10/14/2013files.ctctcdn.com/9a69fb8e201/e1a61382-7105-4987-8a02... · 2015. 8. 27. · 10/14/2013 STG International, Inc. 1 STG International, Inc. A member of the National Head Start

10/14/2013

STG International, Inc. 1

STG International, Inc.

A member of the National Head Start Training and Technical Assistance Network

The CLASS, the Coach and the Outcome

1

You will:

Inspire

Motivate

Listen

Guide

Model

in your role as a coach



The Top Ten Welcome

2



Objectives

1. Understand coaching as a form of

professional development to strengthen

teacher child interactions.

2. Explore coaching as it relates to increasing

CLASS scores.

3. Identify next steps to utilize coaching

strategies with teaching staff.

3

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What do you think?

4

What is the most

typical form of PD

experienced by early

childhood

educators?



Practice Based Coaching is:

A cyclical process for supporting

teachers’ use of effective teaching

practices that lead to positive

outcomes for children



What is Practice Based Coaching?

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Practice – Based Coaching

Practice-based coaching occurs in the

context of a collaborative

partnership



Characteristics of A Collaborative Partnership

• Shared understanding about the goals of

coaching

• Posture of support

• Rapport and trust

• Choice

• Ongoing communication and support

• Celebrations



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Shared Goals and Action Planning

• Assess current practices and needs

• Set goals for coaching

• Create a road map for coaching

– Content

– Strategies

CA1





Focused Observation

• Gather information through observation

– Video

– Live observations

• Goal is to understand the teacher’s classroom

and practice

• Implement coaching strategies during

observation as appropriate and in agreement

with teacher

Slide 10

CA1 Create (a) road map for coachingC. Arnold, 4/16/2012

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Reflection and feedback

• Focused on shared goals and action plan steps

• Discuss and reflect on observation and

progress

• Share and consider feedback

• Use support strategies (e.g., problem solving

conversations, review video examples)



Cyclical Process

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Exercise Your Mind

•Watch the video

•Take notes

•Create a coaching

plan



Taking it back and making it work



•Questions

•Evaluations

18

Wrapping Up

Page | 1

Coaching Strategies1

Observation Coaching Strategies

1. Side-by-Side Verbal or Gestural Support: Coach delivers verbal prompts or cues to remind practitioner to use specific strategies or uses non-verbal visual or gestural support to prompt/remind practitioner to use a strategy.

Examples: The teacher is beginning to use a “5-minute countdown glove” for

transitions. Coach says to teacher, “Let Caleb pull off one of the minutes” or “Remember to let Joey pull of the numbers.”

The coach nods her head to confirm the successful use of the visual schedule with the group

2. Problem Solving Discussion:

Verbal interaction between the coach and practitioner designed to lead the practitioner through a systematic process involving identifying the problem, generating options, deciding on a possible solution, implementing the best solution and evaluating the solution.

Example: The teacher and coach may have a brief discussion on the way to the play

ground The coach asks the teacher “Do you think a white board would work for

his schedule?” 3. Observing:

The coach watches and takes notes about the practitioner’s implementation of Pyramid strategies.

4. Videotaping The coach videotapes an activity or teacher interaction for later review and discussion with the practitioner.

5. Modeling:

Verbal, gestural, physical or signed actions that demonstrate how to implement Pyramid strategies. In a modeling situation, the coach works with a child or the class and demonstrates how to do a certain type of action regarding the Pyramid practices.

1 Sources:

Snyder, P. (2009) Coaching Manual for Embedded Instruction for Early Learning: Tools

for Teachers (TfT). Gainesville, Florida: University of South Florida. Hemmeter, M.L., Kinder, K., Artman, K., Snyder, P., & Fox, L., (2009). Coaching

Manual for Classroom-Wide Implementation of the Pyramid Model. Nashville, TN: Vanderbilt University.

Page | 2

Example:

Coach demonstrates how to use an individualized direction or visual schedule by working with a child during a classroom activity, routine or transition.

Coach notices a group of children who are having a difficult time at the computer and prompts the children to go get the solution kit.

6. Helping with Environmental Arrangements:

Coach assists practitioner with creating and/or adapting the environment to support the use of Pyramid strategies. This could include preparing or developing materials, making on-the-spot changes in the classroom, or rearranging the physical space.

De-briefing Coaching Strategies

1. Problem Solving Discussion: Verbal interaction between the coach and practitioner designed to lead the practitioner through a systematic process involving identifying the problem, generating options, deciding on a possible solution, implementing the best solution and evaluating the solution.

Example:

During the observation, the coach notices a target child who has trouble transitioning to music. At the debriefing, the coach and teacher talk a bit about the situation and the coach says, “Let’s think about some ways to make this transition easier for Eric.” Together they brainstorm a few different ideas, the teacher selects one to try, and the coach says she’ll make a point to observe this during her next visit.

2. Reflective Conversation:

Verbal interaction that includes active participation and discussion between the coach and practitioner. The goal is to encourage the practitioner to think about his/her actions, the situation, the strategies she used, the responses of the children, and/or her comfort level regarding implementation of Pyramid strategies. No corrective or directive statements are used. Instead the coach offers a question to encourage reflection. Reflective conversation can focus on perceptions, feelings, interpretations, or use of strategies.

Examples: “Let’s talk about what happened with Bobby this morning. Why do you

think this might have happened today? Let’s think about your schedule. Was there anything different happening today?”

“So I saw you use the new schedule. How was it? Was it comfortable to you?”

“Why do you think Stacy didn’t stick with Circle today? What do you think is going on?”

Page | 3

3. Video Review:

The practitioner and coach review a video vignette from the practitioner’s classroom and then engage in one of the coaching strategies such as: problem solving discussion; reflective conversation; verbal performance feedback; or graphing.

4. Role Play:

A simulated situation that happens between the coach and practitioner that aims to help the practitioner to learn or practice Pyramid strategies during debriefing. In a role-playing situation, both individuals take on a defined role and practice the use of a strategy or a response to a situation. The practitioner may take on the role of the child while the coach demonstrates a strategy, or the coach may take on the role of the child while the practitioner practices a strategy.

Example: The teacher and coach may practice a hypothetical conversation with a parent

during a role play before the teacher meets with the parent. The coach could use role play to practice the use of Tucker the Turtle or

problem solving strategies with the teacher.

5. Demonstration: The coach demonstrates how to implement Pyramid strategies or shares a short video clip that shows implementation of the Pyramid practices.

Example: The coach stands near the visual schedule and tells the teacher,

“During Circle you might say, ‘Ok, Circle is finished. Let’s look at our schedule. Johnny, will you come flip over the piece for me?”

The coach and teacher may view a video from the modules (e.g., solution kit) or video that showcases a strategy the practitioner is learning to use.

6. Helping with Environmental Arrangements:

Coach assists practitioner with creating and/or adapting the environment to support the use of Pyramid strategies. This may include preparing or developing materials, making changes in the classroom, or rearranging the physical space.

Examples: The coach might take pictures of the housekeeping area to help create

center labels. The coach helps arrange a visual schedule.

7. Performance Feedback Verbal:

Coach provides an oral account of the observation. The coach may review details of the observation, summarize strengths and weaknesses (supportive and/or corrective feedback), or provide suggestions and support.

Page | 4

Example: Coach presents an oral overview of data collected during her TPOT

observation Coach comments on Pyramid strategies the teacher has implemented

well, corrects any incorrect implementation, and provides suggestions on making progress towards Action Plan goals.

8. Performance Feedback Graphical: Visual display and specific spoken information about the practitioner’s implementation of Pyramid practices. This may include interpreting and analyzing what the graph says for the practitioner.

Example: The coach might share a graphic analysis of the TPOT and highlight areas

that are strong and next steps for implementation.

9. Goal Setting-Planning:

The coach helps the practitioner identify and write goals related to Action Planning for implementation. Goal setting takes place any time a new goal is developed or new strategies/action steps are added to an existing goal.

Example: During the meeting the coach and teacher identify an area the teacher

would like to work on to improve implementation in her classroom (teaching friendship skills). The coach and teacher identify the steps that should be taken to meet the goal (i.e., develop lesson plans, incorporate books about friendship, add resources), develop a timeline for implementation, and write an Action Plan.

The coach and teacher may expand upon an existing Action Plan by adding a new Action Step (“I noticed there’s not much descriptive praise for friendship skills. How about we add that to the Action Plan for teaching friendship skills?”

The coach and teacher notice that cartoon feelings faces are not working as part of an Emotions Action Plan. They identify the need for photographic faces and add that to the Action Plan resource column.

10. Graphing:

Assisting the practitioner to display, analyze, or interpret data. Assistance may include creating a graph with the data, interpreting the results of the graph, or teaching the practitioner how to interpret the graph.

Example: During debriefing, the coach and teacher create a graph based on behavior

incidence data that the teacher collected. The coach may explain to the teacher how to interpret the graph.

Page | 5

11. Providing Materials:

Coach offers additional items that may help the practitioner learn more about Pyramid strategies and other recommended practices, or the coach may provide materials that may improve implementation of Pyramid strategies.

Example: The coach may suggest the teacher read journal articles or book

chapters that have information about the Pyramid Model. The coach may provide the teacher with materials such as a visual

schedule, center signs, or scripted stories.

www.challengingbehavior.org

A national research demonstration project exploring ways to improve pre-kindergartners’ social and emotional school readiness offers practical insights about coaching as part of professional development. A recently published report on the project* summarizes key findings for early childhood administrators and practitioners. They emphasize coaches’ appropriate knowledge and skills, focused communication, and supported integration of coaching into day-to-day practice.

KEY FINDINGS

• When selecting a coaching model, administrators need to carefully consider the variety of models that are available and choose the model that best suits their particular context.

• Communication about the coaching model and the coaching goals and objectives should include everyone who is involved in the coaching process.

• Successful coaches exhibited a combination of skills in three important areas: knowledge of the program, general coaching and consultation skills, and knowledge of and experience in early childhood development and/or teaching.

• Successful implementation of the coaching model necessitates taking sufficient time to locate skilled coaches, providing support in multiple areas, and training coaches in advance of their work with teachers.

• Teachers need time and privacy in order to reflect on implementation processes with coaches.

• Incorporating coaching into day-to-day practices requires flexibility and is necessary for implementation success.

• Site-level administrators must be actively engaged in supporting and supervising coaching as well as general implementation processes.

• Building an infrastructure that allows for continuous quality assurance and monitoring of the coaching model is essential for high-quality program management.

* Chrishana M. Lloyd and Emily L. Modlin (2012). Coaching as a Key Component in Teachers’ Professional Development: Improving Classroom Practices in Head Start Settings. OPRE Report 2012-4, Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services. http://www.acf.hhs.gov/programs/opre/hs/cares/reports/coaching_key.pdf

COACHING AS A KEY COMPONENT IN TEACHERS’ PROFESSIONAL DEVELOPMENT

NCQTL 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.

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

MAy 03, 2012 V1

http://www.acf.hhs.gov/programs/opre/hs/cares/reports/coaching_key.pdf

Appendix A

Name: Date:

What is happening now? What would you like to havehappen?

f----+

~

What can we do to see it happen?

Action Who When Results

~

The Early Childhood Coaching Handbook by Dathan D. Rush, EdD., CCC-SLP, and M'Lisa L. Shelden, PT, Ph.D,Copyright © 2011 by Paul H. Brookes Publishing Co., Inc. All rights reserved.

Framework for Reflective QuestioningQuestion Question type ,content Awareness Analysis /H Alternatives Action

Knowledge/ What do you know about ... ? How does that compare to what you How could you find out about .. ? How do you plan to learn moreUnderstanding What is your current understanding want to know about ... ? What different things could you do to about ... ?(What you know) of (topic,situation)? How is that consistent with (standards, learn more about ... ? What option do you c~oose? Why?

evidence) ... ? What are other ways to view this for How are you going to put that into place?,Probes (examples): What do you know now after next time?How did you come to believe this? trying ... ? Probes (examples): '

How does that compare with whatWhat resources do you have?

you originally thought? What supports will you need?

Where will you get them?

Practice How are you currently doing ... ? Why? How is that consistent with what you What else could you have done to make What do you plan to do?(What you did) What kinds of things did you do intended to do (wanted to do)? Why? practice consistent with standards?Why? When will you do this?

(have you done so far)? Why? How is that consistent with standards? What would you do differently next What option did you choose?What kinds of things did you try? Why? Why? time?

IiWhat kinds of things are you learning How might you go about doing that? Probes (examples):to do? What types of supports will you need?What different ways could youWhat did you do that worked well? approach this? What resources do you have?

Probes (examples):What would it take for you to be able

Probes (examples): to do ... ?What is the present situation in more What would it take for you to be able What would you need to do personallydetail? to do ... ?Where does that occur most often? in order to do ... ?

When did you first notice this?What would you need to do personallyin order to do ... ?

Outcomes How did that work for you? How did you know you needed to do . What else might happen when you Which option could get the best result?(What the What happenedwhen you did ... ?Why? something else? do ... ? Why? What do you plan to do differentlyresult was)

How effective was it to do that? How did that match (or was different What different things could you have next time?

What did you achieve when you didfrom) what you expected (or wanted) done to get expected outcomes?to happen? Why? What might make it work even better Probes (examples):

that? What types of supports will you need?How do these outcomes compare to next time?What went well? expected outcomes based on What resources do you have/need?

Probes (examples):standards of practice? Where will you get them?

How do you feel about that? What should happen if you're really

What do you think about ... ?doing (practice)?

11' What brought about that result?How much control do you have overthe outcome?

Evaluation What opportunities were useful Probes (examples): What other opportunities would be What opportunities do you want to(Wnat about to you in achieving. . (or in How do you feel about that? useful? access?the process) learning ... )? In what way? How was What do you think about ... ? How will you accessthose opportunities?

it useful? Why?How was that consistent with what

e What supports were most helpful? you expected? Probes (examples):

n; What about the supports were most What resources do you need?

helpful? Where will you get them?

~~~~ -17i1hc..c.c/J:Lv..clJilI1fJilll{LCD.ac/Jjllu flu ndl1oQLi.J.v~D.n.LL1JL1I), .RuJ.:Lh.Le]'I)...1

»"t:I"t:ItD::::sc.--><o:J

1

FOCUSED OBSERVATION

REFLECTION AND FEEDBACK

SHARED GOALS AND ACTION PLANNING

SUPPORTINGEFFECTIVETEACHINGPRACTICES

COLL

ABOR

ATIVE COACHING

PA R T N E R S H I P S

NCQTL

Practice-Based coaching

Head Start has a long tradition of providing professional development to support teachers as they implement effec-tive practices that lead to positive outcomes for children. Coaching is one form of professional development that has shown promise for supporting teachers as they implement effective teaching practices.

The purpose of this document is to present the National Center on Quality Teaching and Learning’s (NCQTL) coaching model. This model has both a research base* and an experience base. We refer to this coaching model as Practice-Based Coaching. Practice-Based Coaching is a model of coaching that includes three components (described below) which are associated with change in teacher practices and associated changes in child outcomes. While the compo-nents are all necessary, the way in which they are implemented may vary. This document will define Practice-Based Coaching and discuss formats in which Practice-Based Coaching can be implemented, and it will highlight and explain the components of Practice-Based Coaching.

What is Practice-Based Coaching?

Practice-Based Coaching is a cyclical process for supporting teachers’ use of effective teaching practices that lead to positive outcomes for children. The coaching-cycle components are (1) planning goals and action steps, (2) engaging in focused observation, and (3) reflecting on and sharing feedback about teaching practices. Practice-Based Coach-ing occurs within the context of a collaborative partnership. Each component in the cycle is designed to inform the actions taken by a coach or teacher during the subsequent component (or throughout the coaching process). The cyclical nature of Practice-Based Coaching emphasizes that expectations, understandings, and desired outcomes of coaching are regularly reviewed and updated. Figure 1 shows the Practice-Based Coaching cycle and illustrates the relationships among the components.

Figure 1. Practice-Based Coaching Cycle

2

For the purposes of this document, it is helpful to define several key terms. A coach can refer to an expert, a peer, or the teacher (self ). Here, an expert is someone who has knowledge and experience in the teaching practices being coached. Although teacher is used to describe the recipient of coaching, Practice-Based Coaching can be used with other individuals who work with young children, such as home visitors, therapists, or teaching assistants. Teaching practice(s) refers to the process of teaching that supports child learning. Examples of teaching practices may include setting up the classroom environment to support learning, designing the schedule, establishing peer buddies to teach social skills, and designing and implementing developmentally appropriate activities. Teaching also includes the use of specific instructional practices that are used to teach within Head Start Child Development and Early Learning Framework outcome domains (e.g., shared book reading for literacy, active exploration for science, peer buddies for social-emotional development) and instructional practices (e.g., wait-time, prompting, reinforcement, fading cues) that teachers use across outcome domains. Practice-Based Coaching can be used to support, improve or refine teaching practices across all domains delineated in the Head Start Child Development and Early Learning Framework.

In What Formats Can Practice-Based Coaching Be Provided?

Practice-Based Coaching can be implemented in different delivery formats. Coaches can be experts, peers, or even oneself. Delivery can be on-site or from a distance. Table 1 shows various options for implementing Practice-Based Coaching. It is also important to recognize coaching may be delivered in a hybrid format. For example, an expert might view a videotaped activity that was uploaded to a website but arrange for a face-to-face debriefing meeting. NCQTL will be developing additional documents about how each format of Practice-Based Coaching can be implemented.

Table 1. Options for Delivering Practice-Based Coaching

Coach

Expert Peer Self

Form

at

On-Site

• Expert comes into the classroom to watch an activity.

• Expert and teacher arrange a time to have a face-to-face meeting.

• Peer comes into the classroom to watch an activity.

• Peers meet in teacher workroom.

• Teacher uses self-guided materials to structure an observation of her teaching practices.

• Teacher uses a checklist to examine own videotaped teaching practices.

Distance

• Expert watches video of classroom activity that teacher uploaded.

• Expert uploads written feedback to shared website and has a conference call to provide specific prompts for reflection.

• Peer reviews a video of classroom activity the teacher has posted to a discussion board.

• Peer and teacher arrange a time to discuss observation via Skype.

• Teacher uses online tutorial to plan an activity to videotape.

• Teacher journals about experiences using a structured online self-coaching tool.

3

What Is Meant by Collaborative Coaching Partnerships?

Practice-Based Coaching occurs within the context of a collaborative partnership. A collaborative partnership refers to the working interactions between a coach and teacher that provide a safe space for teachers to ask questions, discuss problems, get support, gather feedback, reflect on practice, and try new ideas. Coaching is neither evaluative nor judgmental. Practice-Based Coaching is a supportive way to help adults grow professionally.

Developing a collaborative coaching partnership is an ongoing process that develops over time. Collaborative part-nerships are begun and developed by establishing rapport and shared understandings. This might be done through sharing of professional experiences and backgrounds; establishing a set of shared expectations for time commitments and outcomes; or discussing and reaching a mutual understanding of the coaching process and purpose. The coach-ing cycle is designed to strengthen collaboration and should be used systematically. The coaching components re-quire reciprocity, or two-way interactions. Each coaching partnership is individualized to the unique strengths, needs, shared understandings, and desired outcomes of the coach and teacher.

How Is Each Component of Practice-Based Coaching Implemented?

Each component of the Practice-Based Coaching model is described below. All components, taken together, help achieve desired outcomes for improvement or refinement of teaching practices. A summary of the processes involved in each component is provided in Table 2.

Table 2. Practice-Based Coaching components at-a-glance

Component 1: Planning Goals and Action Steps

Component 2: Engaging in Focused Observations

Component 3: Reflecting on and Sharing Feedback about

Teaching Practices

• Assess needs

• Set goals for coaching

• Create an action plan to guide coaching

• Review and update goals and action plan throughout coaching partnership

• Gather information through observation

• Record information about the observation

• Use support strategies for improving or refining teaching practices (e.g., models, prompts)

• Discuss and reflect on observation and progress

• Share and consider feedback

• Use support strategies for improving or refining teaching practices (e.g., problem-solving conversations, creating materials)

Component 1: Planning Goals and Action Steps

This component of the Practice-Based Coaching model includes processes for initial goal setting and action planning and processes for ongoing goal setting and action planning. For initial goal setting and action planning, a needs as-sessment should be conducted. A needs assessment involves gathering data about current teaching practices and determining priorities for enhancement or refinement (Snyder & Wolfe, 2008). The selection of an appropriate needs assessment instrument will depend on the focus of coaching. An important feature of the needs assessment instru-ment is the clear delineation of the teaching practices to be examined.

Based on needs assessment information, a set of goals is developed that guides the creation of an action plan. Goals should be clearly defined, measurable, and achievable within a defined timeframe. Goals provide accountability and allow opportunities to celebrate progress. For example, a coaching goal might be that the teacher wants to increase children’s responses and interactions during storybook reading.

4

During action planning, the steps, resources, and supports needed to reach a goal are specified. The action plan also includes a time frame to review progress on goals. The steps included in an action plan are small, observable tasks or strategies that support accomplishment of the goal. For the above storybook reading goal, sample action steps might be to read articles about shared storybook reading; to read the storybook ahead of time and put sticky notes in the book as reminders for inserting interactive activities; to select books with repetitious phrases that children can repeat; and to have a teacher assistant videotape the story reading for later review. The goals and action plan provide a “roadmap” for the support and feedback that occurs as part of the other components in the coaching cycle. Table 2 highlights the key processes associated with this component.

Component 2: Engaging in Focused Observations

The second component in the Practice-Based Coaching model is engaging in focused observations. The term “observa-tion” refers to the process of gathering and recording information about implementation of desired teaching practices during ongoing classroom activities, routines, and transitions. Focused observations are guided by the goals and ac-tion plan steps described above. Observations are focused, because the information the coach is gathering is specific to the shared goals and action plan steps rather than a more general observation of the class. For example, if the teacher and coach agreed on a goal of improving transitions with an action plan step of the teacher providing specific reminders of expectations prior to transitions and providing positive feedback for children who are meeting expec-tations, the coach would observe and record information on these targeted actions by the teacher. There are many different ways to engage in focused observations, including live observation by the coach, reviewing videotape of the teacher in the classroom, or self-monitoring on the part of the teacher. Focused observations may include the coach providing support to improve and refine teaching practices. This support might include strategies such as the coach modeling an instructional practice, providing a verbal prompt, or offering quick suggestions. Coaches, whether expert, peer, or self, use a range of strategies that support using effective teaching practices during ongoing classroom activi-ties, routines, and transitions. The strategies are selected based on the action plan steps and discussion between the coach and the teacher.

Component 3: Reflecting on and Sharing Feedback about Teaching Practices

The third component of the Practice-Based Coaching model focuses on (a) mutual consideration of the support strate-gies used and information gathered about teaching practices to identify successes, challenges, and areas for addition-al improvement or refinement (i.e., reflecting on teaching practices); and (b) sharing feedback about implementation of support strategies and implementation of teaching practices. This component happens in the context of a debrief-ing “meeting.” A debriefing meeting is a time to communicate about progress and challenges, and make plans for future meetings and observations.

Reflecting on teaching practice involves taking time to think about what was effective and what was a barrier to im-proving or refining implementation of teaching practices. Reflection encompasses consideration both of the feedback and the support experiences.

Sharing feedback about teaching practice involves providing information about performance that is both supportive and constructive, and is intended to help achieve identified goals and improve or refine teaching practice. Supportive feedback is used to recognize and encourage successful implementation of teaching practices. Supportive feedback connects information from the observation with the goals and action plan steps to illustrate progress toward desired outcomes. Constructive feedback is used to help recognize opportunities for improving or refining teaching practices. The goal of delivering constructive feedback during a debriefing session is to address the jointly identified teacher goals based on the focused observation by the coach and reflection on practice by the teacher. Constructive feedback supports teachers in applying strengths to areas of need. Constructive feedback should be conversational and specific and provide ideas for strengthening practice implementation.

There are different ways to reflect on and share feedback about teaching practices. For example, reflection might occur through journaling, while watching a video of practice, or in conversation. Feedback could take the form of written notes or emails, graphical representation of progress, or discussion. As in the previous component, support strategies are also used during reflection and feedback to improve or refine effective teaching practices. Examples of support strategies include role-playing, problem-solving conversations, or provision of materials and resources.

5

How Does the Coaching Cycle Continue?

As part of the debriefing meeting, information from the processes associated with reflection and feedback lead the way to engaging in ongoing goal setting and action planning, associated with Component 1.

For ongoing goal setting and action planning, the existing goals and action plan are reviewed and updated. Updating the goals and action plans might include continuing with the same goals and revising the action plan, revising the selected goals and updating the action plan, or identifying new goals and creating a new action plan. At some point during the ongoing process, the original needs assessment might be reviewed or updated to determine new priorities.

References

Conroy, M.A., Sutherland, K.S., Vo, A., & Whalon, K. (n.d.). BEST in CLASS Coaching Manual. Unpublished document, University of Florida, Gainesville, FL (Project Number R324A110173).

Hemmeter, M.L., Fox, L., & Snyder, P. (n.d.). Coaching manual for implementing teaching pyramid practices in preschool classrooms. Unpublished document, Vanderbilt University, Nashville, TN (Project Number R324A070212).

Snyder, P., McLaughlin, T., Hemmeter, M.L., Sandall, S., McLean, M., & Rakap, S., & Embedded Instruction for Early Learning Project. (n.d.). Coaching preschool teachers to use embedded instruction practices. [Manual and Coaching Protocols]. Unpublished instrument. College of Education, University of Florida, Gainesville, FL (Project Number R324A070008).

Snyder, P., & Wolfe, B. (2008). The big three process components of effective professional development: Needs assessment, evaluation, and follow-up. In P.J. Winton, J.A. McCollum, & C. Catlett (Eds.), Practical approaches to early childhood professional development: Evidence, strategies, and resources (pp. 13-51). Washington, DC: Zero to Three Press.

Content of this document is based on findings from the following federally funded grants: R324A07212 and R324A070008

NCQTL 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.


MAy 20, 2012 V1

Teacher-Coach Agreement:

Implementing the Pyramid Model for Social-Emotional Competence in Young Children

Coaches Responsibilities: As I coach you to implement the Pyramid Model with fidelity, I commit to:

Maintain your confidentiality.

Observe you during your different daily routines.

Watch, listen, and lean from you about your educational beliefs and values.

Focus on your strengths, your emerging skills, and your individual professional goals for implementing the Pyramid Model.

Use a variety of tools to assess your strengths.

Offer guidance and support that will address emerging skills identified on the TPOT and the Inventory of Practices.

Understanding your unique learning style, so that I can adapt my coaching to your individual needs.

Support you in creating your professional development plans in areas that you prioritize for your growth.

Follow through to encourage systematic teaching practice changes.

Be organized and prepared for our monthly teacher-coach meetings to review progress and revise goals.

Be approachable and trustworthy. I commit to being respectful, non-judgmental, and supportive in all our coaching interactions in order to contribute to a positive collaborative relationship. Teacher’s Responsibilities: As I work with you to implement the Pyramid Model with fidelity, I commit to:

Build positive relationships with my children, families, peers and the coach.

Design supportive environments that will encourage children’s positive behavior.

Learn to implement the variety of social-emotional strategies imbedded into the Pyramid Model.

Recognize when a child’s behavior indicates the need for individualized intensive interventions.

Collaborate as a team with every adult who is influential in the child’s life when creating a functional behavior plan.

Provide the coach with a self-assessment on the Inventory of Practices when requested.

Take charge of prioritizing my own goals identified as emerging skills on the TPOT and the Inventory of Practices.

Work to successfully implement changes in my teaching practices.

Be organized and prepared for our monthly teacher-coach meetings.

Be approachable and trustworthy. I commit to being open to suggestions, ready to ask for what I need, and willing to change my teaching practices when skills have been identified in order to contribute to a positive collaborative relationship. _________________________________ ____________________________________ Signature of Teacher Signature of Coach

www.challengingbehavior.org

TOP 10 TIPS FOR COACHES

NCQTL

Build the relationship: It will be time well spent.A trusting, supportive relationship will be key to the success of coaching. Take time to get to know the teacher and the classroom. This will make your coaching more relevant and more salient for the teacher. Be willing to pitch in and be an extra set of hands in the room when needed. Coaching is a partnership and the more you know and understand the classroom, the more you can support the teacher. And all of this contributes to building the supportive relationship that will be the context for your coaching.

Share successes: Build on the positive.We all like to feel encouraged! Notice what is going well, comment on it, and then build on it. Using a strengths-based approach to coaching prevents teachers from feeling their coach is going to “fix” them. Instead, the goal is to work together to become more fluent in existing practices and learn new skills.

Map it out: Use an action plan as a roadmap for your coaching journey.Work with the teacher to create an action plan to help guide your coaching. What practices would he or she like to work on first? What steps are needed to put the targeted practice into place? Breaking new practices into smaller steps can make the process of change less overwhelming.

Provide supports: Give materials and ideas to support teacher needs.Sometimes offering a material such as a rules poster or a visual schedule at a coaching meeting is the jump start for getting a good strategy in place. Be sure to model what to do with the material you provide …or it may end up in a drawer instead of being used in the classroom. Avoid providing too many materials or ideas at one time, so the teacher can focus on what is most important to implement.

Be transparent: Highlight coaching as part of professional development right from the start. It is important that teachers are prepared for coaching. Everyone involved should know the expectations and goals of coaching, before coaching begins. If coaching follows a training or workshop, discuss how the content delivered might become the focus of action plan goals. Present coaching as the “bridge” between hearing about new practices and implementing them in the classroom.

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Be prepared: Keep some helpful phrases handy.Being a coach can leave you at a loss for words at times! Having a few key phrases handy can really help when you are not sure what to say next. Some tried-and-true favorites include: “Let’s just give it a try,” “Tell me more about…,” “What can we do to make this practice easier to implement?,” “How do you think circle went today?” and “What have you tried so far?”

Anchor it: Use data to anchor your observation and feedback.Using data is a way to be objective when providing feedback. You can use assessments that your program is already using, such as the CLASS, ECERS, ITERS, or ELLCO; or consider collecting data on specific behaviors, such as child engagement or instances of challenging behaviors. Having something to base your coaching on gives you focus and makes feedback more objective and meaningful. Regardless of your tool, using data to provide some concrete evidence of progress can be very rewarding. It takes some getting used to, but data can be very powerful—many times teachers start asking to see more!

Be patient: Change takes time.When the goal of coaching is changing teacher behaviors—it takes time. In order for meaningful change to occur and maintain, ample time is needed not just to learn a new skill, but to practice using it. Some behaviors are easier than others to change. Depending on the teacher’s beliefs or years of experience, some practices may take a greater time commitment from both the coach and teacher.

Find the right fit: Just like teaching, coaching isn’t “cookie cutter.”Know that the strategies you use, approaches you take, and the relationships you build will vary depending on the personalities involved, skills you are building, and the needs of the classroom. For example, you may have one teacher who wants the coach to mostly observe and offer suggestions, while another teacher wants the coach to do more modeling and demonstration. How you support each teacher will depend on their skills, their needs, and their preferences. This is what makes coaching difficult, but also makes it exciting!

Connect with a community of coaches: Share successes and challenges.Network with other coaches to get support along the way. Being able to share “coaching highs” and work through “coaching lows” is crucial. Whether it is bouncing ideas off of each other, sharing materials, or just helping work through an issue—coaches can learn a lot from each other!

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.


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What can we do to see it happen? Action Who When Results

What is happening now?

What would you like to have happen?

Using the Framework for Reflective Questioning what are 4 questions you might use during this process and why did you choose them?

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Documents

10/14/2013files.ctctcdn.com/9a69fb8e201/e1a61382-7105-4987-8a02... · 2015. 8. 27. · 10/14/2013 STG International, Inc. 1 STG International, Inc. A member of the National Head Start