coaching for quality: bridging the gap from content to classroom
TRANSCRIPT
COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO
CLASSROOM
OBJECTIVES
• Introduce NCQTL • Describe what we know about
professional development• Define coaching• Describe approaches to coaching• Identify key components of coaching• Look at coaching in action
IMPLEMENTING OUR FRAMEWORK
• Review and identify evidence based practices aligned with Head Start Child Development Early Learning Framework
• Develop training materials and useable products
• Implement coaching and mentoring• Provide intensive work with ECES and
states
FRAMEWORK FOR EFFECTIVE EVERYDAY PRACTICE FOR ALL CHILDREN
IMPORTANCE OF PROFESSIONAL DEVELOPMENT
• Essential to teachers’ use of evidence-based practices
• Evidence-based practice to everyday practice is a challenge
• Some approaches to PD are more effective than others
WHAT HAVE WE TRIED?
• Workshops, conferences, “trainings”
• Consultation
• Communities of practice• Coaching
–Expert–Peer–Distance, web-based
COACHING AS A BRIDGE
Hearing about it in training
Implementing it in daily practice
OUTCOMES% of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting,
and Use New Skills in the Classroom
TRAININGCOMPONENTS
Knowledge SkillDemonstration
Use in theClassroom
Theory and Discussion
10% 5% 0%
..+Demonstration in Training
30% 20% 0%
…+ Practice & Feedback in
Training
60% 60% 5%
…+ Coaching in Classroom
95% 95% 95%
Joyce and Showers, 2002IMPACT
COACHING APPROACH
• Entry and Relationship Building
• Goal Setting and Action Planning
• Observation • Debrief, Reflect,
and Feedback
WHAT IS COACHING?
• Relationship between a teacher and someone with specific expertise on:– A specific curricula – Joint goal setting– Actions that produce results (i.e., behavior
change)– Skill development
• Different from mentoring– Mentors are typically peers– Mentors have shared experience
• **Different from supervision **
COMPONENTS OF COACHING
• Observations
• Debriefing sessions
• Feedback
COACHING STRATEGIES
• Observing • Problem-solving
discussion• Goal setting/planning• Reflective conversation• Role-play• Performance feedback
(verbal or graphic)• Side-by-side support
(verbal or gestural)
• Modeling• Videotape teacher• Video demonstration• Review teacher’s video• Graphing• Provide materials or
resources• Manipulate environmental
arrangements• Other help in classroom
It was wonderful to have somebody right there with you, showing you along the way, rather than going to the training and here are your materials and I will see you in a couple of weeks or a couple of months.
TEACHER TALK!
COACHING APPROACH
• Entry and Relationship Building
• Goal Setting and Action Planning
• Observation • Debrief, Reflect,
and Feedback
ENTRY AND RELATIONSHIP BUILDING
• Get to know the teacher– Schedule– Classroom style– Personal “stories” (new babies, family events)– Coaching history
• Share / demonstrate your expertise• Jump in and help• Let them know they are appreciated -
recognize their effort and their strengths
ENTRY AND RELATIONSHIP BUILDING
• Initial meetings will look different than later meetings
• Ask questions… then focus on HEARING what the teacher has to say– What is going well? What is the best part of your
day?– What is more challenging?– What have you already tried? What happened?
ENTRY AND RELATIONSHIP BUILDING
There were treats, there were words of encouragement, telling me what I was doing right what I was doing wrong. She gave me encouragement to be consistent and keep going. Even when I was like “okay this will not work” and she said, “let’s stick with it,” And it all worked out!
TEACHER TALK!
Teacher Goal Planning Form
Teacher: ________________________ Coach: _______________________ Date: _________________ Use the action planning forms on page 5 of your Implementation Guides 1-4 to begin thinking about the Teaching Pyramid in your classroom. Please fill in this form and bring it with you to our next coaching meeting. The strengths I have on each level of the Pyramid are:
Nurturing and responsive relationships (Guide 1):
High quality environments (Guide 2):
Social Emotional Teaching Strategies (Guide 3):
Intensive Supports (Guide 4):
The 3 most difficult parts of the Pyramid for me to use in my classroom are: 1. 2. 3.
The first 3 things I would like to work on are: 1. 2. 3.
HIGHLIGHT STRENGTHS
IDENTIFY AREAS THAT ARE DIFFICULT
BRAINSTORM STARTING TOPICS FOR
COACHING
EXAMPLE
COACHING APPROACH
• Entry and Relationship Building
• Goal Setting and Action Planning
• Observation • Debrief, Reflect,
and Feedback
GOAL SETTING
• Setting goals helps to make coaching – Accountable– Measureable– Worth your time and effort!
• Think of evaluation in a different way – Finding your starting point to coach– Strengths / needs assessment– NOT judgment
GOAL SETTING – USING DATA
• What can you use to see growth?• Anchors your coaching • Combine with something already familiar or
a center goal?– CLASS, ECERS, ELLCO– Part of your curriculum– CSEFEL Inventory of Practices / Teaching Pyramid
• Or maybe child measures?– Engagement – Behavior instances
EVALUATE: SHARING WITH TEACHERS
1-7
Env
ironm
ent
8.
Sch
edule
s/ro
utine
s
9.
Tra
nsitio
ns
10.
Suppo
rtive
Con
vers
ation
s
11.
Eng
agem
ent
12.
Beh
avior
Exp
ecta
tions
13.
Dire
ction
s
14.
Res
pond
to P
roble
m B
ehav
ior
15.
Soc
ial S
kills
and
Emot
ional
16.
Exp
ress
Em
otion
s
17.
Pro
blem
Solv
ing
18.
Frie
ndsh
ip Skil
ls
19.
Per
siste
nt P
roble
m B
ehav
ior
20.
Fam
ily In
volve
men
t
21.
Invo
lving
Fam
ilies
22.
Coll
abor
ative
Tea
ming
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Desiree’s TPOT: September
COACHING APPROACH
• Entry and Relationship Building
• Goal Setting and Action Planning
• Observation • Debrief, Reflect,
and Feedback
WHAT IS AN ACTION PLAN?
• Plan for action and practice
• Steps for crossing that “bridge”
• NOT a limit to what you can or can’t do
• Way to jointly decide on how your coaching journey will look - together
WHY USE AN ACTION PLAN?
• Provides a “roadmap” to implementation
• Breaks down complex interventions to more manageable steps
• Personalizes professional development
• Link from training
• Can serve as a “contract
TEACHER TALK!
It’s great to have someone help you figure out your next step. This can be overwhelming, but the coach helped me identify my next steps.
DEVELOPING ACTION PLANS
• Look at areas of need– Connect from training, if possible
• Ask the teacher– What would you like to work on?– What is the first strategy/idea you would like to
try?
• Brainstorm a list, then choose • Allow time to think and process… it’s okay
to have some silence!
ACTION PLAN COMPONENTS
• Can be program wide or individual• Make it your own• Important pieces:
– Goals– Steps to reach goals– Materials needed– Timeline– People responsible
LET’S TAKE A PEEK AT ACTION PLANS “IN ACTION”!
• Kiersten talking about transition action plan with Kristie
COACHING APPROACH
• Entry and Relationship Building
• Goal Setting and Action Planning
• Observation • Debrief, Reflect,
and Feedback
OBSERVATION
• Might include–Watching –Modeling–Prompting–Taking data–All of the above in one visit!
OBSERVATION
• Important to plan for the observation–Take notes–Keep track of what you might
want to share in debriefing–Focus on action plan items
OBSERVATION
• Other strategies– Videotape – watch together later
• Take notes– Use a coaching log
• Take data – Turn taking– Positive comments
• Know what the teacher is comfortable with– Talk ahead of time
• Might vary across teachers– “Jump in the action” vs “watch then talk”
• Make sure observation matches action plan goals– Target a specific time of day– Make your minutes as meaningful as
possible
OBSERVATION
COACHING APPROACH
• Entry and Relationship Building
• Goal Setting and Action Planning
• Observation • Debrief,
Reflect, and Feedback
FEEDBACK
• Encourage, affirm & acknowledge– Strengths-based
• Conversational & reciprocal– But grounded in data – Connected to action plan– Reflective questions can help
FEEDBACK STARTER PHRASES
• You really got it when you _____
• I enjoyed the way you ____,
• It was great to see ____.
• I would love to share with others how you ____, etc.
FOCUS SPECIFICALLY ON STRENGTHS
• It’s important to identify strategies that are in place and going well – Self-identify strengths– Past successes builds confidence for new
learning– Specific information makes praise more
comfortable• Not always easy!
– Great time to call on “community of coaches”
WHAT DOES SUPPORTIVE FEEDBACK LOOK LIKE?
• Video of Kathleen and Melanie talking about turtle
TEACHER TALK!
It felt like coaching was more “We’re going to enhance the great jobs that you’re already doing,” instead of “We’re going to fix you because you’re not good.”
CONVERSATIONAL AND REFLECTIVE FEEDBACK
• I heard you say…, • I see…, • I understand…, • You seem (feeling), etc. • Can you tell me a bit more
about…
DATA-BASED FEEDBACK
• Provides feedback that is objective and anchored in the teacher’s practice
• Provides a measure of growth• Opens the door for a range of conversations• Might include more than graphs
– Video– Running records– Adult or child behavior counts
EXAMPLE: DATA-BASED FEEDBACK
1-7
Env
ironm
ent
8.
Sch
edule
s/ro
utine
s
9.
Tra
nsitio
ns
10.
Suppo
rtive
Con
vers
ation
s
11.
Eng
agem
ent
12.
Beh
avior
Exp
ecta
tions
13.
Dire
ction
s
14.
Res
pond
to P
roble
m B
ehav
ior
15.
Soc
ial S
kills
and
Emot
ional
16.
Exp
ress
Em
otion
s
17.
Pro
blem
Solv
ing
18.
Frie
ndsh
ip Skil
ls
19.
Per
siste
nt P
roble
m B
ehav
ior
20.
Fam
ily In
volve
men
t
21.
Invo
lving
Fam
ilies
22.
Coll
abor
ative
Tea
ming
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
ADDITIONAL COACHING ACTIVITIES
• Revisit initial training• Group coaching on topic of shared interest• Pairing teachers together based on strengths
and needs• Peer study group• Field trips to other classrooms• Email feedback with links to online resources
COACHING ESSENTIALS
• Build your relationship• Demonstrate your expertise• Spend time in the classroom• Be clear what you are coaching on• Give positive feedback• Monitor and show growth
PARTING WORDS OF WISDOM
• Build and use a community of coaches • Spend time building relationships• Anchor it in! Don’t be afraid of data.• Map it out! Use an action plan to guide you.• Make it your own – just like teaching,
coaching isn’t “cookie cutter”. • Know it takes time and there will be
“coaching highs” and “coaching lows” along the journey!
For more Information, contact us at: [email protected] or 877-731-0764This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services,
Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.