Motivational Interviewing Skills for Coaches (MISC)
Welcome to the Motivational Interviewing Skills for Coaches online resource portal, thank you for visiting. The site is designed to provide you with an introduction to the MISC project, and access to materials we have created for coach training and procedural implementation purposes. Below we have provided you a summary of the MISC project, as well as links containing various training and implementation resources that you might find useful.
In the past several decades, effective classroom behavior management strategies, particularly teachers’ provision of opportunities for students to respond (OTR) during instruction and positive feedback, have been identified and high-quality implementation (Hattie & Timperley, 2007; Matheson & Shriver, 2005) has been associated with student academic engagement and reduction of classroom disruptive behavior (Gage, Scott, & Hirn, & MacSuga-Gage, 2016; Scott, Hirn, & Alter, 2014). Despite the compelling data supporting the importance of these strategies, providing support for teachers that results in increased use of them remains challenging.
Coaching has emerged as a promising approach for improving the implementation fidelity of a variety of evidence-based practices. While judged to be a promising strategy, coaching – and the science to inform and support its use – is still in its infancy. There is a substantial need for a professional development system that clearly and comprehensively specifies: (a) the conversational skills (e.g., summarizing, asking questions, providing affirmations, reflecting) coaches need to successfully influence teacher practices; (b) the scope and sequence of professional development systems capable of equipping coaches with these requisite conversational skills; and (c) skill-based proficiency standards associated with improvements in teacher implementation of effective practices and student outcomes.
Notably, the Motivational Interviewing Training and Assessment System (MITAS) for Coaches has the potential to advance the field in the area of coaching in this manner. While this project is focused on skills-based professional development for instructional personnel who coach in the context of evidence-based classroom behavior management strategies, the knowledge gleaned and tools created will also have broader implications for coaching as a professional development strategy to support a wide range of teacher behaviors that are consistent with evidence-based intervention delivery and instructional and management strategies.
The current study, a 4-year IES funded Development and Innovation project, represents a major step towards development of a comprehensive program of research to improve student educational outcomes by advancing a partially-developed professional development infrastructure to ensure the most effective teaching strategies and interventions are implemented with fidelity. The purpose of this project is to: (a) create an initial version of the Motivational Interviewing Training and Assessment System (MITAS) for Coaches; (b) Investigate the usability, feasibility, and fidelity of implementation of the MITAS for Coaches; and (c) examine the promise of the MITAS for Coaches to influence proximal and distal outcomes.
Instructional coaches are prepared for the project through five training modules. The first is a Coach Best Practices (CBP) Module that introduces a 4-step coaching model which was extracted from existing best practices in the literature. The remaining four modules provide comprehensive training on the use of Motivational Interviewing skills within the context of the aforementioned 4-step coaching model. Additionally, coaches complete Standardized Teacher practice, during which instructional coaches are provided 1-on-1 contrived practice sessions for the CBP procedures, with a trainer playing the role of a teacher.
We have provided inks to the training and implementation materials utilized in the MISC project. Additionally, to help you efficiently navigate and contextualize the resources we have provided a Content Overview document and the Project Summary in PDF form. Please begin by reading the Content Overview, and do not hesitate to reach out for further support.
Note: These materials are part of a current Institute for Education Sciences Innovation and Development grant (R324A190173; Co-PIs Scott & Frey. We would also be interested in your feedback regarding their development. If you are interested in using them, email your request to Andy Frey .