Coaching for Competence Coaching for Competence & Competent Coaching& Competent Coaching

Michelle A. Duda, PhDKaren A. Blase, PhDDean L. Fixsen, PhD

Barbara Sims, MAFrank Porter Graham Child Development Institute

University of North Carolina at Chapel Hill

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SPDG Directors Webinar

September 10, 2013

Acknowledgements-SISEP Coaching for Acknowledgements-SISEP Coaching for Competence and Impact CommunityCompetence and Impact Community

Susan Barrett-(MD-PBIS) Kimberly Ingram-West (OR Department of Education) Kimberly Yanek (VA Effective School-wide Discipline) Jennifer Coffey (OSEP) Ellen Nacik (MN Department of Education/PBIS Center) Cynthia Cave (VA Department of Education) Wayne Barry (VA Department of Education) Pam Williams (MO Department of Education) Butler Knight (VA Effective School-wide Discipline) Karen Blase (National SISEP Center) Bobbie Burnham (MN Department of Education) Pandora Taylor (IL Project Choices) Chris Wasick (IL Project Choices)

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(R. Elmore, 2002)

“For every increment of performance I demand

from you, I have an equal responsibility to provide you with the capacity to meet that expectation”

Goals for TodayGoals for TodayWhat is Coaching for Competence

and Impact?Strategies and tools to support

competent coaching and coaching for competence:◦ Defining “Types of Coaching”◦ Coaching Staff Inventory◦ Use of Practice Profiles◦ Coaching Driver Best Practice Assessment

Lessons Learned and Future Directions4

Big IdeaBig Idea

As leaders, how do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time?

1. Develop Staff Capacity- Focus on skill development of individual educators2. Build Organization Capacity-

Focus on systems that support strong collaborative work cultures

3. Create Leadership Capacity- Focus on building leadership across individuals

Student BenefitsStudent Benefits

© Fixsen & Blase, 2007

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Integrated & Compensatory

Technical Adaptive

Staff

Com

pete

nce

Organization Supports

Leadership

Applies to individuals implementing EBP/EII

Applies to coaches supporting individuals implementing EBP/EII

“We hear that coaching is

important, but what is

coaching?”

Common Challenge #1Language and Expectation Barriers

Commonly Used TermsCommonly Used TermsCoachingMentoringConsultationPeer SupportExternal CoachingInternal CoachingSupervisionOthers?

Coaching for Competence Coaching for Competence DefinedDefined

Coaching for Competence refers to an ongoing professional development process designed to…

Ensure Implementation and Fidelity◦ Acquire and improve the skills and abilities needed to

implement an EBP with fidelity, another well-defined innovation as intended and hold fidelity to implementation processes

◦ Generalize new and fragile skills to real world settings (e.g. move from successfully demonstrating skill in training to demonstrating skill in the real world).

Develop  Professional Judgment◦ Developing a conceptual understanding of the core

elements of the EBP processes or the core elements of the practices associated with the innovation (focus on function of program features).

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Coaching DefinedCoaching Defined“Goal is to give skills away”“Goal is to give skills away”

Coaching is the active and iterative delivery of: ◦ (a) prompts that increase successful

behavior, and ◦ (b) corrections that decrease unsuccessful

behavior.◦ Coaching is done by someone with credibility

and experience with the target skill(s)◦ Coaching is done on-site, in real time ◦ Coaching is done after initial training◦ Coaching is done repeatedly (e.g. monthly)◦ Coaching intensity is adjusted to need

Defining Coaching-Brief Defining Coaching-Brief #1 #1 Developed in partnership with PBIS

CenterContent can be generalized to any

EBP/EIIDeveloped with leadership in mindSets the foundation for furthering the

understand of the importance of coaching

Leads the way for defining System Coaching

“We already have several coaches why do

we need any more?”or

“We can’t hire additional staff, we just

use staff that have some time?”

Common Challenge #2Too many or Too few

““Types” of CoachingTypes” of CoachingCoaching for Individual Change:

◦ focus on skill development, support and performance feedback (content specific: academic, behavior)

Coaching for Team/Group Change: ◦ focus on collaboration and facilitation, group dynamics

Coaching for Systems Change: ◦ focus on organizational change

Common FunctionsCommon FunctionsState

Regional

District/Division

Building

Classroom

Teachers/Staff

Student

Family

Practices/SkillsThe technical skill set required to impact

individual performance

•Content Fluent (academic, behavior, mental health)

•Data collection•Performance Feedback•Behavioral Consultation

•“Soft skills”

Functions of CoachingSystems

Conditions that support individual skill development

•Job description match role/function•FTE in budget

•Supervision and Support of Coach within Building•Allocation of time and resources for observation,

consultation, data analysis•Link to student outcomes

•Link to staff satisfaction, teacher efficacy and teacher retention

DataInformation required to guide skill

development process•Action Plan with short/long term

measurable goals•Self Assessment

•Process Measures/Fidelity Checks•Performance Feedback Measure

•Student Outcomes•Data used for continuous regeneration

(PEP/PIP)

Individualor Content Coach

Functions of Coaching

Team or Group

SystemsConditions that support professional

learning communities•Administrative Support and Participation

•Link to School Improvement•Clearly defined role and function

with building level authority, leverage

Practices/SkillsThe technical skill set required to

achieve fidelity

•Team Initiated Problem Solving •Team Building/Collaboration

•Data Analysis•Team Facilitation

•“Soft Skills”

DataInformation required to guide team development process

•Action Plan with short/long term measurable goals•Self Assessment

•Process Measures/Fidelity Checks•Performance Feedback Measure

•Progress Monitoring Tools•Evaluation Tools

•Student Outcomes•Data used for continuous regeneration (PEP/PIP)

District Leadership & Implementation Teams(Assistant Superintendent,

Title I Intervention SpecialistPrincipal, Teacher, Parent Representation)

State Level Implementation Team

Building Leadership and Implementation Teams(School Principals, Staff Development, PBIS, RtI , Curriculum and Development)

Middle High SchoolElementary Other/EC

State Department of Education – Executive Team

State level Implementation Support Team Leadership Team

Conditions that support organizational change• Commitment to Continuous Regeneration

• Facilitative Administrator Supports• PEP/PIP Cycle

• Recruitment and Selection Process• Curriculum Development

• Certification Requirements

The technical skill set required

• Implementation Science• Organizational Behavior Management

• Applied Behavior Analysis• Standards of Professional Learning

Functions of Coaching

Information required to guide change process• Action Plan with short/long term measurable goals

• Self Assessment• Process Measures/Fidelity Checks• Performance Feedback Measure

• Progress Monitoring Tools• Evaluation Tools

• Student Outcomes• Data used for continuous regeneration (PEP/PIP

Systems

Systems

Practices/SkillsData

Name of Coach

Briefly describe their role

How many people receive coaching from this coach?

How were they selected to serve as a coach?

Did they receive training for this role?

Was the coach“coached” for this position?

How do you collect information on impact of coaching?

Is the work of the coach tied to a particular EBP/EII? Please list

Is coaching a part of this individuals job description

Coaching Staff inventory

The purpose of this form is to help understand the current coaching infrastructure and identify which coaching functions exist

1.With your team, define coaching.2.Think about all of individuals in your school that play the role of a “coach”. Complete the following table:

Benefits of Coaching Staff Benefits of Coaching Staff InventoryInventoryGood initial tool to facilitate high level

discussionProvides a check on common

understanding of coaching roles and functions

Systematic approach to develop a snap shot of current coaching infrastructure

Help review coaching activities tied to specific EBPs or to general capacity

“What are the “look fors” for coaching” and how to we support good coaching practice”?

Challenge #3Understanding “Good” Coaching Behaviors

Practice Profiles for CoachingPractice Profiles for CoachingAfter “Type” of Coaching is identified, Practice profiles can develop our fidelity to coaching practicesEach critical component is a headingLevels of performance are defined for each critical componentThe development of the Practice Profile enables the functional use of Implementation Drivers

TIPS: 1)Sometime that ideal/expected component is defined by the program, Team can ask for this information2)Important conversation: Goal for building internal capacity or external capacity

Coaching for Individual ChangeCoaching for Individual Change

Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

Focused Practice•Content Fluent (academic, behavior, mental health)

•Data collection•Performance Feedback•Behavior Consultation

•Communication •Other “soft skills”

Example: Individual CoachingExample: Individual CoachingPerformance Feedback Performance Feedback as a Critical as a Critical

ComponentComponent

Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

Example: Individual CoachingExample: Individual CoachingPerformance Feedback Performance Feedback as a Critical as a Critical

ComponentComponent

Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

Practice Profile Activity-Part TwoPractice Profile Activity-Part Two

Example: Individual CoachingExample: Individual CoachingCritical Component: Performance Critical Component: Performance FeedbackFeedback

Benefits of Using Practice Profiles Benefits of Using Practice Profiles for Coachingfor Coaching

Improves everyone’s Innovation FluencyCreates and requires a permanent product

of performanceDe-Personalizes Feedback: the conversation

can be about the data Allows acknowledgement of components

that did not go well without penalty (for coaching)

One key goal is accuracy of the observation (at least to start)

Ground work for functional “reflective” supervision

How do we prepare Coaches to Coach, as intended, to prepare practitioners to implement the intervention, as intended, to maximize the benefits for families and children?

Challenge #4Supporting and Sustaining Coaching

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Integrated & Compensatory

Technical Adaptive

Coach CompetenceCoach Competence

© Fixsen & Blase, 2007

Staff

Com

pete

nce

Organization Supports

Leadership

Competent CoachingCompetent CoachingFluency and Coaching Embedded in

Each DriverSelection of CoachesTraining of CoachesCoaching for CoachesFidelity Assessments of Coaching

◦ Did Coaching Occur as Intended?◦ What was the quality?

Outcome Measures of Coaching◦ Improved Teacher Competence, Adherence,

FidelityKEY: Ensure data from each Driver is “fed forward” and “fed back”

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Integrated & Compensatory

Technical Adaptive

Coach CompetenceCoach Competence

© Fixsen & Blase, 2007

Staff

Com

pete

nce

Organization Supports

Leadership

Organization Drivers to Support Organization Drivers to Support CoachingCoaching

Facilitative Administration◦ Creating Job Descriptions, Funding, Time,

Space, Support for Coaches Systems Intervention

◦ Identifying Issues for the PEP - PIP cycles at school, District, and State levels

Decision-Support Data Systems◦ Using Teacher Fidelity Data to assess

Coaching Impact◦ Using Coaching Fidelity Data to assess

Coaching

Performance Assessment (Fidelity)

Coaching

Training

Selection

Systems Intervention

Facilitative Administration

Decision Support Data System

Integrated & Compensatory

Technical Adaptive

Coach CompetenceCoach Competence

© Fixsen & Blase, 2007

Staff

Com

pete

nce

Organization Supports

Leadership

““Leadership” Challenges Leadership” Challenges Related to CoachingRelated to Coaching

Technical Challenges and Strategies◦Practice Profile Development◦Execution of the Coaching Plan

Adaptive Challenges and Strategies◦Practice Profile ◦Execution of the Coaching Plan

Coaching Best Practices: Drivers Coaching Best Practices: Drivers Assessment Assessment

In Place Partially In Place

Not In Place

Notes:

Supervision and Coaching:Written Coaching Service Delivery PlanUses multiple sources of information for feedbackDirect observation of implementation (in person, audio, video)

Coaching data reviewed to improve other Drivers Accountability structure and processes for Coaches Regular review of adherence to Coaching Service Delivery Plan

Multiple sources of information for feedback to coaches

o Satisfaction surveys from those being coached

o Observations of expert coacho Fidelity measures of those being coached

Ave. Percent of Supervision/Coaching Items in Each Category

BenefitsBenefitsIntegrated with other Drivers

Builds on Selection Strengths Matches competencies covered in Training Reflects Fidelity Measures

Compensatory in relation to other Drivers◦Compensates for:

Skills not found at point of hire (Selection) Skills absent or weak at post-training

(Training) Skills not responsive to feedback/data alone

(Decision-Support Data Systems)

Lessons LearnedLessons LearnedLanguage around “coaching” is one of the

biggest barriersClarity of coaching functions need to be

defined Important to ensure that coaching

infrastructure is explicit Engaging stakeholders in understanding the

importance of coaching function will help sustain that key support

For coaching for competence and competent coaching to sustain, it is necessary to: Develop Staff Capacity, Build Organization Capacity and Create Leadership Capacity

Future DirectionsFuture DirectionsBlending Learning to

enhance coaching practice and support for “coachees”

Dissemination of Coaching Functions and Activates to broad stakeholders

Work through “negative” history with coaching by demonstrating coaching for competence and impact

Create guiding questions for coaching functions and long term accountability

Technology to support coaching in real time

Thank You!Stay Connected!

www.scalingup.org

SISEP @SISEPcenter

For more on Implementation Sciencehttp://nirn.fpg.unc.edu

www.implementationconference.org