B-7 Using Data to Track Coaching Functions Patricia Hershfeldt & Christina Jordan Sheppard Pratt Health System

Objectives Participants will learn about various functions of coaching and how each function serves a different purpose. Participants will view an electronic data log used to capture coaching functions. Participants will participate in a discussion about how data informs coaching decisions.

Maryland Safe and Supportive Schools (MDS3) Research and evaluation “sustainable system to measure” Administration “facilitate and manage implementation and disseminate outcomes to stakeholders” Implementation “develop capacity in schools to improve”

Roles of the School Climate Specialists Support the installation of EBPs in high schools Serve as resource brokers Conduit for cooperation between research and practice Serve as the communication link between schools and stakeholders to create and optimize partnerships – Lead in the direction of sustainability Organizational/Systems Change OR The Development of Effective, Productive, Collaborative Systems that create optimal Conditions for Learning Systems Change Coach Support to Leadership Skill Coach for Practitioners

Phases of Coaching Coach needs to adjust to situation (teams skill set, knowledge and commitment to change) C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and supervise them closely. Decisions are made by the coach/facilitator and announced, so communication is largely one-way. Team will lack fluency who but are enthusiastic and committed. They need direction and supervision to get them started. C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and suggestions from the team. communication is much more two-way. For people who have some competence but can lack commitment. They need direction and supervision because they are still relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in decision-making to restore their commitment. C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such as task allocation and processes, to the team. The leader facilitates and takes part in decisions, but control is with the team. For people who have competence, but lack confidence or motivation. They do not need much direction because of their skills, but support is necessary to bolster their confidence and motivation. C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving, but control is with the team. The team decides when and how the coach will be involved. For people who have both competence and commitment-they are able and willing to work on a project by themselves with little supervision or support. (adapted from Situational Leadership. Blanchard and Hersey)

Types of coaching activity

Partnering to improve data use skills Data Day for coaches provided by JHU Data Day for School Teams Skill focused – Significant gains – Building capacity to ensure sustainability Tools to support data based decision making. – overview – crosswalk created by the SCS

Building a Data Culture Data Coach Challenges 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 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

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

Installing Practices to Support Student Behavior Challenges 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 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

Systems Change Coaching Challenges Absence of teaming structures Tradition of isolation Ineffective communication pathways Release time 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

Tracking Coaching Behaviors using Online Coaching Log What should coaches focus on and do they make an impact on fidelity and outcomes?

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

Fidelity measures SET ISSET Expanded fidelity measure – Tier 1 – Tier 2 – EBP specific

Demonstration User name: demo Password:demo Developed by A. Joshi

% of effort on each Valued Outcome

Summary 1) There were 1217 visits carried out by 12 climate specialists going to 31 schools, totaling 3857 hours. 2) There were 53 events which had 1265 attendees. 3) Event locations ranged from Annapolis to Turf Valley to Chicago to Kansas City. 4) A total of 758 people attended one or more of the 53 events (This includes 6 events currently scheduled in the future with 30 registrants).

Hours Interventions SafetyEnvironmentEngagementOther

Training Impact All Events in database - Including 8 events in the future Number of events in each category InterventionEngagementEnvironmentOtherSafetyGrand Total CBITS 7 18 Check and Connect12 Check In Check Out 3 3 Life Skills 88 Olweus 99 Other Tier 1 - Foundational Work Grand Total Number of Attendees for all events in database - including 8 events in future InterventionEngagementEnvironmentOtherSafetyGrand Total CBITS Check and Connect277 Check In Check Out 33 Life Skills 92 Olweus 136 Other Tier 1 - Foundational Work Grand Total

Coaching/Supervision Approach Hershfeldt and Barrett 2012

Training Progression: Scope and Sequence mds3.pbworks.com/w/page/ /CS%20S cope%20and%20Sequence?mode=embedded Install organizational structures to create pathways for “press and support” – Coaching and Evaluation

Our Next steps: Develop a “Systems Coaches” Guidebook and Reflection Tool How to Develop a Cascading Framework for Coaching/Teaming (who is coaching whom) – not what is the Cascade – How to develop the Cascade (Guidelines for Developing a Cascade, Functions, Rationales/Benefits, Outcome, Examples) – MDS3 version Steps coaches can take to maximize their opportunity to support systems change Operationally define Generic Roles and Responsibilities of Coach, provide rationales, propose outcomes Recommend Generic Stage-Based Activities for Development of the Coaching System (How to create your own Stage-Based Template, Functions of the Template, Rationales, How to Use the Template, Examples) Adjusting coaching activities according to data © 2010 Karen A. Blase and Dean L. Fixsen25