Building leadership capacity through the development of peer coaches is one of the keys to achieving high levels of success with a schoolwide implementation of Direct Instruction (DI). Peer coaches can provide much-needed support to teachers and administrators when consultants from the National Institute for Direct Instruction (NIFDI) are not on site. NIFDI consultants provide the bulk of coaching during the first year of implementation, after which coaching responsibilities begin to shift to school-based coaches.
Ideally, a teacher at each grade level is trained to become a peer coach. Peer coaches are selected in the first year of the implementation by the school's leaders — with NIFDI input — based on how well they implement DI techniques, how well they communicate with peers, and whether they are willing to take on peer coaching responsibilities. Peer coaches have the potential to be extremely effective because they teach the same programs as their peers. This enables them to develop expertise in specific levels of the DI programs and establish a close rapport with their peers because of shared experiences with DI.
Under the NIFDI model, coaching is non-evaluative. The focus is on student performance and student behavior. Peer coaches reinforce what’s working well and ask their colleagues to change only those teaching behaviors that make a difference with children. With peer coaches, teachers know that they can turn to a close colleague with problems and questions, which helps foster a collaborative atmosphere in the school. Click here to view a short video you can use to inform staff on what to expect when a NIFDI coach comes on site.
Peer coaches receive four levels of NIFDI coaches’ training over the course of two to three years. The first level, which is usually scheduled during the first year of implementation, focuses on analyzing student performance data. During this stage, the peer coaches’ primary role is to identify and describe problems of student performance in enough detail to permit the building coordinator and NIFDI personnel to implement an appropriate solution. The next two levels of training prepare peer coaches to perform 5-minute and extended observations of instruction with students present. The last level of coaches’ training prepares coaches to lead grade-level meetings focusing on student performance and participate in data analysis and problem-solving sessions with the rest of the school’s leadership team.
Support from NIFDI is the key to establishing an effective DI implementation, but NIFDI consultants cannot always be on-site, and they cannot work with schools indefinitely. If a school or district does not develop effective support personnel, the DI implementation will not reach its full potential, and the quality of the implementation may decline as new staff members join the school. With local coaches and trainers in place, a school implementing DI can continue to maximize student achievement for many years independently — even with the inevitable turnover of teaching staff.
Proper training is a crucial part of implementing DI with fidelity. Schools that work with NIFDI receive an extensive amount of training as part of their implementation package. All implementations include assessment training, pre-service training, and in-service training. The amount of time needed to train teachers and administrators will vary depending on the scope of the implementation and the size of the school or district.
Placement Test Training
Providing placement test training to staff and conducting placement testing of students in the Direct Instruction (DI) programs are important first steps in implementing any model of DI. The individual assessment results allow students to be placed and grouped in specific DI programs. Placing and grouping students in late spring allows DI instruction to start on the first day of school. Read More
Preservice Training
A common misconception is that Direct Instruction programs are easy to teach because they are composed of scripted lessons. Nothing could be further from the truth. Mastering the instructional skills needed to teach the DI programs is difficult. Preservice is the start of the learning process for teachers, teaching assistants, and administrators to master these skills. Read More
In-Service Training
Throughout the year, the National Institute for Direct Instruction provides staff development through in-service training sessions for schools implementing DI. These in-service sessions pick up where the preservice training leaves off by preparing participants to teach formats that appear later in the program and expanding on techniques covered during preservice. Read More
Decades of research document that children learn more when their instruction is systematic, explicit, and efficient. Effective instruction is accelerated instruction, with students learning more within a shorter period of time. Siegfried Engelmann and Wesley Becker, the founders of Direct Instruction, pioneered the research in explicit instructional techniques. All of the Direct Instruction curricula are based on the elements that they and their followers derived through years of careful research.
Even though many curricula include elements of effective instructional programs, this does not mean that they are necessarily effective. Specialists in the field distinguish Direct Instruction (capitalized), the programs developed by Engelmann and his colleagues, from direct instruction (no capitals), curricula that incorporate only some of the effective elements.
Click on the links below to learn more about how Direct Instruction is effective instruction and how it differs from other programs:
The Research Base for Reading Mastery, SRA by Bonnie Grossen, Ph.D. (http://darkwing.uoregon.edu/~adiep/rdgtxt.htm)
A Rubric for Identifying Authentic Direct Instruction Programs, by Siegfried Engelmann, the founder of Direct Instruction, and Geoff Colvin, Ph.D. (www.zigsite.com/PDFs/rubric.pdf)
Student-Program Alignment and Teaching to Mastery, by Siegfried Engelmann (www.zigsite.com/PDFs/StuPro_Align.pdf)
Siegfried “Zig” Engelmann’s personal website provides much information on the theory and research behind DI. (www.zigsite.com)
An article by Cheryl Schieffer and colleagues, published in 2002, analyses DI’s Reading Mastery program and shows how it embodies the elements of effective instruction. [Schieffer et al, JODI, vol. 2, no. 2, pp. 87-119]