The six “P” model: principles of coaching for inclusion coaches

Abstract

Purpose

The purpose of this paper is to identify a set of principles that are necessary to overcome the challenges that inclusion coaches encounter with teachers as they transition into an inclusive service delivery model.

Design/methodology/approach

Online written reflections of 13 inclusion coaches (K-12) who were a part of a larger, mixed-methods research design are the primary data source. For the two years of the project, the inclusion coaches provided bi-annual reflections, each with 7-11 entries. The reflections were downloaded, coded, collapsed, and thematically presented as the inclusion coaches’ perspectives for supporting teachers’ inclusive classroom practices.

Findings

The findings are presented as six principles for the process of coaching teachers for inclusion: pre-requisite: teachers’ receptivity; process: from building trust to collaborating and reflecting; precipice: tension between knowledge and beliefs; promotion: administrative support; proof: evidence of change, impact, and capacity building; and promise: future of the role.

Practical implications

These six principles of coaching for inclusion offer considerations, conditions, and guides for inclusion coaches that are striving for fully inclusive classrooms in their jurisdictions. With a view to future practice, the six principles are reiterative as they should be revisited each time a coaching interaction is initiated in a school site and with a classroom teacher.

Originality/value

As a conclusion, a conceptual model is offered. This spiraling staircase displays the conditions that exist prior to coaching and during coaching interactions and considerations for coaching sustainability.

Citation

Gallagher, T.L. and Bennett, S.M. (2018), "The six “P” model: principles of coaching for inclusion coaches", International Journal of Mentoring and Coaching in Education, Vol. 7 No. 1, pp. 19-34. https://doi.org/10.1108/IJMCE-03-2017-0018