PRACTICE-BASED COACHING: WHY, WHO, WHAT, AND HOW?

PRACTICE-BASED COACHING:
WHY, WHO, WHAT, AND HOW?
PRESENTATION AT 2013 NATIONAL EARLY CHILDHOOD
INCLUSION INSTITUTE
SESSION OBJECTIVES
Practice-based coaching (PBC) helps practitioners
implement effective teaching practices.
Session Objectives:
•  Define and describe an evidence-informed
approach to coaching
–  Practice-based coaching (PBC)
•  Discuss PBC framework and associated
components
•  Analyze why, who, what, and how of PBC
WHO IS HERE TODAY?
• 
• 
• 
• 
• 
• 
• 
• 
Early childhood special educator/early childhood educator
Curriculum Specialist
Therapist
Program Director/Coordinator
619 Coordinator
Family Member
Researcher
Other support specialists
– 
– 
mental health consultants
disability coordinator
•  Coaches
•  Others?
HOW DO YOU VIEW COACHING?
1.  Form a small group (3-4 people) to work with throughout
the session.
2.  Spend a few minutes introducing yourselves.
3.  Work for 3 min together to complete the analogy below:
Coaching is like ___________because ____________
DEFINING & DESCRIBING PBC
WHEN I HEAR THE WORD COACHING…
EXAMPLE “COACHING” DEFINITIONS
NAEYC
(2012)
Rush & Shelden
( 2005)
•  Relationshipbased process
•  Led by an expert
•  Build capacity
•  Specific
professional
dispositions, skills,
and behaviors
•  Goal setting
•  Individual or
group
•  Reflect on actions
•  Determine the
effectiveness of
actions (practice)
•  Develop a plan
•  Consider
immediate &
future situations
Knight
(2007)
•  Intensive,
differentiated
support
•  Help to implement
‘proven’ practices
•  Highly skilled
coach
•  Collegial manner
•  Raise instructional
practices to
highest possible
level
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
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
PRACTICE-BASED COACHING
FRAMEWORK
PBC TO SUPPORT CHILD LEARNING
•  Coaches use research-­‐
based strategies to support adult learning and professional development Quality Coaching Quality Teaching •  Teachers and staff use effec<ve curricula and research-­‐based teaching prac<ces •  Children learn important skills and are ready for kindergarten Quality Learning WHY PRACTICE-BASED
COACHING?
Aligning Instructional Strategies
to Desired Professional Development Outcomes
Use in Classroom • Job Aids • Back-­‐Home Plans • Coaching (Implementa3on Materials) • Implementa:on Plans • Mentoring • Reading Skill Demonstra:on • Modeling • Lecture • Prac:ce • Observing mul:ple exemplars and drawing connec:ons • Prac:ce with feedback (micro-­‐teaching) • Role Playing • Guided Reflec:on • Case Study • Reading Knowledge & Awareness Adapted from: McCollum & CatleE (1997) • Lecture • Video Low • Learning checks •  Problem Solving • Discussion •  Brainstorming Medium High Complexity of synthesis and applica:on required COACHING AS A “BRIDGE”
Estimated Coaching Impacts*
OUTCOMES
TRAINING
COMPONENTS
Knowledge
Skill
Demonstration
Use in the
Classroom
Theory and
Discussion
10%
5%
0%
…+Demonstration
in Training
30%
20%
0%
…+ Practice &
Feedback in
Training
60%
60%
5%
…+ Coaching in
Classroom
95%
95%
95%
*Note: Adapted from Student Achievement Through Staff Development, by B. Joyce and B. Showers, 2002, p.78. Copyright 2002 by the American Society for Curriculum and Development. TWO RESEARCH PROJECTS
•  Social-emotional practices from Pyramid Model
•  Embedded instruction practices for children
with disabilities
1/2 (Pyramid) or 2/3 (embedded) of teachers
–  workshops on targeted teaching practices
–  16 weeks of weekly coaching
1/2 (Pyramid) or 1/3 (embedded) teachers
received “business-as-usual” PD
Teaching Pyramid Observation Tool
Total Scores by Group
100
Total TPOT score
90
80
Intervention
70
60
50
Comparison
40
30
20
10
0
Workshops
Sept.
1
Figure 1. Mean Teaching Pyramid Observation Tool
Total number of TPOT indicators = 108.
Wave 4 [t(40.03)=6.80, p<.001, Cohen’s d=2.6)
Nov.
Feb.
3
Coaching
2
16
Apr.
4
PYRAMID MODEL PROJECT. IES R324A07212
HEMMETER, FOX, & SNYDER
Increases in the Quality of Embedded Instruc<on Learning Targets Increases in Teachers’ Implementa<on of Embedded Instruc<on Learning Trials Cohen s d
effect sizes:"
"
On-site
coach vs.
control =
1.35!
"
On-sitecoach vs.
self = 1.23!
Cohen s d
effect sizes:"
"
On-site
coach vs.
control =
1.41!
"
Self-coach
vs. control =
1.51!
é Workshops
ë
ì Coaching
é Workshops
EMBEDDED INSTRUCTION PROJECT. IES R324A070008
SNYDER, HEMMETER, SANDALL, & MCLEAN
ë
ì Coaching
Child Outcomes Adjusted Means Coaching Control Cohen’s d Effect Size Pyramid Model Prac:ces Increases in Social Skills 89 84 .41 Decreases in Problem Behavior 109 116 -­‐.52 82 .37 76 .09 .61 Embedded Instruc:on Prac:ces Increases in Early Literacy Increases in Individualized Learning Goal Behaviors 2.7 Measures: SSIS for social-­‐emo3onal , TERA-­‐3 for early literacy, and project-­‐developed observa3on system, respec3vely. EXAMPLES OF WHAT TEACHERS SAID
ABOUT COACHING
• 
Coaching was paramount for me. Showing me my successes and
planning future goals with me was everything I needed.
• 
[Using the needs assessment], you saw how your goals were changing.
It was nice to see it broken down and see how you can professionally
grow.
• 
[The coaching action plan] kind of narrowed everything down. It
doesn't make you feel like you were overwhelmed with all these things
that you had to do. It helped me focus on what I wanted to work on.
• 
[The coach] was not intrusive or intimidating. I think having the right
person there is important, because you don't want to feel like
somebody's judging you or criticizing or taking notes; it was just very
comfortable and that made all the difference in the world to me.
PROMISING EVIDENCE ABOUT PBC
•  Supports teacher implementation of
effective teaching practices
•  Is associated with desired changes in
teaching and instructional practices
•  Is associated with child learning
•  Is viewed as acceptable, feasible, and
beneficial by those who coach and are
coached (socially valid)
ADDITIONAL RESOURCES
–  Both documents available at:
http://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/teaching/center/development/
coaching.html
WHO OF PBC
WHO IS INVOLVED?
COACHEE
•  Identifies need for support to implement
teaching or instructional practices
•  Identifies or is observed to be experiencing
difficulty implementing effective teaching
or instructional practices as intended
•  Evidence (e.g., classroom, program)
indicates teaching or instructional quality
as factor contributing to less than desired
child learning outcomes
WHAT TEACHERS SAID ABOUT PBC
•  [Using the needs assessment], you saw how your goals were
changing. It was nice to see it broken down and see how you can
professionally grow.
•  [The coach] was not intrusive or intimidating. I think having the right
person there is important, because you don't want to feel like
somebody's judging you or criticizing or taking notes; it was just very
comfortable and that made all the difference in the world to me.
•  We work good together [in peer coaching]. We give and take.
We don’t take it personal, when we said you could have tried
this, or that.
•  I found [self-coaching] easy. I thought it made me more
accountable and it made me reflect more on myself and how I
was asking questions and how I was actually teaching.
CONSIDERING ‘WHO’ IN RELATION TO
ESSENTIAL COACHING “COMPONENTS”
Examples of Coaching Formats
Live
Options for Who
Expert
Peer
Self
Distance
Group
Individual
•  Goal setting, action
planning
•  In classroom
observation
•  Debrief meeting –
reflection and
feedback
•  Share information
and resources •  Goal setting, action
planning
•  Watches video
teacher uploaded
•  Written feedback to
shared website and
conference call or email to provide
specific prompts for
reflection
•  Provide facilitation on
goals and action plans,
guide discussion about
teaching practices and
implementation, share
information and resources
•  Coach and teacher
arrange a time for goal
setting and action
planning, focused
observation, and reflection
and feedback
•  Goal setting, action
planning
•  Peers conduct
reciprocal
observations in
classrooms
•  Debrief meeting –
reflection and
feedback
•  Share information
and resources
•  Goal setting, action
planning
•  Peers watch
uploaded videos
•  Peers arrange time
for reflection and
feedback via Skype
•  Peer coaching dyads
meet in teacher workroom
to discuss goals and
action plans, share
observations, reflect and
provide feedback, and
share information and
resources
•  Peer coaching dyad
observe in each others’
classrooms and meet to
discuss teaching practices
based on individually
developed action plans •  Self-guided materials
to set goals and
action plan
•  Structures selfobservation - video
•  Uses checklist for
reflection and
feedback about
teaching practices
•  Teacher uses online
self-coaching website
to help set goals,
develop action plan,
structure
observations, and
self-reflect and selffeedback
•  Information and
resources about
teaching practices on
site
•  Multiple teachers
participate in teacher
learning community or join
an online chat to share
information and resources
and discuss and reflect on
progress towards goals
•  Teacher journals about
experiences using a
structured online selfcoaching tool
COLLABORATIVE COACHING PARTNERSHIPS
•  Context for other
components
•  Safe space to
–  Ask questions, discuss
problems, get support,
gather feedback, reflect on
practice, try new ideas
•  Develop over time
CHARACTERISTICS OF A COLLABORATIVE
PARTNERSHIP
•  Shared understanding about the goals
of coaching
•  Posture of support
•  Rapport and trust
•  Choice
•  Ongoing communication and support
•  Celebrations
BUILDING A COLLABORATIVE
PARTNERSHIP
•  Get to know the teacher
–  Schedule, Classroom style
–  Personal “stories” (teaching experiences, family
events)
–  Coaching history
•  Jump in and help
•  Let them know they are appreciated recognize their effort and their strengths
•  Consider the timing of constructive feedback
•  Be transparent about coaching components
WHAT OF PBC
WHAT OF PBC
•  Two aspects:
1.  Focus on a teaching practice or set of
teaching practices that support child
learning
2.  PBC framework and essential coaching
“components” that support
implementation of teaching practice(s) as
intended
DEFINE YOUR COACHING FOCUS
HOW OF PBC
COMPONENT 1:
GOAL SETTING & ACTION
PLANNING
GOAL SETTING & ACTION PLANNING
•  Practice-based “needs
assessment”: identify
priorities for PBC
•  Set goals: specify
priority teaching
practices
•  Action plan: Guide
coaching and
implementation of
teaching practices
“NEEDS ASSESSMENT”
• 
Multiple methods and sources
– 
– 
– 
– 
– 
• 
Specific needs assessment tools
Observation
Teaching practices implementation checklists
Other tools (e.g., CLASS, ECERS-R)
Self-reflection
Explicit set of practices*
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/capable a practitioner
judges when using a teaching practice
(~self-efficacy)
4.  what a practitioner believes about how
a practice impacts children’s learning
(teacher beliefs)
EXAMPLE NEEDS ASSESSMENT
FORMAT
ANOTHER EXAMPLE
NEEDS ASSESSMENT FORMAT
EXAMPLE IN ACTION
Teacher and coach discuss ‘needs assessments’ related to Pyramid Model prac<ces Each completed checklist about Pyramid Model prac<ce implementa<on SET GOALS TO SPECIFY PRIORITY
TEACHING PRACTICES
•  Based on needs assessment
–  select teaching practice(s) for coaching
–  write a goal for each practice
•  Goals should be specific, observable, &
achievable within a defined time frame
•  Goals should clearly state
–  what a teacher will do
–  with whom or when the teacher will do it
EXAMPLE GOALS
Teaching Prac:ce Possible Goals •  I will update classroom expectations and rules
with picture visuals.
Classroom Rules
Teaching About
Emotions
•  I will teach and review rules by referring to the
visual display and give reminders using positive
phrasing (use walking feet).
•  I will use small group activities to have children
learn about emotions and talk about feelings.
•  I will provide resources to families to help them
talk to children about their emotions. GOALS è ACTION PLAN
•  Action plan: “working” document
–  Goal(s) that will be the immediate focus of
coaching
–  Planned actions or action steps that will be
taken to achieve goals
–  Explicit statement about how will know
when goal has been achieved
•  An action plan might include supports
or resources needed and a timeframe
for completion
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 instruc3on prac3ces [Manual and Coaching Protocols]. Unpublished guide. College of Educa<on, University of Florida, Gainesville, FL. ANOTHER EXAMPLE ACTION PLAN FORMAT
Adapted from: Steps to Success. (2005) Professional development plan. Resource for Steps to Success: An Instructional
Design for Early Literacy Mentor-Coaches in Head Start and Early Head Start. Available from HHS/ACF/ACYF/HSB at
http://eclkc.ohs.acf.hhs.gov/hslc/hs/resources/video/STS
COMPLETED ACTION PLAN
EXAMPLE IN ACTION Teacher and coach discuss goals for upda<ng ac<on plan related to Pyramid Model prac<ces Decide on goal related to teaching classroom expecta<ons and rules QUESTIONS OR COMMENTS ABOUT THIS
COACHING “COMPONENT”?
COMPONENT 2:
FOCUSED OBSERVATION
FOCUSED OBSERVATION
•  Gather and record
information about teaching
practices specified in action
plan
•  Gather data to display or
summarize
•  Use coaching strategies to
support teacher’s
implementation
COACHING STRATEGIES
•  Watch teacher and take
detailed notes
•  Collect data
•  Engage in a ‘brief’ problemsolving discussion
•  Engage in a ‘brief’ reflective
conversation
•  Review goals
•  Update action plan progress
•  Provide performance
feedback (verbal or graphic)
•  Deliver side-by-side support
(verbal or gestural)
•  Model target practices
•  Role-play
•  Videotape teacher
•  Review teacher’s video
•  Share a video demonstration
•  Help teachers use / interpret
data
•  Provide materials or resources
•  Modify environmental
arrangement
•  Provide other help in classroom
FOCUSED OBSERVATION
•  Different ways to observe, support, gather and
record
•  Be objective and specific
WHY FOCUSED?
•  Helps provide richer, more detailed
reflection and feedback on specific
goals (action plan “comes alive”)
•  Purpose of observation is transparent
and mutually agreed on
•  Goal is targeted teaching practice(s)
–  Small steps work best
WHY OBSERVATION?
•  “See and support” implementation in relation
to goal and action plan
•  Consider
–  How is implementation going?
–  What other support is needed?
–  What reflection and feedback to provide?
(supportive & constructive)
Teacher: Date: Observation focus: What I observed: Follow up needed: Coach: Time spent in observation: Time spent in meeting: What I want to share: EXAMPLE
OBSERVATION FORM
• 
• 
• 
• 
• 
Time spent
•  Observation
•  Debriefing
Observation focus
What I observed
What I want to share
Follow up needed
EXAMPLE NOTES…
•  What you observe:
–  Rule review tally:
•  Before large group ü
•  Before centers ü
•  Before playgroundû
•  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?
EXAMPLE IN ACTION
Coach observing during circle -­‐ book reading ac<vity Rules posted and teacher has planned to review rules during circle ac<vity when needed MAKING CONNECTIONS
QUESTIONS OR COMMENTS ABOUT THIS
COACHING “COMPONENT”?
COMPONENT 3:
REFLECTION AND FEEDBACK
REFLECTION & FEEDBACK
•  Reflect on observation
& data
•  Give & receive
feedback
•  Support & problemsolve
•  Identify additional
supports & resources
REFLECTION AND FEEDBACK
COACHING STRATEGIES
•  Watch teacher and take
detailed notes
•  Collect data
•  Engage in a problem-solving
discussion
•  Engage in a reflective
conversation
•  Review goals
•  Update action plan progress
•  Provide performance
feedback (verbal or graphic)
•  Deliver side-by-side support
(verbal or gestural)
•  Model target practices
•  Role-play
•  Videotape teacher
•  Review teacher’s video
•  Share a video demonstration
•  Help teachers use / interpret
data
•  Provide materials or resources
•  Modify environmental
arrangement
•  Provide other help in classroom
REFLECTION
•  Formative and Summative
–  Consider successes and challenges
–  Consider solutions and next steps
•  Broad and Targeted
–  Open-ended questions
–  Connected to goal and action plan
•  Transactional
–  Reflection leads to feedback
WHO REFLECTS?
•  Teacher
–  [Guided by coach] Reflect on events,
activities, efforts, child response, growth in
practices, etc. in relation to teaching
practices
•  Coach
–  Observations of teacher effort, behavior,
skills, activities, and child response, etc. in
relation to teaching practices
REFLECTION STARTER PHRASES
–  What went well with using that practice?
–  What happens when______?
–  What have you tried with_____?
–  Why do you think_____?
–  What do you think would happen if_____?
–  Knowing that, what would you do next
time_____?
–  How did that compare to_____?
FEEDBACK
•  Encourage, affirm & acknowledge
–  Strengths-based
–  Direct, specific, and objective
•  Conversational & reciprocal
–  Grounded in data/observation
–  Connected to action plan
•  Transactional
–  Feedback leads to reflection
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.”
OBJECTIVE 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
EXAMPLE IN ACTION
Teacher and coach reflect on and coach provides feedback about teaching classroom expecta<ons and rules QUESTIONS OR COMMENTS ABOUT THIS
COACHING “COMPONENT” ?
WRAP-UP
PBC: REVIEW OF FRAMEWORK
REVIEW:
PBC COMPONENTS AT-A-GLANCE
From: Na<onal Center for Quality Teaching and Learning (2012). Prac3ce-­‐based coaching. PBC COMPONENTS CHECKLIST
Have you used any form of coaching (or inclassroom supports) to support practitioners’
implementation of practice(s)?
If yes, discuss which components on the
checklist are part of the approach you use
(or how might they be incorporated)
If no, discuss which components are important
to include in a coaching framework
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
session & coaching.
PRACTICE-BASED COACHING
THANK YOU!
•  Additional information on PBC can be
accessed from the NCQTL webpage:
http://eclkc.ohs.acf.hhs.gov/hslc/ttasystem/teaching/center/development
•  Questions or comments about this
session email:
–  [email protected]
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.