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Coaching Families and Colleagues Coaching Families and Colleagues in Early Childhoodin Early Childhood
Dathan Rush, MA, CCC-SLPDathan Rush, MA, [email protected]@ncmail.net
M’Lisa Shelden, PT, PhDM’Lisa Shelden, PT, [email protected]@ncmail.net
http://www.coachinginearlychildhood.orghttp://www.coachinginearlychildhood.org
What is the purpose of early What is the purpose of early childhood intervention?childhood intervention?
Early childhood intervention is to support Early childhood intervention is to support care providers in developing the care providers in developing the competence and confidence to help the competence and confidence to help the child learn.child learn.
§303.12 Early intervention services.§303.12 Early intervention services.
General role of service providers:1) Consulting 2) Training3) Participating in the assessment
Traditional ParadigmTraditional Paradigm
Treatment modelsTreatment models Expertise modelsExpertise models Deficit-based modelsDeficit-based models Service-based modelsService-based models Professionally-centered modelsProfessionally-centered models
(Dunst, 2000)(Dunst, 2000)
New ParadigmNew Paradigm
Promotion modelsPromotion models Capacity-building modelsCapacity-building models Strengths-based modelsStrengths-based models Resource-based modelsResource-based models Family-centered modelsFamily-centered models
(Dunst, 2000)(Dunst, 2000)
Our GoalOur Goal
Promoting the child’s ability to “be and do” Promoting the child’s ability to “be and do” by facilitating the family’s or care by facilitating the family’s or care provider’s ability to enhance the child’s provider’s ability to enhance the child’s development using what development using what theythey consider consider important.important.
(Shelden & Rush, 2001)
“Contemporary best practice might incorporatethe view that therapists need to consider themselves more as advisors, counselors and purveyors of information to families of children with disabilities than as direct care providers, and that they need to maintain a long-term perspective.”
(Campbell, 1997)
Our RoleOur Role
Our RoleOur Role
““The concept is more akin to being a coachThe concept is more akin to being a coachor personal trainer than a hands-on provider.”or personal trainer than a hands-on provider.”
(Campbell, 1997)(Campbell, 1997)
Our RoleOur Role
Service providers should “move to a Service providers should “move to a different position alongside the parent as a different position alongside the parent as a coach rather than a lead player.”coach rather than a lead player.”
(Hanft & Pilkington, 2000)(Hanft & Pilkington, 2000)
Our RoleOur Role
““Itinerant ECSE teachers should be Itinerant ECSE teachers should be prepared to act not simply as consultants to prepared to act not simply as consultants to early childhood teachers but as coaches” early childhood teachers but as coaches”
(p. 42).(p. 42).
(Dinnebeil, McInerney, Roth, & Ramasway, 2001)(Dinnebeil, McInerney, Roth, & Ramasway, 2001)
Frequency issuesFrequency issues
Two hours/week = 2% of total waking hours of a Two hours/week = 2% of total waking hours of a one year old childone year old child
Diapering, feeding, playing=each happen at least Diapering, feeding, playing=each happen at least 2000 times by the child is one year of age2000 times by the child is one year of age
Just 20 everyday activities would equal 40,000 Just 20 everyday activities would equal 40,000 learning opportunities by age one.learning opportunities by age one.
(Dunst, 2001)(Dunst, 2001)
CoachingCoaching
The strategy a primary coach uses to build The strategy a primary coach uses to build the capacity of care providers to promote the capacity of care providers to promote child learning and development in family, child learning and development in family, community, and early childhood settings.community, and early childhood settings.
What is Coaching?What is Coaching?
“Coaching is not telling people what to do; it’s giving them a chance to examine what they are doing in light of their intentions.” (Flaherty, 1999)
What is Coaching?What is Coaching?
“Successful coaching is a mutual conversation that follows a predictable process…” (Kinlaw, 1999)
What is Coaching?What is Coaching?
“Coaching…is defined as an interactive process between…(two people)…that enhances behavior and thought processes….Coaching involves a specialized set of learned skills when interacting with people in everyday (situations). Coaching is developing people on purpose. Coaching involves (the other person) in the process of planning, creating, and problem solving.” (Doyle,1991)
What is Coaching?What is Coaching?
“Coaching is designed to result in effective action and/or personal growth for the (person being coached). It is individualized and based on the theory that each person has a unique knowledge base, and learning preference and styles, therefore, participants progress at their own pace.”
(Wild, Shambaugh, Isberg, & Kaul,1999)
Operational Definition of CoachingOperational Definition of Coaching
Coaching is an interactive process of Coaching is an interactive process of reflection and feedback used to provide reflection and feedback used to provide support and encouragement, refine existing support and encouragement, refine existing practices, develop new skills, and promote practices, develop new skills, and promote continuous self-assessment and learning.continuous self-assessment and learning.
Our DefinitionOur Definition
Coaching in early childhood is an interactive Coaching in early childhood is an interactive process of observation and reflection in which the process of observation and reflection in which the coach promotes the other person’s ability to coach promotes the other person’s ability to support the child in support the child in being and doingbeing and doing. . Being Being with with the partners in life who the child wants and needs the partners in life who the child wants and needs to be with and to be with and doing doing what he wants and needs to what he wants and needs to do. do.
(Shelden & Rush, 2001)(Shelden & Rush, 2001)
BeingBeing and and DoingDoing
For the child, this means For the child, this means beingbeing with the with the partners in life who the child wants and partners in life who the child wants and needs to be with and needs to be with and doingdoing what he wants what he wants and needs to do.and needs to do.
(Shelden & Rush, 2001)(Shelden & Rush, 2001)
For the Learner...For the Learner...
Coaching develops the competence and confidence to Coaching develops the competence and confidence to implement strategies to increase the child’s learning implement strategies to increase the child’s learning opportunities and participation in daily life, knowing opportunities and participation in daily life, knowing when the strategies are successful and making when the strategies are successful and making changes in current situations, as well as, generalizing changes in current situations, as well as, generalizing solutions to new and different circumstances, people, solutions to new and different circumstances, people, and settings. and settings.
(Bruder & Dunst, 1999; Fenichel & Eggbeer, 1992; Flaherty, (Bruder & Dunst, 1999; Fenichel & Eggbeer, 1992; Flaherty, 1999; Kinlaw, 1999)1999; Kinlaw, 1999)
Goal of the CoachGoal of the Coach
The coach’s goal for the learner is sustained The coach’s goal for the learner is sustained excellent performance in which the learner excellent performance in which the learner has the competence and confidence to has the competence and confidence to engage in self reflection, self correction, engage in self reflection, self correction, and generalization of new skills and and generalization of new skills and strategies to other situations as appropriate.strategies to other situations as appropriate.
Your ExperiencesYour Experiences
1.1. What have been your experiences with What have been your experiences with coaching?coaching?
2.2. What made the experience good/bad?What made the experience good/bad?
3.3. What are the most important What are the most important characteristics of an effective coach?characteristics of an effective coach?
4.4. What are the important characteristics of What are the important characteristics of the coaching process?the coaching process?
QuizQuiz
1. When parents and colleagues ask me 1. When parents and colleagues ask me questions, questions,
a)a) I always have the answers. I always have the answers.
b)b) I freak out if I don’t have the answers. I freak out if I don’t have the answers.
c)c) I avoid the question if I don’t have the I avoid the question if I don’t have the answer. answer.
d)d) We work together to discover the answer or We work together to discover the answer or other resources.other resources.
QuizQuiz
2. When a care provider shares an idea with me,2. When a care provider shares an idea with me,
a) I immediately compare that idea to my own a) I immediately compare that idea to my own values, beliefs, and preferences.values, beliefs, and preferences.
b) I evaluate how realistic the idea actually is.b) I evaluate how realistic the idea actually is.
c) I consider the idea in light of the care c) I consider the idea in light of the care provider’s intended outcome.provider’s intended outcome.
d) I immediately agree or disagree.d) I immediately agree or disagree.
QuizQuiz
3. 3. When working with a care provider or When working with a care provider or colleague, colleague, a) I follow the care provider’s or a) I follow the care provider’s or colleague’s lead during a conversation to colleague’s lead during a conversation to determine how I can be helpful.determine how I can be helpful.b) I focus on her issue at that moment then b) I focus on her issue at that moment then go back to my plan for the visit.go back to my plan for the visit.c) I get frustrated when they cannot stay c) I get frustrated when they cannot stay on task.on task.d) I stick to my agenda or plan.d) I stick to my agenda or plan.
QuizQuiz
4. When people describe me, they tend to 4. When people describe me, they tend to use words likeuse words like
a) Supportive, encouraging, and caring.a) Supportive, encouraging, and caring.
b) Busy, rushed, and overworked.b) Busy, rushed, and overworked.
c) Opinionated, directive, and to the point.c) Opinionated, directive, and to the point.
d) Sympathetic, soft-hearted, and d) Sympathetic, soft-hearted, and indulgent.indulgent.
QuizQuiz
5. When working with care providers and 5. When working with care providers and colleagues,colleagues,
a) I tend to tell people what I think they want to a) I tend to tell people what I think they want to hear.hear.
b) I share complete, and unbiased information.b) I share complete, and unbiased information.
c) I give only positive feedback.c) I give only positive feedback.
d) I wait to share difficult information as long as d) I wait to share difficult information as long as I possibly can.I possibly can.
Characteristics of an Characteristics of an Effective CoachEffective Coach
CCompetentompetent OObjectivebjective AAdaptabledaptable CCaringaring HHonestonest
Characteristics of CoachingCharacteristics of Coaching
Joint PlanningJoint Planning ObservationObservation Action/PracticeAction/Practice ReflectionReflection FeedbackFeedback
The Coaching ProcessThe Coaching Process
InitiationInitiation Observation Observation ActionAction ReflectionReflection Evaluation of the Coaching ProcessEvaluation of the Coaching Process
– Continuation Continuation – ResolutionResolution
Continuation
Resolution
Observation
Action
Reflection
Initiation
Evaluation
The Coaching Process(Rush, Shelden, & Hanft,
2002)
Component 1: InitiationComponent 1: Initiation
Identify coaching opportunitiesIdentify coaching opportunities Clarify the purpose and outcomes of Clarify the purpose and outcomes of
coachingcoaching Identify and address any barriers to making Identify and address any barriers to making
the coaching process effectivethe coaching process effective Clarify the ground rulesClarify the ground rules
Component 2: Observation Component 2: Observation
Observation of person being coached (learner)Observation of person being coached (learner) Observation of the coach by the learner to acquire Observation of the coach by the learner to acquire
new skills and strategiesnew skills and strategies Observation of the environment(s)Observation of the environment(s) Self-observations by the learner outside of coaching Self-observations by the learner outside of coaching
sessionssessions Observation of others in the environment by the Observation of others in the environment by the
learnerlearner
Component 3: Action Component 3: Action
Coach models for the learnerCoach models for the learner Learner practices new skillsLearner practices new skills Learner anticipates a behavior, issue, or Learner anticipates a behavior, issue, or
experience to discuss with the coach prior to an experience to discuss with the coach prior to an eventevent
Learner experiences a behavior, issue, or situation Learner experiences a behavior, issue, or situation that precipitates a discussion with the coachthat precipitates a discussion with the coach
Learner uses new skills and strategies discussed Learner uses new skills and strategies discussed with coachwith coach
Component 4: Reflection & DiscussionComponent 4: Reflection & Discussion
Assist the learner in discovering what he already Assist the learner in discovering what he already knows or needs to discover by asking the right knows or needs to discover by asking the right questions in the right wayquestions in the right way– What’s happening now?What’s happening now?
– What have you tried?What have you tried?
– What are you wanting to accomplish?What are you wanting to accomplish?
– How did you decide where to focus?How did you decide where to focus?
– How will you know when you have accomplished it?How will you know when you have accomplished it?
Let’s take a look at…Let’s take a look at…
The Reflective Question FrameworkThe Reflective Question Framework
The Process of ReflectionThe Process of Reflection
Information QuestionInformation Question
Information QuestionInformation Question
Information QuestionInformation Question
ReflectReflect ReflectReflect Reflect = ACTIONReflect = ACTION
ah-haah-ha ah-ha ah-ha
Component 4: Reflection & Component 4: Reflection & DiscussionDiscussion
Provide feedback on observation and/or Provide feedback on observation and/or actionaction
Share information, resources, and supports Share information, resources, and supports such as:such as:– instruction/teaching instruction/teaching – demonstration/modelingdemonstration/modeling– joint problem-solvingjoint problem-solving
Component 4: Reflection & Component 4: Reflection & DiscussionDiscussion
Confirm understanding by the learnerConfirm understanding by the learner– Review what has been accomplished, new Review what has been accomplished, new
actions or strategies to implement, etc.actions or strategies to implement, etc. Provide encouragementProvide encouragement
– Acknowledge the learner’s strengths, Acknowledge the learner’s strengths, commitment, competence, mastery, and commitment, competence, mastery, and accomplishmentsaccomplishments
Component 5: Evaluation of the Component 5: Evaluation of the Coaching ProcessCoaching Process What is the effectiveness of the coaching
relationship? Is the learner receiving the informational, emotional, and material supports needed? (McWilliam & Scott, 2001)
How does the learner view the coaching relationship?
Do I as the coach have the appropriate skills necessary to support the learner for the achievement of the outcomes?
Component 5: Evaluation of the Component 5: Evaluation of the Coaching ProcessCoaching Process
Do I need coaching from other members of my team?
Do we need to change coaches? Am I making a difference (i.e., Is the
learner achieving the outcomes?)
Component 5: ContinuationComponent 5: Continuation
What observations and actions might be helpful for the learner to conduct between coaching visits?
Have you developed joint understanding of what was discussed and agreement upon the actions to be taken?
Are strategies for ongoing communication and feedback in place?
What is the plan for the next coaching session? Is there information or support that need to be
provided between coaching sessions?
Component 5: ResolutionComponent 5: Resolution
Have the desired outcomes been achieved? Is the learner committed to and capable of self-
correction, continuous improvement, and ongoing excellent performance?
Have you reached consensus on an action plan? Have you discussed factors that would necessitate
reinitiation of the coaching relationship?
Common Mistakes in CoachingCommon Mistakes in Coaching
Telling the learner what to doTelling the learner what to do Failing to build the capacity of the learnerFailing to build the capacity of the learner Lack of follow-up with the learnerLack of follow-up with the learner Providing non-specific feedbackProviding non-specific feedback Coaxing versus coachingCoaxing versus coaching Lack of joint planning for actionLack of joint planning for action Missing opportunities to promote further reflectionMissing opportunities to promote further reflection
But what do I do with my hands?But what do I do with my hands?
Only Only TWOTWO reasons exist for hands-on...reasons exist for hands-on... Assessment (to figure out what works)Assessment (to figure out what works) Modeling and teaching (to share new ideas Modeling and teaching (to share new ideas
with learners)with learners)
Application of Coaching Application of Coaching
Role of the PractitionerRole of the Practitioner
Application of CoachingApplication of Coaching
Role of the Service CoordinatorRole of the Service Coordinator Initial ConversationsInitial Conversations IFSP DevelopmentIFSP Development
Family SupportFamily Support
Application of CoachingApplication of Coaching
Role of the Role of the
Early Childhood Teacher Early Childhood Teacher
or Childcare Provideror Childcare Provider
Application of CoachingApplication of Coaching
Role of the FamilyRole of the Family
ReferencesReferences
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References cont.References cont.
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