Please answer the following question: What is the difference between coaching and consultation? What are the critical functions of coaching? What do you think your role should be on your campus?

Please respon to the students discussion board:

(Megan )

Consultation is when goals are set and the teaching strategies are planned (Ruble, Dalrymple, & McGrew, 2012). Coaching is when plans are implemented or put into practice (Ruble, Dalrymple, & McGrew, 2012). During coaching sessions, teachers are assisted in evaluating progress and teaching strategies, modeling the teaching strategies, and providing feedback to the teacher (Ruble, Dalrymple, & McGrew, 2012). Coaching helps to ensure that the teacher is prepared to provide individualized instruction that will help the student make progress (Ruble, Dalrymple, & McGrew, 2012). Many special education teachers can provide coaching to other teachers, especially because they are available to provide more hands-on assistance to teachers working with their students. However, the coaching process would not be as detailed as what is provided during the COMPASS model, but that does not mean that coaching other teachers is not possible.

Ruble, L., Dalrymple, N. J., & McGrew, J. H. (2012). Collaborative model for promoting competence and success for students with ASD. New York: Springer.

(Yelena )The main difference between a coach and a consultant is that a coach covers the “how” and the consultant covers the “what”. A consultant typically works with parents, educators, or administrators and instructs on what needs to happen to reach a specific goal. The coach will work with the same individuals but support the development of the skills necessary to carry out the implemented strategy. For example, a consultant can be approached with a student who has a hard time managing frustration. The consultant may ask you to complete an ABC long and create a behavior support plan for you to carry out. The coach in the same situation will support you in completing the ABC log and how to implement the strategies in the behavior support plan.

In the past I was a coach for teachers in my school. In the beginning of every school year, I would provide them with a questionnaire to self-assess their strengths and weaknesses based on the CLASS assessment tool. I would then have them rank the skills that they feel they need the most support in by priority. Next, I would go into their classroom and observe them. Based on my observations and feedback, we would develop an execution plan of how the teacher can adjust what they are doing and how they can better their practice. I would then go back and observe once the teacher has had time to work on the skill. The cycle would continue until the teacher felt comfortable with that skill.

(Elim) According to Ruble, Dalrymple, and McGrew (2012), “consultation is used to develop teaching plans…[and] coaching helps put into practice the teaching plans developed during the consultation” (p. 170). Consultation is the process of getting to know the student to gather information to set goals and plan teaching strategies and coaching is what puts the plans into practice (p.169). While consultation will take time and require multiple “sessions”, coaching sessions are there to ensure the teacher can implement the plans so that students make progress. I see it as an ongoing relationship with consultant and teacher for as long as the student remains on the teacher’s caseload.

I work at a small district with only 4 elementary schools and 1 middle school. We have 3 School Psychologists that handles the Special Education caseloads and do not have program specialists like some of the bigger Districts. Currently, my role as teacher and case manager is to provide Special Academic Instruction and manage students’ IEP, coordinate services, and manage 11 paraeducators. It would be great for me to eventually “graduate” into a consultant and coaching role, but as it is, I do a little of all of that as case manager.


Ruble, L. A., Dalrymple, N. J., and McGrew, J. H. (2012). Collaborative model for promoting competence and success in students with ASD (1st ed.). Colorado Springs, CO: XanEdu Publishing


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