Research indicates that "one-shot" training sessions are insufficient to promote quality program implementation. To obtain consistent and effective program implementation, educators require practice, combined with follow-up support and coaching. If the prevention program you select does not provide this service, consider establishing a coaching process with school and community partners.

Coaching activities should be designed to help educators implement and refine teaching strategies. The coaching process should be supportive and confidential, providing educators with opportunities for reflection on strategies that will improve program delivery and lead to greater benefits for their students. Ideally, educators should be coached by individuals who have experience with the program being implemented.

Educators typically progress through seven stages as they implement a new curriculum or program: Orientation, Preparation, Mechanical Use, Routine Use, Refinement, Integration, and Renewal. Below are brief descriptions of and suggested coaching strategies for three of the early stages.

• Preparation. Educators move into this stage after they have received training for a new program, but before they have begun implementing it. Coaching educators at this stage might involve the following:

  • Validating their feelings by acknowledging that their concerns are common

  • Providing opportunities for them to observe another educator or coach model a lesson

  • Providing contact information for other educators with more program experience

  • Planning a lesson together

  • Demonstrating practical solutions to logistical problems

• Mechanical Use. At this stage, educators have used the program for a while, but are not yet comfortable with the material or strategies. Coaching these educators might include:

  • Providing them with journals in which to record feelings, observations, questions, and areas of improvement

  • Discussing identified problems in person or by phone

  • Suggesting that they ask students to provide positive feedback on what they liked the most

  • Observing them and providing feedback

  • Helping them prioritize management issues

• Routine Use. This stage marks the point at which educators feel fairly stable and comfortable with lessons and instructional approaches. Coaching strategies for educators at this stage might include:

  • Offering "booster" training sessions to support skills and address issues and concerns

  • Providing articles about the program and related approaches to promote professional development, commitment, and motivation

  • Having them observe others implementing the program to stimulate ideas about improving their own lessons

  • Having them serve as leaders and coaches for others who are just beginning to use the program

  • Encouraging them to identify and focus on one aspect of program delivery that they can improve

Adapted from: ETR Associates (1997). Dissemination Workbook for Programs That Work. Santa Cruz, CA: Author.