Coaching for quality bridging the gap from content to classroom
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Coaching for Quality: Bridging the Gap from Content to Classroom. Objectives. Introduce NCQTL Describe what we know about professional development Define coaching Describe approaches to coaching Identify key components of coaching Look at coaching in action.

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Coaching for quality bridging the gap from content to classroom

Coaching for Quality: Bridging the Gap from Content to Classroom


Objectives

Objectives

  • Introduce NCQTL

  • Describe what we know about professional development

  • Define coaching

  • Describe approaches to coaching

  • Identify key components of coaching

  • Look at coaching in action


Implementing our framework

Implementing our Framework

  • Review and identify evidence based practices aligned with Head Start Child Development Early Learning Framework

  • Develop training materials and useable products

  • Implement coaching and mentoring

  • Provide intensive work with ECES and states


Framework for effective everyday practice for all children

Framework for Effective Everyday Practice for ALL Children


Importance of professional development

Importance of Professional Development

  • Essential to teachers’ use of evidence-based practices

  • Evidence-based practice to everyday practice is a challenge

  • Some approaches to PD are more effective than others


What have we tried

What have we tried?

  • Workshops, conferences, “trainings”

  • Consultation

  • Communities of practice

  • Coaching

    • Expert

    • Peer

    • Distance, web-based


Coaching as a bridge

Coaching as a BRIDGE

Implementing it in daily practice

Hearing about it in training


Coaching for quality bridging the gap from content to classroom

IMPACT

Joyce and Showers, 2002


Coaching approach

Coaching Approach

Entry and Relationship Building

Goal Setting and Action Planning

Observation

Debrief, Reflect, and Feedback


What is coaching

What is Coaching?

  • Relationship between a teacher and someone with specific expertise on:

    • A specific curricula

    • Joint goal setting

    • Actions that produce results (i.e., behavior change)

    • Skill development

  • Different from mentoring

    • Mentors are typically peers

    • Mentors have shared experience

  • **Different from supervision **


Components of coaching

Components of Coaching

  • Observations

  • Debriefing sessions

  • Feedback


Coaching strategies

Coaching Strategies

Modeling

Videotape teacher

Video demonstration

Review teacher’s video

Graphing

Provide materials or resources

Manipulate environmental arrangements

Other help in classroom

  • Observing

  • Problem-solving discussion

  • Goal setting/planning

  • Reflective conversation

  • Role-play

  • Performance feedback (verbal or graphic)

  • Side-by-side support (verbal or gestural)


Teacher talk

Teacher talk!

It was wonderful to have somebody right there with you, showing you along the way, rather than going to the training and here are your materials and I will see you in a couple of weeks or a couple of months.


Coaching approach1

Coaching Approach

Entry and Relationship Building

Goal Setting and Action Planning

Observation

Debrief, Reflect, and Feedback


Entry and relationship building

Entry and Relationship Building

  • Get to know the teacher

    • Schedule

    • Classroom style

    • Personal “stories” (new babies, family events)

    • Coaching history

  • Share / demonstrate your expertise

  • Jump in and help

  • Let them know they are appreciated - recognize their effort and their strengths


Entry and relationship building1

Entry and Relationship Building

  • Initial meetings will look different than later meetings

  • Ask questions… then focus on HEARING what the teacher has to say

    • What is going well? What is the best part of your day?

    • What is more challenging?

    • What have you already tried? What happened?


Coaching for quality bridging the gap from content to classroom

Entry and Relationship Building


Coaching for quality bridging the gap from content to classroom

Teacher talk!

There were treats, there were words of encouragement, telling me what I was doing right what I was doing wrong. She gave me encouragement to be consistent and keep going. Even when I was like “okay this will not work” and she said, “let’s stick with it,” And it all worked out!


Coaching for quality bridging the gap from content to classroom

EXAMPLE

HIGHLIGHT STRENGTHS

IDENTIFY AREAS THAT ARE DIFFICULT

BRAINSTORM STARTING TOPICS FOR COACHING


Coaching approach2

Coaching Approach

Entry and Relationship Building

Goal Setting and Action Planning

Observation

Debrief, Reflect, and Feedback


Goal setting

Goal Setting

  • Setting goals helps to make coaching

    • Accountable

    • Measureable

    • Worth your time and effort!

  • Think of evaluation in a different way

    • Finding your starting point to coach

    • Strengths / needs assessment

    • NOT judgment


Goal setting using data

Goal Setting – Using Data

  • What can you use to see growth?

  • Anchors your coaching

  • Combine with something already familiar or a center goal?

    • CLASS, ECERS, ELLCO

    • Part of your curriculum

    • CSEFEL Inventory of Practices / Teaching Pyramid

  • Or maybe child measures?

    • Engagement

    • Behavior instances


Evaluate sharing with teachers

Evaluate: Sharing with Teachers


Coaching approach3

Coaching Approach

Entry and Relationship Building

Goal Setting and Action Planning

Observation

Debrief, Reflect, and Feedback


What is an action plan

What is an action plan?

  • Plan for action and practice

  • Steps for crossing that “bridge”

  • NOT a limit to what you can or can’t do

  • Way to jointly decide on how your coaching journey will look - together


Why use an action plan

Why use an action plan?

  • Provides a “roadmap” to implementation

  • Breaks down complex interventions to more manageable steps

  • Personalizes professional development

  • Link from training

  • Can serve as a “contract


Teacher talk1

Teacher talk!

It’s great to have someone help you figure out your next step. This can be overwhelming, but the coach helped me identify my next steps.


Developing action plans

Developing Action Plans

  • Look at areas of need

    • Connect from training, if possible

  • Ask the teacher

    • What would you like to work on?

    • What is the first strategy/idea you would like to try?

  • Brainstorm a list, then choose

  • Allow time to think and process… it’s okay to have some silence!


Action plan components

Action PlaN Components

  • Can be program wide or individual

  • Make it your own

  • Important pieces:

    • Goals

    • Steps to reach goals

    • Materials needed

    • Timeline

    • People responsible


Let s take a peek at action plans in action

Let’s take a peek at action plans “IN ACTION”!

  • Kiersten talking about transition action plan with Kristie


Coaching approach4

Coaching Approach

Entry and Relationship Building

Goal Setting and Action Planning

Observation

Debrief, Reflect, and Feedback


Observation

Observation

  • Might include

    • Watching

    • Modeling

    • Prompting

    • Taking data

    • All of the above in one visit!


Observation1

Observation

  • Important to plan for the observation

    • Take notes

    • Keep track of what you might want to share in debriefing

    • Focus on action plan items


Observation2

Observation

  • Other strategies

    • Videotape – watch together later

  • Take notes

    • Use a coaching log

  • Take data

    • Turn taking

    • Positive comments


Coaching for quality bridging the gap from content to classroom

Observation

  • Know what the teacher is comfortable with

    • Talk ahead of time

  • Might vary across teachers

    • “Jump in the action” vs “watch then talk”

  • Make sure observation matches action plan goals

    • Target a specific time of day

    • Make your minutes as meaningful as possible


Coaching approach5

Coaching Approach

Entry and Relationship Building

Goal Setting and Action Planning

Observation

Debrief, Reflect, and Feedback


Feedback

Feedback

  • Encourage, affirm & acknowledge

    • Strengths-based

  • Conversational & reciprocal

    • But grounded in data

    • Connected to action plan

    • Reflective questions can help


Feedback starter phrases

Feedback STARTER Phrases

  • You really got it when you _____

  • I enjoyed the way you ____,

  • It was great to see ____.

  • I would love to share with others how you ____, etc.


Focus specifically on strengths

Focus Specifically on Strengths

  • It’s important to identify strategies that are in place and going well

    • Self-identify strengths

    • Past successes builds confidence for new learning

    • Specific information makes praise more comfortable

  • Not always easy!

    • Great time to call on “community of coaches”


What does supportive feedback look like

What does Supportive Feedback look like?

  • Video of Kathleen and Melanie talking about turtle


Teacher talk2

Teacher talk!

It felt like coaching was more “We’re going to enhance the great jobs that you’re already doing,” instead of “We’re going to fix you because you’re not good.”


Conversational and reflective feedback

Conversational and Reflective Feedback

  • I heard you say…,

  • I see…,

  • I understand…,

  • You seem (feeling), etc.

  • Can you tell me a bit more about…


Data based feedback

Data-based Feedback

  • Provides feedback that is objective and anchored in the teacher’s practice

  • Provides a measure of growth

  • Opens the door for a range of conversations

  • Might include more than graphs

    • Video

    • Running records

    • Adult or child behavior counts


Example data based feedback

EXAMPLE: Data-based Feedback


Additional coaching activities

Additional Coaching Activities

  • Revisit initial training

  • Group coaching on topic of shared interest

  • Pairing teachers together based on strengths and needs

  • Peer study group

  • Field trips to other classrooms

  • Email feedback with links to online resources


Coaching essentials

Coaching essentials

  • Build your relationship

  • Demonstrate your expertise

  • Spend time in the classroom

  • Be clear what you are coaching on

  • Give positive feedback

  • Monitor and show growth


Parting words of wisdom

Parting words of WISDOM

Build and use a community of coaches

Spend time building relationships

Anchor it in! Don’t be afraid of data.

Map it out! Use an action plan to guide you.

Make it your own – just like teaching, coaching isn’t “cookie cutter”.

Know it takes time and there will be “coaching highs” and “coaching lows” along the journey!


Coaching for quality bridging the gap from content to classroom

[email protected]


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