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Coaching for Systems Change. Susan Barrett Director, PBIS Regional Training and Technical Assistance Center sbarrett@pbismaryland.org. Big Ideas. Coaching across levels of Implementation Creating pathways to develop workforce What does the state and district do to support coaching?

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coaching for systems change

Coaching for Systems Change

Susan Barrett

Director, PBIS Regional Training and Technical Assistance Center

sbarrett@pbismaryland.org

big ideas
Big Ideas
  • Coaching across levels of Implementation
    • Creating pathways to develop workforce
  • What does the state and district do to support coaching?
    • Job Descriptions
    • Selection and Recruitment
    • Training and Support
    • Evaluate fidelity and impact
big ideas1
Big Ideas
  • Organizing training and support for coaches
  • Developing a Coaching Plan
    • Individual
    • System

The Impact of Coaching with High Schools

investing in coaching
Investing in Coaching
  • Ensure Intervention (EBP) Fidelity
  • Ensure Implementation (process) Fidelity
  • Develop Organizational Systems to Promote Professional Judgment and Sustainability
applying the logic to adult learning
Applying the Logic to Adult Learning

Systems

Conditions that support skill development for staff

State

Regional

District/Division

Building

Classroom

Teachers/Staff

Student

Family

Data

Information required to guide skill development process

Practices/Skills

The technical skill set required to achieve intervention fidelity

systems supports
Systems Supports
  • Policy and Procedure Development
  • Budget reallocation
  • Implementation Team Support and Development
  • Re-purposing of positions to align with initiatives
  • Selection, training, coaching and assessment of coaches
  • Organizational/Systems Change to train and support coaching and staff
    • Access to training and support
    • Review of Internal infrastructure needed to support coaching role for educator effectiveness
improving and sustaining educator practices skills
Improving and Sustaining Educator Practices/Skills
  • Active Problem Solving (Implementation Teams, Leadership, Teachers/staff, students)
  • Building Team Collaboration
  • Delivering Feedback
  • Consultation related to core features of EBPs
using data
Using Data
  • Action plan with short/long term goals
  • Coaching service delivery plans
  • Self-Assessment (reflective practitioners)
  • Process measures/Fidelity checks
  • Progress Monitoring Tools
  • Student Outcomes
  • Data used for continuous improvement (PEP-PIP, PDSA*)
  • Decision Support Data systems for both EBP and Implementation process outcomes
  • Consumer feedback/social validity
slide9

Coaching: an activity that helps others achieve their goals

Content Expert

Mastering the “What”

and the “How”

Adjusting as needed

Evaluation

Clearly defined Goals

Monitor and Adjust

Check for Impact

“Process” Training

Application of knowledge in real life situations

Relationship

Support, Reinforce and Communicate

Enablement

Remove barriers

Foster pathways

Streamline and integrate

coaching for systems change organizational structures that create the pathway for adult learning
Coaching for Systems ChangeOrganizational Structures that Create the Pathway for Adult Learning
  • Organizational health
  • Effective use of personnel and resources
  • Highly effective and efficient PD that yields application of EBP at the school and classroom level
  • Teacher efficacy
  • Increased use of EBP
  • Fidelity of implementation
  • Progressive Teacher Evaluation System
state and district
State and District
  • Investment: Staff Utilization Audit
  • Authority
  • Clear role and function
  • Selection Process
  • Link to outcomes
    • Organizational Health
    • Staff Competency
    • Student Outcomes
pbis as the framework broader range and higher quality
PBIS as the FrameworkBroader Range and Higher Quality
  • DETERMINEOUTCOMES.
  • INVEST in small number of “programs”- STOP doing what is not addressing your need and not making the impact
  • REVIEW DATA to determine what 70- 80% of your students need
  • ONLY use Evidence Based programs
  • SUPPORT STAFF by Designing every PD that is anchored to outcomes and includes team with admin and action plan, skilled coach, performance feedback
  • TRACK FIDELITY
  • MONITOR OUTCOMES- modify if necessaryDETERMINE WAYS TO MAKE easier, more efficient
  • DON’T ADD anything unless you connect it to framework and have data that determines the need- even when you get a new admin and superintendent!!
how do states and districts train and support coaching effort
How do States and Districts train and support coaching effort?
  • Needs Assessment
  • Professional Learning Community
  • Access to Resources
  • School Visits
organizing the work types of coaching
Organizing the Work Types of Coaching
  • Coaching 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

coaching
Coaching

Form of embedded, sustained professional development through ongoing relationship and cyclical process used to:

  • Build and refine existing skills and/or acquire new skills (individual and group)
  • Support person or group’s ability to apply new knowledge
  • Use of problem solving method with focus on data to inform practice (individual and group)
  • Continuous improvement – encourage, recognize and shape
tools
Tools
  • Self Assessment: Coach
  • State and District Assessment: System
  • Work Plan: Coach
  • Practice Profile: School- fidelity
  • Implementation Snapshot: School
slide20

Creating the Conditions for Learning

Promotion of social emotional wellbeing, social competence, physical safety, free from bully behavior, prevention of substance use

Promotion of school engagement, family involvement and culture of inclusion and equity

Promotion of safe, supportive school environment

OUTCOMES

  • Data Supporting Decision Making
  • School improvement
  • goal progress -CAG
  • Climate Survey
  • Office Discipline
  • Referrals, Suspension
  • Academic progress
  • Attendance, truancy
  • Direct Observation
  • Process tools
  • (fidelity)

Systems Supporting Staff Behavior

  • Solution Focused Team Approach
  • Administrator Support
  • participation
  • Community of
  • Practice (Skill
  • development and performance feedback)
  • Consensus and collaboration across community, student, families
  • Communication and Dissemination process

DATA

SYSTEMS

PRACTICES

Practices Supporting Student Behavior

  • Define behaviors, expectations, and rules
  • Teach, model, and acknowledge behaviors, expectations, and rules
  • Consistent, instructional response to behavior errors
  • Personalized learning connections through extra- curricular events
  • and relational support for all students
building a data culture data coach
Building a Data Culture Data Coach

Challenges

Strategies/ideas/actions

Put data on the agenda!

Frequent reminders to team members

Highlight 1 data source each month

Structured activity in analyzing data

Delegate data to different people on team

Summer training (both large group and within schools

  • Lack of access to data
    • Gatekeeper withholds access
    • Administrative support
  • Lack of understanding/interest
  • No data being tracked
  • No data system
  • Denial about the data
formalizing selection process
Formalizing Selection Process
  • Id need in a measurable way- match to culture/context
  • Guide process using Resource Map and Consumer Guide
  • Assess skills
  • Build training competencies using fidelity tool
  • Install organizational structures to create pathways for “press and support”
    • Coaching and Evaluation
slide25

Creating the Conditions for Learning

Promotion of social emotional wellbeing, social competence, physical safety, free from bully behavior, prevention of substance use

Promotion of school engagement, family involvement and culture of inclusion and equity

Promotion of safe, supportive school environment

OUTCOMES

  • Data Supporting Decision Making
  • School improvement
  • goal progress -CAG
  • Climate Survey
  • Office Discipline
  • Referrals, Suspension
  • Academic progress
  • Attendance, truancy
  • Direct Observation
  • Process tools
  • (fidelity)

Systems Supporting Staff Behavior

  • Solution Focused Team Approach
  • Administrator Support
  • participation
  • Community of
  • Practice (Skill
  • development and performance feedback)
  • Consensus and collaboration across community, student, families
  • Communication and Dissemination process

DATA

SYSTEMS

PRACTICES

Practices Supporting Student Behavior

  • Define behaviors, expectations, and rules
  • Teach, model, and acknowledge behaviors, expectations, and rules
  • Consistent, instructional response to behavior errors
  • Personalized learning connections through extra- curricular events
  • and relational support for all students
installing practices to support student behavior
Installing Practices to Support Student Behavior

Challenges

Strategies/Ideas/Actions

District support is helpful

Have those in doubt lead teams

Networking schools w/other schools

Big picture thinking

outcomes may be further down the road

Link it to SIP

  • Administrator buy in critical!
    • Faculty Buy-in
  • Identifying the ‘hidden leaders’
  • Sustainability in the absence of resources
  • Recognizing (and helping schools) readiness features
  • Expect change overnight
slide27

Creating the Conditions for Learning

Promotion of social emotional wellbeing, social competence, physical safety, free from bully behavior, prevention of substance use

Promotion of school engagement, family involvement and culture of inclusion and equity

Promotion of safe, supportive school environment

OUTCOMES

  • Data Supporting Decision Making
  • School improvement
  • goal progress -CAG
  • Climate Survey
  • Office Discipline
  • Referrals, Suspension
  • Academic progress
  • Attendance, truancy
  • Direct Observation
  • Process tools
  • (fidelity)

Systems Supporting Staff Behavior

  • Solution Focused Team Approach
  • Administrator Support
  • participation
  • Community of
  • Practice (Skill
  • development and performance feedback)
  • Consensus and collaboration across community, student, families
  • Communication and Dissemination process

DATA

SYSTEMS

PRACTICES

Practices Supporting Student Behavior

  • Define behaviors, expectations, and rules
  • Teach, model, and acknowledge behaviors, expectations, and rules
  • Consistent, instructional response to behavior errors
  • Personalized learning connections through extra- curricular events
  • and relational support for all students
systems change coaching
Systems Change Coaching

Challenges

Strategies/actions/ideas

Each school is in a different phase-make sure you are also in that phase.

Implementing step 2 before step 1 isn’t always a bad thing

Train staff in the EBPs – it increases buy in

Patience and Persistence

  • Absence of teaming structures
  • Tradition of isolation
  • Ineffective communication pathways
  • Release time
fidelity monitoring
Fidelity monitoring
  • Coaches primary responsibility is to maintain fidelity of implementation after training (George, Kincaid, & Pollard-Sage, 2009)
  • Training protocol
  • Implementation
  • Keeping w/the EBP guidelines
training methodology logic
Training Methodology/Logic
  • Do FOR (modeling) (progress monitor)
  • Do WITH (supportive feedback) (progress monitor )
  • CHEER on (ongoing feedback to ensure motivation) (progress monitor)
  • Provide ongoing professional development and technical assistance as needed through modeling, practice and feedback to personnel (Joyce & Showers, 1981)
training progression scope and sequence
Training Progression: Scope and Sequence

https://pbis1-mds3.pbworks.com/w/page/39606263/CS%20Scope%20and%20Sequence?mode=embedded

tracking coaching behaviors using online coaching log
Tracking Coaching Behaviors using Online Coaching Log
  • What should coaches focus on and do they make an impact on fidelity and outcomes?
data from our region 1
Data from our Region 1
  • PBIS is implemented in all 7 schools in the intervention condition
  • Some with greater fidelity and stronger commitment than others
  • Fidelity and outcomes occurring when systems coach is “used”
review progress
Review Progress
  • Assess Progress
  • Address unforeseen problems/questions
  • Adjust as needed
  • Stay on track with long term plan
    • Persistence
    • Curiosity
    • Empathy
now what
Now what?
  • Manage Relationships
  • Manage Opportunities
  • Create new opportunities
  • Study process and reflect- part of the adjusting
  • Coach: mentor and motivate to implement, take risks, drive actions for change, transfer skills, empower others to share in coaching role