Navigating Transition: Developing an Instructional Coaching Rubric and UDL-Infused Training for Seasoned Reading and Dyslexia Teachers in Online Education

Abstract

The central focus of this study is the development of an instructional coaching rubric and the delineation of training activities. The research aims to address the nuanced challenges faced by educators during this transformative process. The primary objective is to craft a comprehensive instructional coaching rubric and training regimen seamlessly integrating Universal Design for Learning (UDL) principals. This endeavor unfolds under the mentorship of an instructional coach, unraveling layers of intricate processes, best practices, and emergent patterns characterizing the shift to online teaching. By dissecting these elements, the study endeavors to provide valuable insights into the development of effective coaching strategies tailored to unique demands of online learning environments. As the educational landscape undergoes a digital transformation, understanding the intricacies of this transition becomes paramount. This research contributes not only to the practical knowledge of instructional coaching but also addresses the critical need for adapting teaching methodologies for educators specializing in reading and dyslexia. Through uncovering the dynamics of successful online education, this study aspires to establish a foundation for future endeavors instructional coaching and teaching training. Ultimately, it aims to foster an environment where seasoned educators can thrive amidst the evolving educational landscape, ensuring their continued efficacy and impact in the digital era.