Coaching Alicia Sullivan, M.S - PowerPoint Presentation

Slide1

Coaching

Alicia Sullivan, M.S

.

Cristina Villanueva, M.S.

Gary Duhon, Ph.D.

Slide2

What is Coaching?

Slide3

Coaching is…

“a method of transferring skill and expertise from more experienced and knowledgeable practitioners of such skill to less experienced ones” (Hargreaves & Dawe, 1990)

Coaching is a set of responsibilities, actions and activities . . . not a particular person.

“Coaching is the active and iterative delivery of:

(a) prompts that increase successful behavior, and

(b) corrections that decrease unsuccessful behavior” (Horner, 2009)

Coaches have changed from “experts” to “thought partners” (Eggers & Clark, 2000)

Slide4

General Coaching Model

1. “Setting the foundation by defining the context, establishing the contract, and building a working alliance”

Building rapport

2. “Assessing the individual”

3. “Strategizing the engagement and developing a plan based on assessment feedback and goals”

4. “Implementing the plan”

5. “Evaluating the intervention and reassessing the initial target areas”

Liljenstrand

&

Nebeker

, 2008

Slide5

Types of Coaching

Business coaching

Career/job coaching

Challenge coaching

Change/capacity coaching

Collegial coaching

Executive coaching

Instructional coachingLife coachingPeer coachingSports coaching

Technical coaching

Slide6

Who provides coaching?

Coaches come from a variety of different educational disciplines

Ranging from high school graduates to PhD’s

Coaches in the psychology field tend to be hired by organizations

Rely more on their academic training when coaching, attend coaching specific certifications or licensure

They view coaching as a mere extension to their regular services

Coaches in the field of OTH, BUS, or EDU appear to be hired mainly by individuals receiving coaching services and seem to be more involved in the personal coaching market.

Liljenstrand

&

Nebeker

, 2008

Slide7

Is Coaching Effective?

Slide8

Research on Coaching Effectiveness

Lack of empirical research (Bartlett, 2007; Silver et al., 2009)

But what there is indicates that coaching is effective

Hendrickson et al. (1993)

Haan, Duchworth, Birch, & Jones, 2013

Slide9

Effective Professional Development

Examine goals and performance

Decisions on what needs to be learned

Contextualized learning in schools

Collaborative problem solving

Ongoing and sufficient support

Rich information

Opportunities to develop theoretical understandingTraining that is part of a comprehensive reform process

Hawley &

Valli

, 1999, as cited in

Batt

, 2010

Slide10

Coaching vs. Didactic Training

“Traditional ‘stand-and-deliver’ presentations rarely affect measurable, sustained change in student learning” (Walpole, 2005, as cited by Denton & Hasbrouck, 2009)

“In traditional forms of professional development… teachers are passive participants in the learning. Such modes of professional development have been found to be largely ineffective (e.g., Darling‐Hammond & McLaughlin, 1995).

In contrast, learning though collaboration has been identified as a characteristic of effective professional development (Fullan, 1995)” (Lynch & Ferguson, 2010)

Slide11

Training Methods and Impact Upon Participants

Gravois et al., 2002

Slide12

Training Outcomes Related to Training Components

Training Outcomes

Training Component

Knowledge of Content

Skill Implementation

Classroom

Application

Presentation/ Lecture

10%

5%

0%

Plus

Demonstration

30%

20%

0%

Plus

Practice

60%

60%

5%

Plus Coaching/ Admin Support

Data Feedback

95%

95%

95%

Joyce & Showers, 2002, as cited in Horner, 2009

Slide13

Why Do Coaching Models Work?

Coaches…

H

ave credibility and experience with the target skill(s)

M

eet repeatedly (e.g., monthly or bi-monthly)

R

espond to needs & strengthsAdjust the intensity according to need

P

rovide supportive and specific feedback about practices

O

ffer coaching in context

Cappella et al., 2012

Slide14

Internal vs. External Coaches

Definitions

Internal coaches – “employed in the school where they provide support”

School-based and/or full-time at one school

External coaches – “employed outside the schools where they provide support (e.g. by district, region, state)” (Horner, 2009)

District-level and/or serve multiple schools

Slide15

Internal vs. External Coaches

Internal Coach

External Coach

Advantages

Knowledge of school

Staff relationships

Regular access

Independent

Outside perspective

Multiple schools experience

Disadvantages

Conflicting roles

Narrow range of experiences

Limited knowledge of school

Limited relationships

Less frequent access

Unaware of politics in school

Horner, 2009

Slide16

Special Concerns Associated with External Coaches

Sustainability (Cappella et al., 2012)

Coach needs to get whole school on board in order to have the school sustain the implementation of the program when a particular administrator leaves

Schools will need to be effective in organizing personnel and resources to facilitate assisting, maintaining, and training—both initial training and continuing development

Slide17

Characteristics of Coaches

Roles and Skills

Slide18

Coaches

Maintain a defined role so they can…

Facilitate

Training & updating in the area in which they provide support

Good use of time management

Team processes

Establishment & maintenance of positive relationships

Communicate

Effectively

Understand confidentiality & ethics

Hasbrouck & Denton, 2005, as cited in Denton & Hasbrouck, 2009;

Haan

, Duckworth, Birch, & Jones, 2013

Slide19

Coaches are

Experts in

Problem-solving

Data collection

Goal-setting

Intervention development

Designing & providing professional development

Supporting sustaining, school-wide student success

Slide20

Effective Coaches are…

Communicators

Content

Knowledge

Experts

Facilitators

Coach

Faculty

Administrator

District Coordinator

Community

OTISS

expert

Behavioral

‘

expert

’

Instructional ‘expert’

Link to resources

Team meetings

Activities at trainings

Implementation –

‘Positive Nag’

Slide21

What roles do you hold at your site?

Explicit roles

Job title

Implicit roles

What else am I asked to do

How do these roles support or undermine my

ability to Facilitate, Communicate, gain and demonstrate expertise?

Slide22

Coaching

Involves active collaboration and participation to,

Build local capacity

Become unnecessary, but remain available

Maximize current competence

Never change things that are working

Always make the smallest change that will have the biggest impact

Focus on valued outcomesTie all efforts to the benefits for children

It is not simply group instruction

Slide23

Coaching also…

Emphasize accountability

Measure and report everything

Build credibility through:

Consistency

Competence with behavioral and academic principles/practices

Relationships

Time investment

Slide24

What do you do?

How do you facilitate your team?

How do you communicate with your team?

How do you share information to your team to build their skills?

What do you need to build your coaching skills?

Slide25

Responsibilities of Coaches

Role and Function

Slide26

Coaches’ Goals are to

Assist

school team with implementation

Ensure

fidelity of implementation

Serve as a

resource

for team

Slide27

Responsibilities

Coaches provide assistance by

Attend

site team

meetings

Encourage

and model effective problem solving within the team

Help develop tools

/ resources/ guidelines for future implementers

Provide ideas for fresh or alternative solutions

Acknowledge progress and encourage continuation of effective implementation

Support

in

the development

of

plans—specifying

goal and steps to achieve

goal

Slide28

Responsibilities

Coaches ensure fidelity by

Monitor team progress (implementation, use of database, communication with faculty, etc.)

Review data

Monitor accuracy and consistency

Report to district

coordinator

Coaches provide resource by

Providing

or

securing

training in needed areas of implementation

Finding answers to difficult questions

Provide

resources, or access to

resources

Slide29

Early Implementation Support is Key

Helps maintain momentum

Helps with team process

Coordinates information and communication

Provide reinforcement thru praise, & celebration

Provide or obtain critical information/technical support.

Active problem solving

All staff trainings/orientation

Development and use of data for decision-making

Slide30

Coach must be Problem Analyst

Identify problems early

Use data on a regular basis (every two weeks) to monitor key indicators, and identify problems before they become difficult

Refine a problem statement to a level of precision that will allow functional solutions

Use data to identify possible solutions

Slide31

Questions to Ask

Evaluate

performance

How do our data compare with last year?

How

does

our data

on current functioning compare

with

our goals?

Slide32

Questions to Answer

Do

we have a

problem?

If a problem is identified, then ask:

W

hat

is the data we need, to make a good decision?

The

statement of a problem is important for team-based problem solving.

Everyone

must be working on the same problem with the same assumptions

.

Problems often are framed in a

“primary

”

form

that creates

concern

but is not useful for problem-solving.

Frame primary problems based on initial review of data

Use more detailed review of data to operationally define the problem.

Slide33

Expected Outcomes of Effective Coaching

Implementation accuracy & fluency of evidence-based practice

Maximum student outcomes

Durable & generalizable implementation

Implementation-outcome accountability

Sugai

, 2011

Slide34

Evaluation of Outcomes

Compare data before and after

changes

and

Review the identified problem

To determine if

Changes were made

consistently?

C

hanges

address the problem?

There was an

impact?

If so, evaluate changes and impact

Identify next step. (Continue, modify, discontinue etc.)

Slide35

Evaluation of Outcomes

Scoring Rubrics for Implementation

OTISS Fidelity Assessment

Objective measure of overall degree

of implementation

It serves as the initial assessment and the measure of progress

Slide36

Facilitating Lasting Change

Clear expectations from the principal/admin that OTISS is important

A community of practice in which teachers feel empowered to seek and provide help to their peers

Research results that clearly link an instructional practice with improved student outcomes

Resources that support implementation (e.g., materials)

Flexibility to modify a practice to fit the needs of teachers and students.

Lather, rinse, repeat…

Klingner

, 2004

Slide37

Pros and Cons of Coaching

L

ist the

three most challenging

aspects

of

coaching In generalAt your site

List three

positive aspects of

coaching

In general

At your site

Review the list and ask

the groups

to

discuss strategies

for overcoming the challenges.

Slide38

Your

Next Step??

?

Acknowledge/reinforce

principal & team for progress since training

Communicate with the

team/leadership

& ask

What is planned?

Is assistance needed?

Prompt

team

to:

Meet & review action plan with staff – are we on track?

Review school data

Plan update to faculty of progress/outcomes to date

Schedule next team meeting

Monitor completion of

team action plan

Document

team &

coaching

accomplishments, speed bumps, challenges, solutions

Slide39

Horner’s (2009) “Lessons Learned”

“Implementation cannot be faster than your school staff capacity to implement”

“Teams need to be taught how to analyze and use data”

“Emphasis on directing resources to need and removing competing activities”

Slide40

Examples

Florida’s Positive Behavior Support Project

New Hampshire Department of Education

Northern Suburban Special Education District

University of Oregon Effective Behavioral & Instructional Support Systems

Slide41

References

Bartlett II, J. E. (2007). Advances in coaching practices: A humanistic approach to coach and client roles.

Journal of Business Research

,

60

, 91-93.

Batt

, E. G. (2010). Cognitive coaching: A critical phase in professional development to implement sheltered instruction.

Teaching and Teaching Education

,

26

, 997-1005.

Cappella, E.,

Hamre

, B. K., Kim, H. Y., Henry, D. B., Frazier, S. L., Atkins, M. S., &

Schoenwald

, S. K. (2012). Teacher consultation and coaching within mental health practice: Classroom and child effects in urban elementary schools.

Journal of Consulting and Clinical Psychology

.

Advance online publication.

doi

: 10.1037/a0027725

Denton, C. A., & Hasbrouck, J. (2009). A description of instructional coaching and its relationship to consultation.

Journal of Educational and Psychological Consultation

, 19, 150-175.Eaken, G. J., & Hagemeier, C. (2011, February). Sustaining positive behavior supports using school psychologists as coaches. Presented at the National Association of School Psychologists Annual Convention in San Francisco, CA.Gravois, T. A., Knotek, S., & Babinski, L. M. (2002). Educating practitioners as consultants: Development and implementation of the instructional consultation team consortium. Journal of Educational and Psychological Consultation, 13, 113-132.Haan, E, Duckorth, A., Birch, D., & Jones, C. (2013). Executive coaching outcome research: The contribution of common factors such as relationship, personality match, and self-efficacy. Consulting Psychology Journal, 65, 40-57.Hargreaves, A., & Dawe, R. (1990). Paths of professional development: Contrived collegiality, collaborative culture, and the case of peer coaching. Teaching & Teacher Education, 6, 227-241.

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References

Hendrickson, J. M., Gardner, N., Kaiser, A., & Riley, A. (1993). Evaluation of a social interaction coaching program in an integrated day-care setting.

Journal of Applied Behavior Analysis

,

26

, 213-225.

Horner, R. (2009, March).

The importance of coaching in implementation of evidence-based practices

. Presented at the Effective Behavioral & Instructional Support Systems Conference in Eugene, OR.

Klingner

, J. K. (2004). The science of professional development.

Journal of Learning Disabilities

,

37

, 248-255.

Liljenstrand

, A. M., &

Nebeker

, D. M. (2008). Coaching services: A look at coaches, clients, and practices.

Consulting Psychology Journal: Practice and Research

,

60

, 57-77.

Lynch, J., & Ferguson, K. (2010). Reflections of elementary school literacy coaches on practice: Roles and perspectives.

Canadian Journal of Education

, 33, 199-227.Silver, M., Lochmiller, C. R., Copeland, M. A., & Tripps, A. M. (2009). Supporting new school leaders: Findings from a university-based leadership coaching program for new administrators. Mentoring & Tutoring: Partnership in Learning, 17, 215-232.Sugai, G. (2011, June). Coaching for implementation: Best practices perspective. Presented at the Kentucky PBIS Institute Conference in Louisville, KY.