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The recent Supreme Court decision in Endrew F. v. Douglas County School District focused attention on outcomes for students with disabilities. It is not just about participating; it is about the instruction and outcomes from those services. Co-teaching is a prevalent service delivery model for students with disabilities who access the general curriculum. Much has been written about co-teaching but not necessarily about the instruction that takes place in a co-taught classroom. In this case study, we present a preliminary investigation of a conceptual model for instruction in co-teaching. We report teacher and student behavior change as well as contextual variables that had an impact on implementation.

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The purpose of this chapter is to provide an in-depth description of an eCoaching program developed to support nontraditional interns in their culminating internship experience. Leveraging the technology and adaptability of coaching, the program described in this chapter could also be used to support traditional interns and in-service teachers through induction. The program includes five steps that are focused on targeted goals, frequent feedback, and learning to mastery. The program culminates in a final conference that emphasizes the need for interns to develop a self-coaching mindset in order to be effective practitioners. eCoaching can be used as a stand-alone program or in combination with existing practices of a teacher preparation or induction program. Outcomes of the eCoaching program and adaptations will be shared.

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