Presentation on theme: "COLLABORATION AND COACHING FOR INCLUSIVE PRACTICES."— Presentation transcript:
COLLABORATION AND COACHING FOR INCLUSIVE PRACTICES
Building Collaborative Partnerships through Coaching and UDL Principles for Effective Implementation of Inclusive Practices
PRESENTATION TAKEAWAYS 1.Overview of Implementation Science 2.Coaching and Collaboration Scalability 3.Video Applications for Professional Development 4.Universal Design For Learning Resources 5.Inclusive Practices Scalability
IMPLEMENTATION SCIENCE Adapted from Kiser, Blase, & Fixsen, 2013
A COACH BUILDS UPON … Knowledge Confidence Reflection Action/Practice Rush & Sheldon, 2005
COLLABORATION AND COACHING Research –evidenced based Definition
Tell me, I forget. Show me, I remember. Involve me, I understand. Chinese Proverb
IMPORTANCE OF JOINT PLANNING Engaged Learner Active Involvement Participation Throughout Process Trivette, 2009
BUILDING THE COACHING RELATIONSHIP Develop trust and rapport Listen Facilitate self- reflection Effective Feedback – both Coach and Partner
MOTIVATION AND EMPOWERMENT How do we motivate others? Why is empowerment so critical?
OBSERVATION AND ACTION/PRACTICE The Coach observes the team member in action The Team Member may observe the coach demonstrate additional strategies The Team Member practices use of new strategies or incorporates new knowledge into action.
ACTIVE INVOLVEMENT IN THE LEARNING PROCESS Multiple Collaborative sessions Try out new Practice Evaluation/Assessment Reflection
COACHING WITH VIDEO SELF-MONITORING Enhances reflection process Can be used to build self-reflection skills Allows for repeated observation and review of action/practices
UDL IN EARLY CHILDHOOD UDL in early childhood is the intentional design of early intervention programs that enable all children to access, engage in, and learn. Universal design of early education means designing early education environment settings so all children may access and engage in all learning opportunities based on their individual strengths and abilities in multiple ways.
I. Multiple Means of Representation II. Multiple Means of Expression III. Multiple Means of Engagement 1. Provide options for perception 4. Provide options for physical action 7. Provide options for recruiting interest 2. Provide options for language, mathematical expressions, and symbols 5. Provide options for expression and communication 8. Provide options for sustaining effort and persistence 3. Provide options for comprehension 6. Provide options for executive functions 9. Provide options for self-regulation
MESSAGE TO COMMUNITY PARTNERS “ ” I think it’s truly important to know that there are success stories out there.” Patti Adkins, Wicomico County
RESEARCH BACKGROUND Implementation Science Framework Enhancing Professional Development Practices Adult Learning Principles Coaching and Collaboration Video Enhanced Reflection Evidenced-based Practices Universal Design for Learning Principles Inclusive Practices
PROJECT GOALS To enhance practitioner skills in UDL and collaborative practice using job- embedded professional development activities to support the state’s goal to close the achievement gap for all children. To establish a cadre of coaching trainers for each jurisdiction to promote and enhance professional development of early care and education providers in evidenced-based practices. To promote inclusive opportunities in early care and education settings, specific to each jurisdiction’s needs, for children with disabilities, ages 3-5, using evidenced based coaching practices. To build jurisdictional and state toolkits that are designed to support and sustain the professional development outcomes beyond the scope of the direct program involvement.
KEY COMPONENTS 1.Trainer of Trainers Model 2.Personalized to the needs of each jurisdiction 3.Online Toolkit 4.Video Modeling and Reflection
PROJECT STEPS Planning meeting with the Jurisdictional Partners for Grant Development and Goals Needs Assessment Survey Implementing Training Support and Resources Assessing Impact and Sustainability
SUMMARY AND REVIEW Visit us: http://education.jhu.edu/PD/newhorizons/ITPC/UDL
CONTACT US John Castellani email@example.com Beth Boyle firstname.lastname@example.org Linda Tsantis email@example.com
Kiser, L., Blase, K.A., & Fixsen, D.L. (2013). The hexagon tool: Exploring context. Chapel Hill, NC: The National Implementation Research Network, FPGChild Development Institute, University of North Carolina at Chapel Hill Rush & Shelden. (2005). Evidence-based definition of coaching practices. CASEinPoint, 1(6). Rush, Shelden, & Hanft. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children, 16, 33-47. Rush, Shelden, & Raab. (2008). A framework for reflective questioning when using a coaching interaction style. CASEtools, 4(1).
Trivette, C. M., Dunst, C. J., Hamby, D. W., & O'Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies [Winterberry Research Syntheses, Vol. 2, Number 2]. Asheville, NC: Winterberry Press. Trivette (2009). Participatory adult learning professional development strategy: Evidence and examples.
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