This article originally appeared in START Connecting in December 2024. 

The START Regional Collaborative Networks (RCN) have priorities they work on each year through our partnership. One priority is to establish a Coaching Structure. This structure involves recruiting and training building coaches, as well as offering ongoing professional learning and support to help coaches work closely with building teams and classroom staff.

Developing a Coaching Structure can be challenging for districts since it requires administrative support, Building Coaches willing  to learn the role and coach staff, and a coaching structure to support Building Coaches. Districts across the state are gradually making progress setting up a coaching structure. RCN reported in 2023-2024 that 22% of Intermediate School Districts have a coaching structure and 440 school buildings (15%) have a coach. Our goal is for every district to have a coaching structure and every building to have coaches. 

We present here the story of one district's road to developing a formalized coaching structure and the processes and resources they developed along the way in partnership with their RCN. 

In Ann Arbor Public Schools, the District Support Team’s role is to work with building teams and increase capacity among staff to implement foundational and preventative practices to support students. In reality, we were constantly “putting out fires” and revisiting the same buildings. There was limited knowledge and implementation of universal supports for autistic students across the district. We decided we needed a better system. 

The District Support Team collaborated with special education administrators and staff to create a plan to have Building Autism Coaches in every school in the district. We started with a one-year training plan that utilized tools from START and aligned with the RCN contract priorities. We followed a systematic process, using the Coaching Structure Guidebook to strengthen our coaching structure. 

1. Identified a Coaching Committee: We held weekly meetings to set a vision, create a plan, and put the plan in place.  

2. Developed a Framework for a Coaching Structure: Using the START RCN Contract Priorities, we developed guiding questions. 

• What is the purpose of having a building coach?
• Who can be a coach? 
• What would be the role of a coach? 
• How would a coach disseminate information?
• What kind of support do coaches need in this role?
• What incentives and reinforcement could be provided?

Planning Example: Leveled Coaching Structure

3. Established a Scope and Sequence: Using “Backward Planning,” we determined how many meetings were needed to accomplish the goals within the timeline. This created a predictable routine for our meetings with coaches. 

Planning Example: Building Coaches Scope & Sequence

4. Developed a Recruitment Process:  Using the Framework for a Coaching Structure Template and our Scope and Sequence, we created infographics and flyers to get buy-in from district and school administrators and advertise for coaches. Recruiting occurred through group emails, personal emails, presentations at district and county level meetings, and a formal recommendation process. Interested staff were provided with information and completed a commitment form. 

Flyer Example: Building Inclusion Coaches 24-25 Flyer

5. Developed a Communication System for Feedback and Information: A communication system was created for coaches and building administrators to provide transparency, continuity, and accountability. Emails provided a “Monthly Overview” including highlights of the work being done, a learning summary, coaching and practice tools, and the assignment from the previous session. 

6. Planned for Sustainability: In year one, coaches learn about universal supports and evidence-based practices (level 1). Coaches have the option to continue their learning in year two through specific training in coaching skills (level 2). 

7. Analyzed all Sources of Data: We gathered information and data in various ways including tracking the number of districts and coaches participating, district participation in professional learning, and surveys to coaches. 

What are the outcomes observed from this work?

• Coaching activities in the county increased to 45 coaches in 33 buildings across 9 districts.
• District wide supports created in collaboration with general education curriculum coordinators, special education coordinators, building inclusion coaches, and district math coaches using the Differentiated Output Hierarchy. 
• District professional learning co-designed and planned with representation from special education and general education. 
• Coach Leaders and Building Inclusion Coaches offered district and building professional learning sessions on the use of the CETA and Differentiated Output Hierarchy. 
• All elementary education staff in one of the districts received an introduction to the CETA and were provided with a database of premade classroom schedules.
• Principals and teachers asking how they can become a coach.

What are the building coaches and school staff saying about coaching?

• “Building Inclusion Coaches [BIC] has been one of the most valuable professional development experiences I have had in my career. BIC has given me deeper insight into data collection, inclusion strategies, and support processes that I do not always get to see as a classroom teacher. The learning is invaluable and the community of support is unmatched.” Josh Tumolo, General Education Teacher, A2 STEAM, AAPS
• “The BIC worked with our teachers to develop their pedagogy when working with students with disabilities. Many of the teachers who engaged in this work reported that this was some of the best and most relevant professional development they had ever received.” Will Wright, Principal Logan Elementary, AAPS

Existing Resources:

• Coaching Structure Guidebook: Examples and ideas from Michigan ISDs and districts for developing and strengthening coaching structures (e.g., identifying and training coaches, data collection & analysis, sustainability of coaching, and voices from the field).
• Coaching Structure Development Checklist: Components for creating an effective coaching structure.
• Deliberate Coaching Book Study Site: Interactive study of the Deliberate Coaching book by Gavoni and Weatherley includes summaries, a scavenger hunt, a Padlet, and other engaging resources. 
• Classroom Environment and Teaching Assessment (CETA): Evidence-based practice tool used as part of a collaborative process for identifying current strengths and priorities to enhance classroom practices that are “effective for all students and essential for some.” 
• Effective Team Meetings & Meeting Mechanics: Strengthens skills in facilitating efficient and effective team meetings with a manual, checklists, and visual organizers.

Upcoming Resources:

• Templates and planning tools to create and detail your own coaching structure, scope & sequence, and slide decks.
• Repository of resources and supports created by START, RCNs, and the Coaching Community of Practice.
• Refreshed Coaching page on the START website.
• Coaching “bites” to show Coach Leaders how each tool can be used to develop a coaching structure. 
• Book study website based on The Impact Cycle and other resources by Jim Knight. 

Written by: Shalyn Furton, MAT, Coaching and Resource Development Consultant for START and Coordinator of Inclusion & Differentiation, Ann Arbor Public Schools and Amy Matthews, Ph.D., BCBA, Project Director 

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