns, needs, and challenges,
ensuring their input is valued and understood.
● Empathy: Capacity to understand teachers' perspectives, challenges, and emotions,
supporting their growth journey.
● Interpersonal Skills: Skill in building trusting relationships, fostering collaboration, and
motivating teachers to improve their practices.
● Observation Skills: Capacity to observe classroom dynamics, instructional strategies, and
student engagement to provide targeted feedback.
● Questioning Techniques: Skillful use of questioning to guide reflection, promote critical
thinking, and uncover areas for improvement.
● Collaboration: Strong collaboration skills to work closely with teachers, school
leadership, and other stakeholders.
● Adaptability: Flexibility to tailor coaching strategies to individual teacher needs and
adapt to various teaching contexts.
● Problem-Solving: Skill to identify challenges and work collaboratively with teachers to
develop practical solutions.
● Time Management: Ability to manage coaching sessions, schedule observations, and
provide timely feedback.

Knowledge:
● Instructional Strategies: Understanding of effective classroom behavior management
methods, differentiation of behavioral strategies, formative assessment regarding
behavior, and technology integration.
● Data Literacy: Proficiency in analyzing student data to inform classroom behavior
management decisions and set targeted goals.
● Pedagogical Expertise: Deep understanding of classroom and behavior management
techniques, and teaching methodologies.
● Professional Development Resources: Familiarity with available resources, workshops,
and training opportunities for teachers' behavior management growth.
● Culturally Responsive Teaching: Awareness of strategies to create inclusive and
equitable classrooms that value diverse perspectives.
● Adult Learning Theory: Knowledge of adult learning principles to design effective
coaching experiences that meet teachers' needs.

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Competencies:
● Collaborative Leadership: Skill in facilitating collaborative learning communities and
promoting a culture of shared classroom and behavior management learning.
● Coaching and Mentoring: Skill in using various coaching models and techniques to
mentor, guide, motivate, and support teachers in their professional growth journey.
● Differentiated Classroom and Behavioral Management Instruction: Competence in
tailoring coaching to individual teacher needs, addressing diverse learning styles and
abilities.
● Reflective Practice: Capacity to model and encourage self-reflection, promoting
continuous improvement in teaching practices.
● Feedback Delivery: Ability to provide constructive and actionable feedback that supports
teacher development.
● Problem-Solving: Competence in identifying challenges, proposing solutions, and
adapting coaching strategies as needed.
● Conflict Resolution: Skill to address conflicts and challenges in a constructive and
solution-oriented manner.
● Cultural Competency: Ability to navigate diverse cultural contexts and backgrounds, and
tailor coaching strategies accordingly.
● Data-Informed Decision Making: Ability to use student behavioral data to set goals,
monitor progress, and adjust coaching strategies.
● Technology Integration: Competence in leveraging technology for coaching, observation,
and professional development, integrating technology tools and resources to enhance
behavioral instruction and student engagement.
● Time Management: Efficient time management skills to balance coaching responsibilities
with other tasks

Asset Metadata

Creator Morris, Vincent Derek (author)

Core Title The envision instructor teacher coaching project

Contributor Electronically uploaded by the author (provenance)

School Suzanne Dworak-Peck School of Social Work

Degree Doctor of Social Work

Degree Program Social Work

Degree Conferral Date 2023-12

Publication Date 09/18/2023

Defense Date 08/01/2023

Publisher Los Angeles, California (original), University of Southern California (original), University of Southern California. Libraries (digital)

Tag Behavioral Questionnaires (teacher),behavioral supports,behavioral Task Analysis and S.M.A.R.T. Goals,classroom and behavioral management,OAI-PMH Harvest,professional learning communities,strategies and interventions,struggling teachers,teacher coach

Format theses (aat)

Language English

Advisor Smith-Maddox, Renee (committee chair)

Creator Email dmorris59@sbcglobal.net,morrisvi@usc.edu

Permanent Link (DOI) https://doi.org/10.25549/usctheses-oUC113376968

Unique identifier UC113376968

Identifier etd-MorrisVinc-12390.pdf (filename)

Legacy Identifier etd-MorrisVinc-12390

Document Type Capstone project

Format theses (aat)

Rights Morris, Vincent Derek

Internet Media Type application/pdf

Type texts

Source 20230918-usctheses-batch-1098 (batch), University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the author, as the original true and official version of the work, but does not grant the reader permission to use the work if the desired use is covered by copyright. It is the author, as rights holder, who must provide use permission if such use is covered by copyright.

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus MC 2810, 3434 South Grand Avenue, 2nd Floor, Los Angeles, California 90089-2810, USA

Repository Email uscdl@usc.edu

Abstract (if available)

Abstract The rise in disciplinary problems in public schools in the United States- a “wicked problem” due to its complex nature- has contributed to increased behavioral challenges on middle school campuses. Nationally, schools report that teachers are experiencing an 81% increase in disciplinary problems, resulting in 14 days of lost instructional time (Elias, 2022). Teachers also report feeling drastically unprepared to deal with defiance, aggressive communication, and unwanted, attention-seeking behaviors they are encountering in their classrooms. Furthermore, teachers reported that their programs were inadequate, and they feel unsupported by professional development at their schools (Weiss, 2019). In response, teachers are urging their school districts to develop strategies to reduce disruptions and improve discipline (Overland & Sackville, 2020).

To address the need for supportive professional development, The Envision Instructor Teacher Coach Project (EITCP) is an innovative six-month Professional Learning Community (PLC) project designed to support and engage new and struggling middle school teachers. Co-designed by a team of four teachers and the EITCP Instructional Coach, the EITCP provides a reflective and collaborative space for teachers that values their experiences and attributes (see Appendix H for the design criteria developed by the team). The objective of the six-month project is Ito create a problem-solving support space to help teachers develop effective classroom and behavior management strategies. The project fosters a culture of continuous improvement, empowering teachers to reflect on their practices and learn from one another to enhance student outcomes. The EITCP Coach offers guidance, support, and feedback throughout the process. Participating teachers work together to interrogate their practices and attributes, gaining valuable strategies and tools to create positive learning environments. The projected outcome from this process is to improve student behavior and enhance teachers' sense of efficacy and professional growth.