lise fox, university of south florida fox@fmhif patricia snyder, university of florida

Evidence-Based Practices in the Early Childhood Classroom:

The Role of Coaching to Support Implementation

Lise Fox, University of South [email protected]

Patricia Snyder, University of [email protected]

Denise Binder, University of South [email protected]

Early Childhood Coaches

• Create a supportive environment for learning• Jointly examine and reflect on current practices• Help to apply new skills• Within a supportive context, give feedback &

problem-solve challenging situations

• Goal: Assist person to attain competence and confidence to engage in action, self-reflection, self correction, and use of new skills and strategies in other situations as appropriate

(Flaherty, 1999; Kinlaw, 1999; Rush & Shelden, 2006)

Coaching for Implementation: Example EC Professional Development

ID Focus Teacher need and “buy-in”

Evidence-based practices

Provide workshops Passive and active methods

Multiple exemplars of practices

Observe Needs assessment

Set goals and develop action plan

Coach Collaborative relationship

Active methods

Performance feedback

Observe Needs assessment

Revise goals and action plan

Measure implementation Fidelity measures

Measure outcomes Teacher/classroom measures

Child measures

Action Plan

New SkillBuilding

Look and Listen

Evaluate

Reflect andGive

Feedback

L-E-A-R-N: 360° Coaching Framework

Coaching Framework Components

• Entry and Relationship Building

• Goal Setting and Action Planning

• Observation • Debrief, Reflect, and

Feedback

Phases of Coaching• Early Sessions (Sessions 1 to ~ 3)

– Entry and relationship building– Observation– Needs assessment and initial goal setting– Debrief and Feedback

• Reflection• Supportive feedback only

• Latter Sessions (Sessions ~ 4 and beyond)– Continued relationship building– Observation– Goal setting– Debrief and feedback

• Reflection • Supportive and corrective feedback

• Final Session– Strategies for sustaining– Additional resources– Evaluation of coach and coaching processes

Coaching Strategies

• Observing

• Problem-solving discussion

• Goal setting/planning

• Reflective conversation

• Role-play

• Performance feedback (verbal)

• Performance feedback (graphic)

• Side-by-side gestural support

• Side-by-side verbal support

• Modeling• Videotape teacher• Video demonstration• Review teacher’s video• Graphing• Provide materials or

resources• Manipulate environmental

arrangements• Other help in classroom

Format for Observation

• Observe

• Interact

• Make Observation Notes

• Videotaping*

Format for Debrief and Feedback

• Open meeting• Summarize observation and encourage

reflection• Supportive performance feedback• Corrective performance feedback• Targeted support• Support for planned actions • End meeting

Hi Ms Fox ,

This email is meant to summarize our last meeting together, and hopefully wrap up anything we said we would do before we meet again. I know it is sometimes hard for you to see, but I am truly amazed at how much your students have grown in such a short period of time. Look at your little Andy, he heard the clean-up song and started cleaning up his center without anyone prompting or helping him. I wanted to jump out of my chair, awesome! To get the most out of the Pyramid, we have to be sure to use it as a total package. My goal for these emails is always to give you more ideas to create the total package. I know you are working alone most days and are feeling overwhelmed, but take my word for it you have done a great job at creating nurturing relationships, and a high quality learning environment for all your students. 1. All kids really seem to get the circle rules, now we just have to be consistent and purposeful in the way we are teaching the center time rules. Remember to review them with the whole group before they are released from centers, check to make sure they are understanding, and help them to practice each rule during non-crisis times. Most of them know what is expected of them, so we may need to individualize for a couple of our little friends who are having trouble following each rule. 2. Your class is doing a great job at working together and taking turns, hopefully the new sharing book I brought will help them to start working on that skill. It's going to be a hard one for some of them, so you will need to review and give them lots of opportunities to practice with you there to guide them. But I think your idea of selecting one skill to work on at a time is perfect and hopefully they will get this sharing thing figured out quickly. I am planning to see you again on Friday the 26th . Send me an email to confirm this is still good for you. Thanks so much for wanting to work with our project. I know that it is time consuming and you have been working hard on implementation. Its been great to collaborate with you.

Hang in there, thanks for everything you do! Denise

Open the e-mailSummarize from

observation

provide supportive performance

feedback

provide corrective performance

feedback

provide targeted support

support planned actions

end the e-mail

Preliminary Coaching DataInstitute of Education Sciences

R324A070008: Impact of professional development on preschool teachers’ use of embedded-instruction practices

R324A07212: Examining the potential efficacy of a classroom-wide model for promoting social-emotional development and addressing

challenging behavior in preschool children with and without disabilities

Supporting Implementation of Evidence-Based Practices

Evaluating the Potential Efficacy of the Teaching Pyramid Model

Helping early childhood practitioners implement promotion, prevention,

and intervention strategies that support young children's social-emotional competence

and prevent challenging behavior

Helping early childhood practitioners

implement embedded instruction for

preschool children with disabilities

Evaluating the Potential Efficacy of Embedded Instruction for Early Learning

Evaluating the Potential Efficacyof Embedded Instruction for Early Learning

• Public preschool classrooms• Randomized controlled trial group

experimental design• 36 teachers

– 12 teachers workshops + on-site coaching– 12 teachers workshops + self-coaching via web– 12 teachers wait-list control

• 106 preschool children with IEPs (~3 per teacher)

• 5 waves of data collection (completed 6/10)

Complete Learning Trials

• High quality priority learning targets for children

• Emphasize implementation of CLTs

Embedded Instruction for Early Learning: Tools for Teachers

Measures• Workshop Implementation and Fidelity• Coaching Logs and Coaching Fidelity** • Embedded Instruction Implementation Fidelity

– Complete Learning Trials (EIOS)– Quality of Learning Targets (LTRS)

• Classroom Climate and Interactions (CLASS)• Child measures

– Engagement Behavior Observation System (EBOS)– PLS-4– TERA-3– BBCS-3R– PKBS-2

Tools for Teachers

• Workshops– 4 modules – ~16 hrs

• Workbooks and Implementation Guides– 4 modules

• Classroom materials

Similar Components: Different DeliveryOn-site Coaching

(Teacher and Coach)

Entry and relationship building

Learn about the teacher, the classroom and the teachers’ goals, share information about the coaching process, and provide supportive feedback.

Goal setting

Work with teacher to identify personal development goals and weekly implementation goals.

Action plan (problem solving)

Identify weekly goals, develop a plan for successful implementation , and provide resources and supports as needed.

Observation

Observe in the classroom, engage in coaching strategies as needed.

Feedback

Discuss observation, provide supportive and corrective feedback , engage in coaching strategies as needed, support teacher reflection and future planning.

Self-Coaching(Teacher and Web-based Supports)

Entry and orientation to the website

Learn about the website and self-coaching process, explore website features and how to use the web-based supports to coach.

Goal setting

Use the online forms to identify personal development goals and graphing tool plan weekly implementation goals.

Action plan (problem solving) & Resource seeking

Select weekly goals, develop an action plan for weekly goals, and use available resources on web site to problem solve when situations arise.

Self-monitoring

Work toward personal development goals and collect and record data on implementation goals.

Self-evaluation

Use self-coaching checklist to guide evaluation and reflection of goals, and use graphing tool to evaluate implementation .

On-Site Coaching: “Dosage”• 16 coaching sessions per teacher

• Mean duration coaching observation – Early sessions 75.2 min (SD = 24.8)– Latter sessions 72.6 min (SD = 14.2)

• Mean duration coaching debrief– Early sessions 39.8 min (SD = 12.3)– Latter sessions 38.8 min (SD = 11.8)

Coaching Logs: Observation - Early Sessions

Coaching Logs: Observation – Latter Sessions

Coaching Logs: Debrief and Feedback Example

Coaching Fidelity: Example from Fidelity Checklist

Coaching Fidelity Based on Coaches’ Logs

Coaching Fidelity: Interobserver Agreement

Self-Coaching Web Site

Note.a Average number of visits and average time on site based on 10 weeks of data collection. b Average time on site per visit estimated based on the difference between time of log-in and time of last page hit. c Action plan form identified as key form to implement self-coaching process.


• Public school classrooms• Randomized controlled trial group

experimental design• 20 intervention and 20 control teachers• Intervention teachers receive training and

weekly coaching• Control teachers receive training at end of

study• Four waves of data collection

Few Children

Some Children

All Children

The Pyramid Model: Promoting Social and Emotional Competence

and Addressing Challenging Behavior

TPOT Study: Theory of Change

Guides &

Materials

Workshops

Coaching

Teachers’ Frequent and Accurate Use

of TPOT Practices

Children’s Social

Competence

Professional D

evelopment

Contextual Variables


• Measures – Fidelity (TPOT)– Classroom climate, teacher child interactions

(CLASS)– Classroom wide behavior incidences

(observation)– Target child behavior incidences (observation)– Social skills and problem behavior (SSIS)

Training

• 3 days

• Implementation guides

• Classroom materials

Coaching “Dosage”

• Weekly– Observation– Debriefing meeting– Follow-up e-mail

• Number of coaching sessions:– Mean – 13.4– Range – 7-17

21.9

2%

6.39

% 10.5

0%

20.0

9%

55.7

1%

39.8

4%

96.8

0%

15.0

7%

13.7

0%

0%

20%

40%

60%

80%

100%

Strategies Used During Classroom Observations – Session 3 and BeyondCross-Site, Years 1 & 2

0.00

%

80.3

7% 86.3

0%

1.37

%

0.91

%

1.83

%

42.9

2%

81.7

4%

17.3

5%

44.7

5%

15.0

7%

4.57

%

0%

20%

40%

60%

80%

100%

Strategies Used During Coaching Meetings

Teaching Pyramid Observation Tool (TPOT)

• Developed to measure the extent to which Teaching Pyramid practices are being implemented in a classroom

• Three types of Items– Environmental arrangement items (items 1-7)

• Scored yes/no based on observation

– Ratings of practices (items 8-22)• Scored on Likert-type scale based on observation

and/or teacher report

– “Red flags” (items 23-38)• Scored yes/no based on observation

Preliminary Data from Potential Efficacy Study: TPOT

Range for TPOT Indicators: 0 - 118

TACSEI Capacity Building

Building a professional development system for Pyramid implementation

(including the capacity to provide coaching for implementation fidelity)

www.challengingbehavior.org

Capacity Building• State Interagency Team

– Infrastructure– Guide implementation, sustainability, and scale-up

• Master T/TA Cadre– Mentored by TACSEI faculty– Expertise in all aspects of model – Will provide training (of additional trainers and practitioners),

external coaching, guide program-wide implementation, support data collection

• Demonstration Sites– Leadership teams for PW adoption– Internal coaches

• Data System– System and procedures for measuring implementation and

outcomes and using data for decision-making

External Coaching

External Coaching

Demonstration Classrooms

(clusters within center, single classrooms

across centers)

Program-Wide Leadership Team

that includes external Pyramid

coach as the internal coach

Program-Wide Leadership Team

with internal coach (team

member(s) is internal coach)

Pyramid Coach/Trainer

External Train-the-Trainer (initially)External Coaches/Trainers (for sustainability)



Discussion• When should coaching be a part of PD efforts?• What are potential funding mechanisms ?• What validated coaching frameworks are available for

use? • What formats to deliver coaching show promise and

might be used (e.g., live, web-based, e-mail)?• Who might provide coaching?• Do we need different coaching frameworks/formats or

different dosages of coaching for targeted practices (e.g., descriptive praise, pre-correction) versus multi-component interventions?

lise fox, university of south florida fox@fmhif patricia snyder, university of florida

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