There is a growing urgency to equip transition-age students with intellectual and developmental disabilities for competitive, integrated employment. Prior research demonstrates the positive effects of job coaching, yet no known training exists for educators to learn how to provide appropriate employment-related supports to promote student independence and social integration. We conducted a stratified quasi-experimental design to evaluate the efficacy and social validity of a professional development pilot program for 46 transition educators across three school districts. Our findings indicate the Job Coaching Academy contributed to increased feelings of self-efficacy related to job coaching and modest growth in educators’ coaching behaviors. We share implications for practice and research in expanding targeted training opportunities for transition educators.

为过渡年龄的学生配备智力和发育障碍的竞争性综合就业的需求日益增加。先前的研究证明了工作指导的积极作用，但是还没有针对教育工作者的已知培训来学习如何提供适当的就业相关支持以促进学生独立和社会融合。我们进行了分层的准实验设计，以评估针对三个学区的46名过渡教育者的专业发展试点计划的功效和社会有效性。我们的发现表明，职业教练学院促进了与职业教练相关的自我效能感的提高，以及教育工作者的教练行为的适度增长。