CASE STUDY: LISTENING TO WHAT ISN’T SAID – COACHING THROUGH THE GAPS
tor provided additional resource throughout the collaborative process.
IMPLEMENTATION AND DATA COLLECTION Based on the collaborative discussion, the team decided to trial two new supports for the student over the next three weeks. These included strategies for increasing engagement during small group reading sessions using her assistive device. The AT facilitator was critical in coaching the teachers throughout the process. She provided targeted training to help the teachers integrate the device confidently and coached them on observing and adapting to the student’s responses during class. She also remained available to troubleshoot and answer questions during the trial period. The teachers collect- ed data on the student’s engagement levels during this time and scheduled a follow-up meeting after three weeks to review progress. RESULTS AND REFLECTION The team reviewed the data at the follow-up meeting and observed significant progress. The student’s engagement dur- ing small group reading sessions had increased by 23%, rising from a baseline of 25% to 48%. The team attributed this im- provement not only to the use of the device but also to the coaching support provided by the AT facilitator. The coaching process helped the teachers refine their use of the device and adopt effective strategies to better engage the student. The success reinforced the value of the coaching model in building teacher capacity and enhancing student outcomes. The team also made time for reflection, a key aspect of coach- ing. This case highlights how coaching not only improved student outcomes but also contributed to long-term sustain- ability. By building the teachers’ confidence and capacity, the AT facilitator reduced the need for ongoing external support and empowered the team to implement and refine strategies independently. This approach enhances efficiency for AT pro- fessionals, allowing them to allocate their time and expertise more strategically. SUSTAINING SUCCESS The AT facilitator continued to coach the team on structuring their meetings, analyzing data, and brainstorming strategies for other students. As the team grew more confident and skilled, the facilitator gradually transitioned from an active coaching role to an on-call support role, empowering the team to sustain their progress independently. The team’s success in using this coaching-driven, collaborative model highlighted the power of problem-solving and capacity- building to foster a culture of inclusion. By working together and leveraging coaching strategies, they created a meaningful and lasting impact on the educational experience of their students.
BACKGROUND For the past several years, our HQIILE project has empha- sized and trained on coaching skills to our Kansas Infinitec Cadre members. The Cadre are professionals and leaders across the state who promote high-quality instruction in inclusive learning environments and build local capacity. An AT facilita- tor who is part of our Cadre, recently reached out for support after a coaching conversation with a special education teacher. The teacher had been discussing her work with students who regularly used AT, expressing confidence in the progress being made. She mentioned that everything was going well and that she didn’t feel she needed any further support related to AT. However, the AT facilitator had observed something dif- ferent in the teacher’s practice that didn’t align with the teach- er’s self-assessment. The facilitator asked for advice on moving forward, sensing that the conversation wasn’t addressing some underlying challenges. COACHING APPROACH: LISTENING TO WHAT’S NOT SAID When the AT facilitator shared the situation with us, our first question was, “When you were having the conversation, were you able to listen to what she didn’t say?” In coaching, it’s easy to focus on the explicit words being spoken, but a skilled coach must be attuned to the spaces between the words—the subtle cues and emotions that are often revealed through what is left unspoken. The teacher’s words suggested confidence, but the facilitator’s observations hinted that there might be areas of concern that weren’t being addressed. This gap between what the teacher said and what the facilitator observed indicated a potential need for further support, but it was not being openly discussed. RESULTS AND REFLECTION In this case, we encouraged the AT facilitator to engage in reflective listening. Rather than simply accepting the teacher’s statements at face value, the AT facilitator needed to dig deep- er, using the conversation to uncover what was really happen- ing in the classroom. In coaching, it is just as important to hear what is unsaid as it is to focus on overt statements. An AT facili- tator can pay attention to nonverbal cues, such as tone, body language, and pauses, revealing a deeper layer of meaning that the words alone may not convey. Additionally, we advised our Cadre member to use data to support her educators with deeper reflection opportunities, ultimately leading to a clearer understanding of areas where additional support could be beneficial. While the teacher felt confident in her use of AT, by listening to what was not said and using a coaching approach, the teacher may recognize
32 https://www.closingthegap.com/benefits-of-membership/ | February / March, 2025 Closing The Gap © 2025 Closing The Gap, Inc. All rights reserved.
BACK TO CONTENTS
Made with FlippingBook Ebook Creator