The Gradual Increase of Responsibility Model: Mentoring for Improved Intervention

Abstract

Purpose – To provide a model for mentoring teachers through the process of improving instruction and intervention.

Design/methodology/approach – The chapter describes the Gradual Increase of Responsibility model for coaching, an adaptation of Pearson and Gallagher's (1983) Gradual Release of Responsibility model that can be used by coaches as they support teachers in a clinic or school setting.

Findings – Content describes stages of the coaching model that provide less scaffolding as teachers gain confidence and competence. These stages include modeling, recommending, questioning, affirming, and praising.

Research limitations/implications – The Gradual Increase of Responsibility (GIR) model provides a process that coaches can follow to support instructional improvement. GIR requires that coaches have instructional expertise; it provides them with a guide for their work with teachers to incorporate effective practices.

Practical implications – The GIR model can be applied by coaches in both clinical and school settings, with teachers who instruct students at both elementary and secondary levels.

Originality/value of paper – This chapter provides examples for each stage of the GIR process, clearing indicating how coaches can guide teachers to take on increased responsibility for strong, intentional instruction and intervention.

Citation

Collet, V. (2013), "The Gradual Increase of Responsibility Model: Mentoring for Improved Intervention", Ortlieb, E. and Cheek, E.H. (Ed.) Advanced Literacy Practices (Literacy Research, Practice and Evaluation, Vol. 2), Emerald Group Publishing Limited, Leeds, pp. 327-351. https://doi.org/10.1108/S2048-0458(2013)0000002019