inclusion institute 2015...

5/6/15

1

PRACTICE-BASED COACHING: RESOURCES AND SUPPORTS FOR IMPLEMENTATION

2015 NATIONAL EARLY CHILDHOOD INCLUSION INSTITUTE PATRICIA SNYDER AND MARY LOUISE HEMMETER

WORKSHOP OBJECTIVES

Practice-based coaching (PBC) helps practitioners implement effective interactional and teaching

practices. (Emphasis on practices!) Workshop Objectives: •  Define and describe evidence-informed approach

to coaching –  Practice-based coaching (PBC)

•  Analyze key components and processes of PBC •  Discuss implementation issues and resources to

support implementation

Common Agreements for Our Time Together

ü Silence phones, please. ü Limit sidebars during whole group. ü ENGAGE ü Take care of yourself. ü Others?

5/6/15

2

Getting to Know Our Group

1.  Your group’s combined years of experience in early childhood.

2.  Roles held by group members in support of inclusive practices.

3.  Your group’s combined years of experience as a coach.

4.  Your combined hobbies.

HOW DO YOU VIEW COACHING?

Work for 3 min together to complete the

analogy below:

Coaching is like ___________because

____________.

DEFINING PBC

5/6/15

3

PRACTICE-BASED COACHING

Practice-based coaching is a cyclical process for supporting teachers’ use of effective interactional teaching practices

that lead to positive outcomes for children

Coaching-cycle components: (1)  planning goals and action steps

(2) engaging in focused observation (3) reflecting on and sharing feedback

about teaching practices.

Practice-Based coaching occurs within the context of a collaborative partnership

Effective Teaching Practices

Practice-Based Coaching •  Focused on effective

teaching practices •  Based on

collaborative partnerships.

•  Guided by goals and a plan for refinement and action.

•  Assessed through focused observation.

•  Supportive of teacher growth through reflection and feedback.

•  Coaches use research-‐based strategies to support adult learning and prac;;oner competence and confidence

Quality Coaching

•  Teachers and staff use effec;ve curricula and research-‐based interac;onal and teaching prac;ces

Quality Teaching •  All children learn

important skills

•  School readiness outcomes achieved

Quality Learning

PBC TO SUPPORT CHILD LEARNING

5/6/15

4

PREPARING AND SUPPORTING COACHES

PRIMARY CONSIDERATIONS

1.  Focus on a teaching practice or set of

teaching practices 2.  Use PBC framework and essential

coaching “components” that support implementation of teaching practice(s) as intended

WHAT DO WE MEAN BY PRACTICES?

5/6/15

5

PRACTICE

•  Specific statement of the action or behavior of a teacher or caregiver that involves manipulating the physical, temporal, interactional, or instructional environment to support child adaptation, competence, or learning.

•  Actions or behaviors (practices) are observable and measurable.

IN PBC, MAKE PRACTICES EXPLICIT FOR COACH AND

COACHEE!

SR Goal: Children will develop and demonstrate positive interactions and relationships with adults and peers.

Screenshot from: NCQTL Tools for Supervisors – Fostering Connec8ons In-‐service Suite

5/6/15

6


Screenshot from: Classroom Assessment Scoring System (CLASS; Pianta et al., 2008).

The teacher displays posi;ve affect labels his/her emo;ons and the emo;ons

of children


Screenshot from: CSEFEL Inventory of Prac8ces

Greets children by name upon arrival

Provides inten;onal opportuni;es to greet

peers by name


Screenshot from: Early Childhood Environment Ra;ng Scale (ECERS-‐R; Harms et al, 2005)

Adults will provide specific praise when children interact

posi;vely with peers.

“Tomas I like the way you gave Sam a turn with your truck. Great

sharing!”

5/6/15

7

Individual Planning

•  Look at the Coaching Practices Strengths and Needs Assessment

•  If you are already coaching, fill it out •  If you aren’t coaching yet, reflect on

your possible areas of strength and challenge

•  Based on your needs assessment, note the specific knowledge or skills you would like to gain from this workshop

COLLABORATIVE PARTNERSHIPS

Practice-Based Coaching

EffectiveTeachingPractices

Focused ObservationShar

ed G

oals

and

Actio

n Pl

an

ning

Reflection and Feedback

Co

l la

bo r a t i v e C o a c h i n g P a r t n e r s h

i ps

It all begins here

5/6/15

8

Characteris;cs of a Collabora;ve Partnership

Shared Understanding

Mutual Support

Communication

CELEBRATIONS!

Coaching and Supervision

Establish coaching as a safe place:

• Non-evaluative environment. • Strong collaborative partnership. • Clearly defined roles. •  Transparent data collection.

Culture and Coaching

•  Practice cultural sensitivity - Examine own cultural beliefs and biases - Use clear communication strategies

•  Build trusting relationships - Observe, listen, reflect, and respond

•  Address diversity issues - Learn about culture

5/6/15

9

Collaborative Partnership Challenges

•  Read your scenario and discuss with your group how the coach could build a collaborative coaching partnership with the teacher.

•  Write your group’s ideas on the chart paper.

1. Get to know the teacher

2. Connect to other professional development experiences

3. Establish yourself as a resource

4. Jump in and help

5. Appreciate teachers

6. Develop a coaching agreement

What does it take to build

a strong partnership?

5/6/15

10

NEEDS ASSESSMENT, GOAL SETTING, ACTION PLANNING




ed G

oals

and

Actio

n Pl

an

ning


Co

l la


i ps

Component 1

I want to support effective teaching

practices. How do I know where

to start?

•  Identification of practices that will be the focus of coaching

5/6/15

11

What teaching practices do you see?

Needs Assessment Forms

Information Might be Gathered About

1.  How often a teaching practice is used (frequency)

2.  How well a teaching practice is implemented (quality)

3.  How confident a teacher is when using a teaching practice (self-efficacy)

4.  What a teacher believes about how a practice impacts children’s learning (teacher beliefs)

5/6/15

12

Prac&ce

I am doing this now… Not at all All the &me

I want to do this… Not at all All the &me

Difference between current use and desired

use

1.   I clearly teach, explain, and review the classroom rules and behavior expecta&ons with children.

1 2 3 4 5 1 2 3 4 5

How ODen?

Prac&ce Never Seldom Some-‐;mes

Usually Always Change needed?

Priority (1-‐5)

Notes

1.   Do you clearly teach, explain, and review the classroom rules and behavior expecta&ons with children?

1 2 3 4 5 Yes No

How often a teaching practice is used

How confident a teacher is when using a teaching practice

Prac&ce I am

confident using this prac&ce.

I would like to use

this prac&ce more oDen.

How much support do I need to help me use

this prac&ce?

1.   I clearly teach, explain, and review the classroom rules and behavior expecta&ons with children.

Yes No Yes No A lot Some A ligle

None

Identifying Teaching Practices and Creating Needs

Assessments •  CLASS •  TPITOS or TPOT •  ITERS or ECERS •  PIWI •  CSEFEL Inventory of Practices •  NCQTL Inservice Suites •  ELLCO •  Embedded Instruction for Early

Learning •  Others?????

5/6/15

13

Needs Assessment Goal

•  Once you have gathered information about a teacher’s use of teaching practices, you can work together to set shared goals.

Goal Setting

•  Process for identifying practices that will be the target of coaching and type of goal (e.g., know more about a practice, do it more often, do it better, be more confident)

•  Informed by needs assessment and other sources of information (e.g., observations)

•  Facilitates coaching

Why are Shared Goals Important?

•  Give coachee and coach a common starting point

•  Create shared expectations

•  Identify teaching practices that are the focus of coaching

5/6/15

14

How should goals be written?

•  Specific teaching practice

•  Observable

•  Achievable within a defined time-frame

Examining Goals •  A teacher is concerned about a few students

who tend to be withdrawn. Her goal:

– I will promote peer interactions during daily routines.

Does it target a specific teaching practice? How will we know when it has been met? Does the teacher know exactly what to do? Is it realistic in the context of this classroom? Does the goal let the teacher know when to use this teaching practice?

Let’s Compare

I will promote peer interactions during daily routines.

I will promote peer interac&ons during snack, lunch, art, and center &me by grouping children who are more outgoing with with Jason, Chandra and Keith.

5/6/15

15

Let’s Practice

Examining Goals •  A teacher and his students struggle with daily

routines. His goal:

– I will use a visual schedule to remind children of daily activities.

Does it target a specific teaching practice? How will we know when it has been met? Does the teacher know exactly what to do? Is it realistic in the context of this classroom? Does the goal let the teacher know when to use this teaching practice?

Let’s Compare

I will use a visual schedule to remind children of daily activities.

I will use the visual schedule to remind children of daily ac&vi&es during morning circle, before centers, aDer lunch, and before we go outside.

5/6/15

16

Learn More &

Try it Out

I will learn how to make a visual schedule for

specific classroom activities and will help children use

these types of schedules to

complete activities and tasks.

Do It More Often

I will use a visual schedule to remind

children of daily activities during morning circle, before centers, after lunch, and

before we go outside.

Do It Better

I will go over the daily schedule at the beginning of

the day and briefly review the schedule periodically to show

children what we are about to do so children will know what to expect.

5/6/15

17

Do It Differently

I will make a visual schedule that can be changed as needed so that activities can

be removed or turned over when

they are finished. (My current schedule has

fixed pictures and words).

Goal Action Plan

•  Once you have established the goal,

develop an action plan outlining the steps needed to achieve the goal

Needs Assessment Goal

What is in an Action Plan?

• Goal(s) • Action steps • Goal achievement statement

• Timeframe • Supports or resources

5/6/15

18

EXAMPLE ACTION PLAN FORMAT

Adapted from: Snyder, P., Hemmeter, M. L., Sandall, S., McLean, M., Rakap, S., Emery, A. K., McLaughlin, T., & Embedded Instruc;on for Early Learning Project. (2009). Coaching preschool teachers to use embedded instruc8on prac8ces [Manual and Coaching Protocols]. Unpublished guide. College of Educa;on, University of Florida, Gainesville, FL.

Is Your Action Plan Practice-Based?

•  Finish the 15-minute in-service on Thick and Thin Conversations

•  Observe Riley and count the number of times I use specific praise for her positive behavior.

•  Observe in Marchia’s room to get ideas for the block area

Let’s Practice

5/6/15

19

Tanya and Sandra

1.  Read the case example

2.  Review the completed needs assessment and current action plan.

3.  Work with a partner to –  Decide which practice you think Tanya

and Sandra should target –  Write a goal for that practice to guide

coaching –  Write an action plan for your goal

Let’s Review

Shared Goals and Action Planning

Step 1: Collect needs assessment data Coach Teacher/Family Child Care Provider

•  Formal observa;ons (e.g. CLASS, ECERS, ITERS, Infant/Toddler Responsive Caregiver Checklist, ELLCO, CHELLO)

•  Informal observa;ons •  Child assessment data •  Needs assessment form

•  Personal reflec;on •  Needs assessment form

5/6/15

20


Step 2: Use needs assessment data to generate a goal •  Teacher and coach discuss their needs

assessment forms (teacher goes first) •  Identify three possible teaching

practices to work on as part of coaching

•  Pick one practice and write a goal


Goals should be: •  Specific •  Observable •  Achievable (What?, When?, How?, How often?, With Whom?)


Step 3: Collaborate to write an action plan that includes: •  Goal •  Goal achievement statement •  Action Steps •  Resources needed •  Timelines

5/6/15

21

FOCUSED OBSERVATION




ed G

oals

and

Actio

n Pl

an

ning


Co

l la


i ps

Component 2

•  Different ways to observe, support, gather and

record practice implementation

•  Be objective and specific

FOCUSED OBSERVATION

5/6/15

22

LET’S WATCH

DEBRIEF OBSERVATIONS

•  What did you observe?

•  How did you record your observations?

•  What were you thinking and feeling during this observation?

WHAT MAKES AN OBSERVATION “FOCUSED”?

•  Gathering information guided by current action plan goal

•  Recording information related to

current action plan goal

•  Beginning to plan feedback about implementation of action plan

5/6/15

23

Carleen has been a lead teacher for three years. This is her first experience having a coach. Along with the other classrooms in her center, she is working on putting teaching practices into place that will help prevent challenging behaviors, making it easier to target school readiness goals. Through the needs assessment process, she and her coach identified classroom management and transitions as areas she struggled with. She set a goal to implement positively stated classroom rules, and is working on that action plan. Her current action plan focuses on transitions. Before this action plan began, the children would come up at the same time to choose an area, causing conflicts between children and a general sense of chaos. This is your first focused observation after you worked together to develop this action plan.

Case Study

Recording Observations

•  What data will you collect?

•  What is the purpose for collecting this data?

•  How will you collect it?

5/6/15

24

COACHING LOG

Teacher:

Coach:

Date:

Time spent in observation: Time spent in meeting:

Observation focus: What I observed:

What I want to share:

Follow up needed:

•  Time spent •  Observation •  Debriefing

•  Observation focus •  What I observed •  What I want to share •  Follow up needed

EXAMPLE OBSERVATION FORM

Debrief Observations

•  What did you observe?

•  How did you record your observations?

•  What were you thinking and feeling during this observation?

•  What was different the second time?

5/6/15

25

EXAMPLE NOTES…

•  What you observe: – Rule review tally:

•  Before large group •  Before centers •  Before playground

•  What you might want to share: – You reviewed the rules before large group

and centers. Would it be helpful to review them before playground? How do rules apply outside?

Coaching Strategies during Observation

•  Observation* •  Side by side verbal or gestural support •  Problem solving discussion •  Videotaping •  Modeling •  Other help in the classroom

What happens if… Walk and Talk Activity

What if…. 1.  Something else “pops” up during the

observation?

2.  The teacher talks to the coach off topic through the observation?

What other challenges might coaches face during an observation?

5/6/15

26

1.  Don’t abandon your focus

2.  Remind teacher of the goal

3.  Structure the observation – follow a routine

OBSERVATION HOW WOULD YOU RESPOND?

REFLECTION AND FEEDBACK




ed G

oals

and

Actio

n Pl

an

ning


Co

l la


i ps

Component 3

5/6/15

27

Reflection/feedback meetings Use this time for… •  Discussing the observation •  Reflective conversation •  Problem-solving discussion •  Providing information •  Video review •  Role Play •  Demonstration (live or video) •  Graphing •  Helping with environmental arrangements •  Providing materials

Who Reflects?

Teacher •  Events •  Activities •  Child response •  Growth in

practice

Coach •  Teacher effort •  Teacher

behavior •  Teacher skills •  Teacher activities •  Child responses

REFLECTION Encourage, affirm and acknowledge:

•  Strengths-based Conversational and reciprocal:

•  Open-ended prompts •  Structured feedback based

on reflection •  Grounded in data/

observation •  Connected to action plan •  Combine challenges and

support

5/6/15

28

REFLECTION STARTER PHRASES

•  Objective questions – What happened when ? – What have you tried with ?

•  Interpretive questions – Why do you think ? – What do you think would happen if ?

•  Comparative questions – Knowing that, what would you do next

time…? – How did that compare to ?

•  Encourage, affirm & acknowledge – Strengths-based – Direct, specific, and objective

•  Conversational & reciprocal – Grounded in data/observation – Connected to action plan

•  Transactional – Feedback leads to reflection

FEEDBACK

Let’s practice!

•  What questions would you ask Carleen to encourage reflection after your focused observation?

•  Practice what you would actually say!

5/6/15

29

Effective FEEDBACK IS…

•  Planned

• Focused

• Supportive

• Constructive

• Specific

•  Non-attributive

TYPES OF FEEDBACK

•  Supportive Feedback –  Based on teachers’ successful implementation of coached

teaching practices OR general positive aspects of teacher’s behavior AND always include data based on the observation or specific action plan goals

•  EX: You asked open-ended questions on 10 different occasions during story time. The children came up with some very creative responses as a result.

•  Constructive Feedback –  Mention adjustments or changes that need to be

made with a constructive intent. •  EX: “To really see changes in Jaime with respect to smooth transitions, it

might be helpful if you got down to his eye level and touched him to give him directions.” “I wonder what would happen if you reviewed the rules with him immediately before going outside.”

Supportive FEEDBACK STARTER PHRASES

•  “You really got it when you .”

•  “I noticed that you did ,that really worked well for keeping the children engaged.”

•  “It was great to see .”

•  “I saw you do ___. It was a perfect example of ____.”

5/6/15

30

Supportive Feedback Example

Let’s practice!

•  What supportive feedback would you give to Carleen after your focused observation?


How to deliver a constructive message…

1.  Start with what you observed regarding the targeted teaching practice.

2.  Give information and suggestions for improving the practice.

3.  Ask the teacher to reflect on other ways to improve the practice.

4.  Provide resources to support implementation.

5/6/15

31

Constructive FEEDBACK STARTER PHRASES

•  Tell me a little bit about – what you were thinking when you … – what you were thinking when Mikel …

•  One way I’ve observed this handled effectively is when the teacher…

•  Something that you might try…

Constructive Feedback Example

Let’s practice!

•  What constructive feedback would you give to Carleen after your focused observation?


5/6/15

32

FEEDBACK

•  Attributive

–  You are so patient

–  You are so thoughtful

–  I love how creative you are, the art activity was great

•  Non-Attributive

–  You waited 10 seconds for Emily to get the puzzle piece in and when she did it, she was so proud

–  I saw that you thanked your teaching assistant for helping several times. That provides a great model for the children

–  Using the glitter with the paper flowers and photographs really kept all the children engaged in the activity

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

EXAMPLE: DATA-BASED FEEDBACK

•  Insert Chart here

5/6/15

33

Email Feedback •  Positive statement about observation

•  Supportive feedback for teacher’s implementation based on observation

•  Suggestions for improving implementation

•  Provide ideas and resources

•  Close with encouraging statement

IMPLEMENTATION ISSUES AND RESOURCES




ed G

oals

and

Actio

n Pl

an

ning


Co

l la


i ps

5/6/15

34

5/6/15

35

COACHING COMPANION FEATURES



5/6/15

36

REVIEW: PBC COMPONENTS AT-A-GLANCE

From: Na;onal Center for Quality Teaching and Learning (2012). Prac8ce-‐based coaching.

WHAT WILL YOU DO NEXT?

•  How will you make your ‘coaching garden’ grow?

•  List 1or 2 things that you will do in the next week related to this workshop & coaching.

THANK YOU!

•  Additional information on PBC can be accessed from the NCQTL webpage: http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching/center/development

•  Questions or comments about this workshop email: – [email protected] – [email protected]

5/6/15

37

For more Information, contact us at: [email protected] or 877-731-0764 This 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.

inclusion institute 2015...

Documents