Coaching Strategies for Providing Intensive Technical Assistance to Early Learning and Development

Programs Gary Glasenapp & Cori Brow nell

T eaching Research Institute W estern Oregon Univ ersity

INTRODUCTION

Getting to Know You….

Icebreaker Activity

• On the green sticky note card w rite one w ord that comes to mind w hen y ou hear the w ord “coaching.”

• On the red sticky note card w rite one w ord that comes to mind w hen y ou hear the w ord “training.”

• Find someone else in the room y ou do not know ( or don’t know w ell) , introduce y ourself, and share the w ord y ou w rote on the green and red cards and place the sticky on the corresponding chart paper.

Session Outcome and Objectives

• Outcome Understand effectiv e coaching strategies that can be used to

prov ide intensiv e technical assistance to ELDPs.

• Objectiv es Understand session outcome, objectiv es and activ ities.

Understand differences betw een coaching and training.

Understand 3 tiers of T A as they relate to Q RIS, Q ISs, trainers.

Understand effectiv e coaching strategies used to prov ide intensiv e T A to ELDPs.

Complete closing activ ities.

Remember…

T he role of the Q RIS Q uality Improv ement Specialist is to support program improv ement.

DIFFERENCES BETWEEN COACHING AND TRAINING

Training Definition Training is a learning experience, or series of experiences, specific to an area of inquiry and related set of skills or dispositions, delivered by a professional(s) w ith subject matter and adult learning knowledge and skills. N A EY C and N A CCRRA Early Childhood Education Professional Development: T raining and T echnical A ssistance Glossary

Training • Builds or enhances know ledge and competencies. • Can focus on

Information dissemination. Comprehension of content. A pplication of know ledge or skills, and related attitudes and

dispositions. A naly sis or sy nthesis of content.

• Planned and conducted based on profession standards and assessment of indiv idual, group, and/or sy stem needs.

• Includes interactiv e learning activ ities exercises and instructional aides to teach content that supports defined outcomes.

Coaching Definition Coaching is a relationship-based process led by an expert w ith specialized and adult learning know ledge and skills, who often serve in a different professional role than the recipient(s). Coaching is designed to build capacity for specific professional dispositions, skills, and behaviors and is focused on goal-setting and achievement for an individual or group. N A EY C and N A CCRRA Early Childhood Education Professional Development: T raining and T echnical A ssistance Glossary

Coaching • Supports the dev elopment of specific skills and

practices – focused on a performance-based outcome( s) .

• Collaborativ ely set guidelines and goals.

• Can include questioning, listening, observ ation, reflection, feedback, prompting, modeling and practice.

• Concludes w hen goal achiev ed.

Differences Between Coaching and Training

Training is a learning experience, or series of experiences, specific to an area of inquiry and related set of skills or dispositions, delivered by a professional( s) w ith subject matter and adult learning know ledge and skills.

Coaching is a relationship-based process led by an expert w ith specialized and adult learning know ledge and skills, w ho often serve in a different professional role than the recipient( s) . Coaching is designed to build capacity for specific professional dispositions, skills, and behaviors and is focused on goal-setting and achievement for an indiv idual or group.

Training – Riding a Bike T he trainer might approach the situation by asking y ou to attend a half-day or all-day session to “learn” how to ride a bike. He or she might stand at the front of the room facing y ou and perhaps a group of other people, and show Pow erPoint slides or flipcharts regarding all the aspects of w hat bike riding entails. He/she might use pictures of people riding, and also giv e out handouts w ith the procedural steps of how to ride a bike. He or she might also prepare a hands-on experience w here y ou and the other participants hav e the opportunity to get on a bike and help each other try out some of the things y ou’v e learned. W ith these basics, y ou w ill be sent home to continue try ing out on y our ow n that w hich y ou learned together.

Coaching – Riding a Bike T he coach w ill begin by spending time w ith y ou exploring the reasons w hy y ou w ant to ride a bike in the first place. He or she w ill be checking to see if y ou are truly committed to bike riding and if there are any hidden things w hich w ill stand in the w ay of y our future success. T he coach w ill help y ou develop a picture of w hat successful bike riding entails and then w ill go w ith y ou a few times w hile y ou ride y our bike. During each bike riding session, y our coach w ill check in w ith y ou to determine how y ou are getting along w ith the new process. A fter each bike riding session, the coach w ill help y ou compare y our reality in bike riding to the picture y ou developed and help y ou determine if there are any discrepancies in the tw o. T he coach w ill w ork w ith y ou until y ou have determined that bike riding is definitely for y ou and that y ou have every thing necessary y ou need to be a successful bike rider.

So, What is the Difference?

Activity: Coaching and Training Handout

Considerations for Coaching • M indful planning and preparing.

• Culturally competent coaching practices.

• Strength based approach.

• M ust deal w ith attitudes and beliefs as w ell as know ledge and skills.

• Change is not easy .

• Change happens ov er time.

TIERS OF TECHNICAL ASSISTANCE

Overview of QRIS TA Model

Universal

Targeted

Intensive

Universal TA

Universal • M ost cost effectiv e. • Informational training

sessions to groups. • Content is general and

not indiv idualized for specific groups.

• A lso includes w eb-based information accessible by independent users through their ow n initiativ e.

Targeted TA • Less cost-effectiv e than

univ ersal, more cost-effectiv e than intensiv e.

• Based on needs common to multiple recipients.

• Deliv ered in group trainings and/or w ork sessions.

• Based on identify ing indiv idual program needs, analy zing needs across multiple programs, and grouping programs.

Targeted

Intensive TA

• Least cost effectiv e.

• T A prov ided to indiv idual person or indiv idual program.

• Based on indiv idual needs unique to the program/ person or are best addressed w ithin an indiv idual program.

Intensive

How Does Intensive Technical Assistance Apply to QRIS, QIS and

Trainers? • Used for select indiv iduals or programs.

• Based on indiv idual or indiv idual program needs.

• Based on Q IS/trainers’ resources.

DETERMINING PROGRAMS’ TECHNICAL ASSISTANCE NEEDS

Tools that Guide TA

Activity

What are other ways in which you determine TA needs for programs you have worked with?

EFFECTIVE COACHING STRATEGIES FOR PROVIDING INTENSIVE TECHNICAL ASSISTANCE

Activity

What are some effective coaching strategies you have used for providing intensive TA to programs?

Effective Coaching Strategies • Building rapport to create and dev elop a

supportiv e relationship.

• M utually agreeing to w ork together.

• A sking reflectiv e questions and use open-ended comments.

• Identify ing and building on strengths.

• Setting agreed upon goals that are specific and attainable.

Effective Coaching Strategies Cont. • Onsite support: A ssessments ( program or child) . Observ ations and prov iding feedback.

• E-mail and phone contact. • W eb-based supports. • Review ing materials. • Connecting provider/program to resources: T raining Financial aid Community college courses

CLOSING ACTIVITIES

Review of Topics • Differences betw een coaching and training. • T iers of T A in relation to Q RIS and Q uality

Improv ement Specialists ( univ ersal, targeted, and intensiv e.)

• Effectiv e coaching strategies for prov iding intensiv e T A .

What is One “Take-Away” you Got From this Session?

Questions?

Certificate Stickers

Thank you!