PATHS® Coaching

The success of PATHS® depends in large part on the extent to which The PATHS® Programme for Schools (UK Version) Curriculum is implemented as designed.

The programme has been designed to be age and developmentally appropriate for children. However, its success in delivering the evidenced outcomes for children depends largely upon the skills and abilities that teachers delivering it can bring to ensure that it is implemented and provided as designed.

The Barnardo’s Coaching and Implementation Plan has two primary purposes:

To Ensure that The PATHS® Programme for Schools (UK Version) Curriculum is Implemented as Designed

Research on professional development has found that for teachers to implement The PATHS® Programme for Schools (UK Version) with fidelity, they need ongoing support in the context in which they are implementing the programme. Group trainings, as planned, help teachers understand the concepts and philosophical underpinnings of an intervention, and become familiar with curriculum content, but it is the ongoing support that they receive in the classroom from The PATHS® Programme for Schools (UK Version) Coach that is critical to ensuring that teachers transfer what they learn in the training to actual practice in the classroom. The Training and Coaching Support plan offered by Barnardo’s is designed to ensure that teachers receive high quality training as well as support in the classroom.

To Provide Quality Control and Feedback to Improve Programme Quality

The training and coaching support will help improve programme delivery in The PATHS® Programme for Schools (UK Version) Curriculum in the following ways:

  1. It will provide information on the fidelity with which the teachers implement the programme and help to understand what challenges or obstacles are faced in implementation;
  2. It will provide teachers with new and innovative ideas developed locally by The PATHS® Programme for Schools (UK Version) Coaches and teachers,
  3. It will provide teacher feedback on both possible improvements as well as how to improve integration with other academic areas including language and literacy, social studies, and science,
  4. It will provide information on the frequency, duration, and perceived usefulness of the coaching process in order to improve and streamline the process; and
  5. It will identify barriers and other supports to implementing The PATHS® Programme for Schools (UK Version) effectively.

What Type of Support is offered within the Implementation and Coaching Model?

The support offered in line with programme provision is underpinned by a number of principles.

Fidelity

Ongoing support is provided to ensure that the programme is implemented with fidelity i.e. that the programme, the individual lessons and the learning outcomes/objectives are delivered as intended to provided the best possible outcomes.

Partnership and Collaboration

At the core the programme and the support model and provided in partnership with schools. Barnardo’s recognises the unique experience, knowledge and skills that schools and teachers bring to programme implementation and continuation. The support that is provided is therefore done so within the framework of a partnership approach, where both the schools and Barnardo’s are equal stakeholders in the provision of the programme and its outcomes for children.

A natural extension of a partnership approach is collaboration. The PATHS® Programme for Schools (UK Version) Curriculum will continually be monitored and evaluated for its suitability, curriculum alignment and outcomes. Where the programme is refined further we will do this in collaboration with school as far as possible.

Communication

Barnardo’s recognise that communication can often be overlooked when providing a service. Communication is also a two-way process and Specialist Coaches will communicate all information and materials to schools and teachers in a timely manner. Barnardo’s will also keep schools and teachers abreast of new development and initiatives on a regular basis.

Whole School

Schools and teachers are under tremendous pressure and demands in relation to timetable time, curriculum requirements and strategy initiatives. Specialist Coaches will work with teachers to ensure a model of implementation in their school that is practical and effective and places Social and Emotional Learning(SEL) at the heart of the school.

Reflective Practice

The concept of reflective practice is intrinsic to continual improvement in programme delivery. Through the structured one-to-one planning and mentoring session teachers will be encouraged to reflect upon programme progress, issues and challenges. This will form an intrinsic part of a continuous monitoring and review process.

Who are the The PATHS® Programme for Schools (UK Version) Coaches?

You can find out more about who The PATHS® Programme for Schools (UK Version) coaches in your location is…

Meet the Coaches

Next Steps…

For more information on how your school can benefit from the PATHS® programme, training and coaching or to order a pack from us, get in touch.

Learn More

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