Abstract
ABSTRACT Meeting the academic and behavioral needs of students with and without disabilities and improving educational outcomes requires effective school-based and special education teaming. Yet, more often than not, frontline practitioners have been prepared to work individually rather than together in problem-solving teams. Furthermore, teachers receive little or no ongoing job-embedded professional development in the mechanics of effective teaming. Because researchers have identified coaching as an approach for improving effective team processes and outcomes, we provide five steps that facilitate the application of coach-supported teaming. In doing so, our aim has been to equip practitioners with the knowledge and skills needed not only to support the development and maintenance of effective special education and school-based teams but also to improve educational outcomes for all students.
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