coaching for systems change
DESCRIPTION
Coaching for Systems Change. Susan Barrett Director, PBIS Regional Training and Technical Assistance Center [email protected]. Big Ideas. Coaching across levels of Implementation Creating pathways to develop workforce What does the state and district do to support coaching? - PowerPoint PPT PresentationTRANSCRIPT
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Coaching for Systems Change
Susan BarrettDirector, PBIS Regional Training and
Technical Assistance [email protected]
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Big Ideas
• Coaching across levels of Implementation– Creating pathways to develop workforce
• What does the state and district do to support coaching?– Job Descriptions– Selection and Recruitment– Training and Support– Evaluate fidelity and impact
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Big Ideas
• Organizing training and support for coaches• Developing a Coaching Plan
– Individual– System
The Impact of Coaching with High Schools
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Investing in Coaching
• Ensure Intervention (EBP) Fidelity• Ensure Implementation (process) Fidelity• Develop Organizational Systems to Promote
Professional Judgment and Sustainability
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State
Regional
District/Division
Building
Classroom
Teachers/Staff
Student
Family
State
Regional
District/Division
Building
Classroom
Teachers/Staff
Student
Family
SystemsConditions that
support skill development for
staff
Practices/SkillsThe technical skill
set required to achieve intervention
fidelity
DataInformation required
to guide skill development
process
Applying the Logic to Adult Learning
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Systems Supports
• Policy and Procedure Development• Budget reallocation• Implementation Team Support and Development• Re-purposing of positions to align with initiatives• Selection, training, coaching and assessment of
coaches• Organizational/Systems Change to train and support
coaching and staff– Access to training and support – Review of Internal infrastructure needed to support
coaching role for educator effectiveness
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Improving and Sustaining Educator Practices/Skills
• Active Problem Solving (Implementation Teams, Leadership, Teachers/staff, students)
• Building Team Collaboration • Delivering Feedback• Consultation related to core features of EBPs
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Using Data• Action plan with short/long term goals• Coaching service delivery plans• Self-Assessment (reflective practitioners)• Process measures/Fidelity checks• Progress Monitoring Tools• Student Outcomes• Data used for continuous improvement (PEP-PIP,
PDSA*)• Decision Support Data systems for both EBP and
Implementation process outcomes• Consumer feedback/social validity
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Coaching: an activity that helps others achieve their
goals
“Process” TrainingApplication of knowledge in real life situations
EvaluationClearly defined GoalsMonitor and AdjustCheck for Impact
Content ExpertMastering the “What” and the “How”Adjusting as needed
RelationshipSupport, Reinforce and Communicate
EnablementRemove barriersFoster pathwaysStreamline and integrate
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Coaching for Systems ChangeOrganizational Structures that Create
the Pathway for Adult Learning
• Organizational health• Effective use of personnel and resources• Highly effective and efficient PD that yields
application of EBP at the school and classroom level
• Teacher efficacy• Increased use of EBP• Fidelity of implementation• Progressive Teacher Evaluation System
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State and District
• Investment: Staff Utilization Audit• Authority• Clear role and function• Selection Process• Link to outcomes
– Organizational Health– Staff Competency– Student Outcomes
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PBIS as the FrameworkBroader Range and Higher Quality
• DETERMINE OUTCOMES.• INVEST in small number of “programs”- STOP doing what is not
addressing your need and not making the impact• REVIEW DATA to determine what 70- 80% of your students need• ONLY use Evidence Based programs • SUPPORT STAFF by Designing every PD that is anchored to
outcomes and includes team with admin and action plan, skilled coach, performance feedback
• TRACK FIDELITY• MONITOR OUTCOMES- modify if necessary
DETERMINE WAYS TO MAKE easier, more efficient• DON’T ADD anything unless you connect it to framework and have
data that determines the need- even when you get a new admin and superintendent!!
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How do States and Districts train and support coaching effort?
• Needs Assessment• Professional Learning Community• Access to Resources• School Visits
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Organizing the Work Types of Coaching
• Coaching for Individual Change: focus on skill development, support and performance
feedback (content specific: academic, behavior)
• Coaching for Team/Group Change: focus on collaboration and facilitation, group
dynamics
• Coaching for Systems Change:
focus on organizational change
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Coaching
Form of embedded, sustained professional development through ongoing relationship and cyclical process used to:
• Build and refine existing skills and/or acquire new skills (individual and group)
• Support person or group’s ability to apply new knowledge
• Use of problem solving method with focus on data to inform practice (individual and group)
• Continuous improvement – encourage, recognize and shape
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Tools
• Self Assessment: Coach• State and District Assessment: System• Work Plan: Coach• Practice Profile: School- fidelity• Implementation Snapshot: School
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Using Coaches to impact PBIS in High Schools
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Roles of the School Climate Specialists“Systems Coaching”
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Creating the Conditions for LearningPromotion of social emotional wellbeing, social competence, physical safety, free from bully behavior,
prevention of substance usePromotion of school engagement, family involvement and culture of inclusion and equity
Promotion of safe, supportive school environment
Systems Supporting Staff Behavior• Solution Focused Team Approach•Administrator Support participation•Community of Practice (Skill development and performance feedback)•Consensus and collaboration across community, student, families •Communication and Dissemination process
Data Supporting Decision Making•School improvement goal progress -CAG•Climate Survey•Office Discipline Referrals, Suspension•Academic progress•Attendance, truancy•Direct Observation•Process tools (fidelity)
Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Consistent, instructional response to behavior errors• Personalized learning connections through extra- curricular events and relational support for all students
SYST
EMS
PRACTICES
OUTCOMES
DATA
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Building a Data Culture Data Coach
Challenges• Lack of access to data
– Gatekeeper withholds access
– Administrative support
• Lack of understanding/interest
• No data being tracked
• No data system
• Denial about the data
Strategies/ideas/actions • Put data on the agenda!• Frequent reminders to team
members • Highlight 1 data source each
month• Structured activity in analyzing
data • Delegate data to different
people on team• Summer training (both large
group and within schools
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Formalizing Selection Process • Id need in a measurable way- match to
culture/context• Guide process using Resource Map and
Consumer Guide • Assess skills • Build training competencies using fidelity tool
• Install organizational structures to create pathways for “press and support”– Coaching and Evaluation
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Creating the Conditions for LearningPromotion of social emotional wellbeing, social competence, physical safety, free from bully behavior,
prevention of substance usePromotion of school engagement, family involvement and culture of inclusion and equity
Promotion of safe, supportive school environment
Systems Supporting Staff Behavior• Solution Focused Team Approach•Administrator Support participation•Community of Practice (Skill development and performance feedback)•Consensus and collaboration across community, student, families •Communication and Dissemination process
Data Supporting Decision Making•School improvement goal progress -CAG•Climate Survey•Office Discipline Referrals, Suspension•Academic progress•Attendance, truancy•Direct Observation•Process tools (fidelity)
Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Consistent, instructional response to behavior errors• Personalized learning connections through extra- curricular events and relational support for all students
SYST
EMS
PRACTICES
OUTCOMES
DATA
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Installing Practices to Support Student Behavior
Challenges• Administrator buy in critical!
– Faculty Buy-in
• Identifying the ‘hidden leaders’
• Sustainability in the absence of resources
• Recognizing (and helping schools) readiness features
• Expect change overnight
Strategies/Ideas/Actions• District support is helpful • Have those in doubt lead
teams • Networking schools
w/other schools• Big picture thinking
– outcomes may be further down the road
• Link it to SIP
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Creating the Conditions for LearningPromotion of social emotional wellbeing, social competence, physical safety, free from bully behavior,
prevention of substance usePromotion of school engagement, family involvement and culture of inclusion and equity
Promotion of safe, supportive school environment
Systems Supporting Staff Behavior• Solution Focused Team Approach•Administrator Support participation•Community of Practice (Skill development and performance feedback)•Consensus and collaboration across community, student, families •Communication and Dissemination process
Data Supporting Decision Making•School improvement goal progress -CAG•Climate Survey•Office Discipline Referrals, Suspension•Academic progress•Attendance, truancy•Direct Observation•Process tools (fidelity)
Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Consistent, instructional response to behavior errors• Personalized learning connections through extra- curricular events and relational support for all students
SYST
EMS
PRACTICES
OUTCOMES
DATA
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Systems Change Coaching
Challenges• Absence of teaming
structures• Tradition of isolation• Ineffective communication
pathways• Release time
Strategies/actions/ideas• Each school is in a different
phase-make sure you are also in that phase.
• Implementing step 2 before step 1 isn’t always a bad thing
• Train staff in the EBPs – it increases buy in
• Patience and Persistence
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Fidelity monitoring
• Coaches primary responsibility is to maintain fidelity of implementation after training (George, Kincaid, & Pollard-Sage, 2009)
• Training protocol• Implementation• Keeping w/the EBP guidelines
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Training Methodology/Logic
• Do FOR (modeling) (progress monitor)• Do WITH (supportive feedback) (progress
monitor )• CHEER on (ongoing feedback to ensure
motivation) (progress monitor) • Provide ongoing professional development
and technical assistance as needed through modeling, practice and feedback to personnel (Joyce & Showers, 1981)
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Coaching/Supervision ApproachHershfeldt and Barrett 2012
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Training Progression: Scope and Sequence
https://pbis1-mds3.pbworks.com/w/page/39606263/CS%20Scope%20and%20Sequence?mode=embedded
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Training Progression
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Tracking Coaching Behaviors using Online Coaching Log
• What should coaches focus on and do they make an impact on fidelity and outcomes?
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Top Small Group Hours
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Coaching: Total Hours For Each Group Over All Visits
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Hours Spent On Each Type Of Coaching Over All Visits
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Data from our Region 1
• PBIS is implemented in all 7 schools in the intervention condition
• Some with greater fidelity and stronger commitment than others
• Fidelity and outcomes occurring when systems coach is “used”
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Region 1 Data – Year OneISSET
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Region 1 Data – Year OneSchool Climate Profile
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Region 1 Data – Year OneAttendance
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Region 1 Data – Year OneOffice Discipline Referrals
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Region 1 – Year OneOut-of-School Suspensions
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Building a Coaching Plan
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Review Progress
• Assess Progress• Address unforeseen problems/questions• Adjust as needed• Stay on track with long term plan
– Persistence– Curiosity– Empathy
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Now what?
• Manage Relationships• Manage Opportunities• Create new opportunities• Study process and reflect- part of the adjusting
• Coach: mentor and motivate to implement, take risks, drive actions for change, transfer skills, empower others to share in coaching role