This document provides research on the benefits of and design considerations for effective instructional coaching. It uses evidence from across the field of education to demonstrate how coaching supports successful initiative implementation.

How does it relate to the UDL-SICC?

This article supports the Professional Learning Domain, Element 4, which focuses on providing job embedded professional learning opportunities. Coaching ensures that educators are provided the best opportunities to successfully transfer new skills into classroom practices that meet the needs of all learners.

How might you use it?

• This resource could help coaches and school leaders develop a common understanding of effective coaching to support UDL implementation.
• School leaders can use this document to design an effective coaching model to support UDL implementation.

UDL’s principles enable educators in higher education institutions to reach all students through multiple means of Engagement, Representation, and Action and Expression. While there is substantial evidence supporting UDL in the academic setting, the application of UDL principles in the clinical setting is less well explored. The purposes of this pilot project are (a) to develop a curriculum for coaching clinical educators in application of the UDL framework in their practice and (b) to provide coaching and technical assistance to implement UDL with students in clinical settings.

Session Video Recording
Poster
Slide Deck

This mixed methods study investigated the effects of coaching as professional development on teachers’ knowledge and application of the Universal Design for Learning (UDL) framework. Treatment participants received a coaching cycle on UDL implementation from their building UDL coach, and comparison participants did not receive coaching. The results showed that teachers overall made gains in knowledge and application of UDL. Qualitative data revealed that teachers valued and changed practice from the use of coaching. While the results were interesting, they did not yield a statistically significant interaction between coaching and the increase in self-reported UDL knowledge, application, or observed application. 

Session Video Recording
Slide Deck

Is Universal Design for Learning (UDL) in your future? The principal and teachers of a middle school in Wilmington, Delaware, along with the ACCESS Project of the University of Delaware, are on their second year of UDL Implementation. In this resource multiple perspectives will be shared regarding schoolwide UDL implementation. Accomplishments and barriers encountered during the first two years will be shared as well as a plan for moving forward. The transformation of the middle school, while slow, has begun and a future filled with Universal Design for Learning is the ultimate goal.

Research in social neuroscience fosters our understanding of the development of social and emotional competence in the classroom. This translates into essential instructional elements for students with autism while creating a Universal Design for Learning (UDL) for all students. The outcomes of the Social Emotional Engagement Knowledge and Skills (SEE-KS) focus on ensuring that learning strategies are implemented by fostering student engagement, presenting information in multiple ways, promoting student participation and ensuring equitable access for students at various developmental stages.

Given the current educational climate, new initiatives can be about as popular as the flu at a family gathering. Even with the best of intentions and preparation, systemic changes are often met with uncertainty, skepticism, and sometimes, cynicism. Those charged with putting what may seem as even more responsibilities and expectations on the already overflowing plates of educators have an obligation to ensure new learning and efforts to support implementation are relevant and effective, both immediately and across time. This resouce will examine one county’s approach to generating interest in Universal Design for Learning (UDL) and supporting implementation at multiple levels, by putting teachers back in the driver’s seat of their own professional learning.

Research in social neuroscience fosters our understanding of the development of social and emotional competence in the classroom. This translates into essential instructional elements for students with autism while creating a Universal Design for Learning (UDL) for all students. The outcomes of the Social Emotional Engagement Knowledge and Skills (SEE-KS) focus on ensuring that learning strategies are implemented by fostering student engagement, presenting information in multiple ways, promoting student participation and ensuring equitable access for students at various developmental stages.

This conference proceeding describes implementation of a UDL coaching methodology at the Oakland Intermediate School District and Farmington Public Schools.  Readers will learn how UDL coaches support student learning by mentoring general education teachers and building student-centered environments. The model is based on a three-pronged approach to address barriers at the district, building, and classroom levels. UDL coaching provides a blueprint for districts to establish innovative classroom practices that help make curriculum accessible to all students.

UDL-PLC Series: Outreach Within Your School Community

The UDL-PLC series provides you with 15 modules that guide the development of a professional learning community focusing on UDL. Each module has 2 segments: Learn and Discuss. 

While UDL-PLC modules can be viewed in the order of your choosing, we suggest that you be sure to view following module, which serves as introductions to the series. 

• Introduction To Developing A PLC: UDL-PLC Module Series

In this module, you will review and reflect on the elements of effective UDL coaching. You will identify strategies that can help you, as an instructional leader, advance UDL implementation in your school or department.