html5-img
1 / 19

Promising Practices in Coaching

Promising Practices in Coaching. OSEP Project Director’s Conference State Deaf Blind Projects Meeting July 24, 2008. Agenda. * Characteristics of coaching * Proposed coaching strategies – NV * DB project role in state coaching model * Examples of distance coaching strategies

studs
Download Presentation

Promising Practices in Coaching

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Promising Practices in Coaching OSEP Project Director’s Conference State Deaf Blind Projects Meeting July 24, 2008

  2. Agenda • * Characteristics of coaching • * Proposed coaching strategies – NV • * DB project role in state coaching model • * Examples of distance coaching strategies • * Examples of current strategies • * Discussion/problem solving • * Topics – Back to Basics

  3. Primary Coach Teaming Practices Pilot Project Idaho Infant Toddler Program Idaho Department of Health/Welfare

  4. Idaho • Interdependent team of highly-qualified practitioners required by IDEA, Part C Early Intervention Program • Issues with multiple providers ** Lack of coordination ** Poor teaming ** Different directions ** Plans not coordinated

  5. Research on Multiple Providers • Involvement of multiple providers in a family’s life on a regular basis has been found to negatively impact family functioning • Focusing on services and multiple disciplines implementing decontextualized, child-focused, and deficit-based interventions has not proven optimally effective

  6. Primary Coach Approach to Teaming • Independent, child-focused interventionists to members of family-centered teams that use a primary coach approach to minimize the disruptions in family’s lives • Dathan Rush and M’Lisa Sheldon, Center for Advanced Study of Excellence in Early Childhood and Family Support Practices, J. Iverson Riddle Developmental Center, Morganton, North Carolina

  7. Operational Definition of the Primary Coach Approach A multidisciplinary team where one member is selected as the primary coach, receives coaching from other team members, and uses coaching with parents and other primary care providers to support and strengthen parenting competence and confidence in promoting child learning and development and obtaining desired supports and resources

  8. Differs from other approaches.. • Type (i.e., coaching) • Content (i.e., natural learning environment practices)

  9. Natural Learning Environment Practices • Everyday activities as sources of interest-based learning opportunities • Situation-specific experiences, opportunities, events that involve a child’s interaction with people, the physical environment or both which provides the context to learn • Taking a bath, feeding the dog, reading a book

  10. Coaching Families • Strengthen the capacity of family members to promote their child’s learning/development • Jointly examine and reflect on current practices • Apply new skills and competencies with feedback • Problem-solve challenging situations

  11. Characteristics of Primary Coach Approach to Teaming 1) Identified team 2) Primary coach as team liaison 3) Coaching interaction style

  12. Core Team • Early childhood educator and/or early childhood special educator • Occupational therapist • Physical therapist • Speech-language pathologist • Parents • Service coordinator • Additional members – DB Project staff

  13. Selection of Primary Coach • The primary coach is selected based upon desired outcomes of the family, rapport/relationship between coach and learner, and knowledge and availability of the primary coach and the family. The primary coach for a family should change as infrequently as possible.

  14. Primary Coach • Reasons for changing include a request by a family member or other care provider due to a personality conflict; or when a primary coach believes that even with coaching from other team members he or she is ineffective in supporting the family/care providers

  15. Coaching Interaction Style • Primary coach receives coaching from other team members • Ongoing formal and informal interactions • Interactions may include observation, practice, reflection, feedback, and joint planning

  16. Every coaching interaction should….. • Include an opportunity for the parent or primary care provider to reflect on what he or she is doing to support the child in accomplishing priorities in the context of child interest-based learning activities • Each coaching interaction should include feedback by the practitioner that consists of evidence-based information and strategies to assist the parent and end with a joint plan

  17. Implementation Conditions • All team members must be available to serve as the primary coach • All team members attend regular team meetings for the purpose of colleague-to colleague coaching • Joint visits should occur at the same place and time whenever possible with/by other team members to support the primary coach

  18. Idaho Pilot • Six month pilot project • Up to five teams • Voluntary • Team training on November 13-14, 2008 • DB project will become a team member according to need • Evaluation component

  19. Idaho Issues • Rural • Contractor volume • Time for regular meetings • Changing practice and changing minds

More Related