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

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 At the National Center on Quality Teaching and Learning, our framework for effective everyday practice supports school readiness for all children. The framework consists of four components for quality teaching and learning. These components build a house: the foundation represents effective and engaging interactions and environments; the pillars represent research-based curricula and teaching practices and on-going child assessment; and the roof represents highly individualized teaching and learning. All four components interact with each other and are essential for effective everyday practice for all children. We view coaching as encircling the house framework. The aim of coaching is to improve implementation of practices that make up the house framework. We are supporting teachers through coaching to have engaging interactions with children and engaging classroom environments, to implement research based curricula and teaching practices, to implement on-going child assessment and use that assessment to determine children’s needs, and also provide highly individualized instruction and support to children’s specific needs.

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

Workshops, conferences, “trainings” Communities of practice Coaching What have we tried? Workshops, conferences, “trainings” Consultation Communities of practice Coaching Expert Peer Distance, web-based

Goal of professional development is to change practice Coaching as a BRIDGE Implementing it in daily practice Hearing about it in training Goal of professional development is to change practice We view coaching as a bridge to get from inservice to classroom You’ll notice that each bridge looks a little different – not all teachers need exactly the same supports delivered in the same way Also, no two coaches are exactly alike either Coaching is intentional – the bridge has to be planned and built…. Or else you end up swimming!

IMPACT OUTCOMES 10% 5% 0% 30% 20% 60% 95% TRAINING COMPONENTS Joyce and Showers, 2002  OUTCOMES % of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting, and Use New Skills in the Classroom TRAINING COMPONENTS Knowledge Skill Demonstration Use in the Classroom Theory and Discussion 10% 5% 0% ..+Demonstration in Training 30% 20% …+ Practice & Feedback in Training 60% …+ Coaching in Classroom 95%

Coaching Approach Entry and Relationship Building Goal Setting and Action Planning Observation Debrief, Reflect, and Feedback - note they may see this presented in a different format – but core concepts are the same

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 ** **Note that supervisors may also need to serve as a coach, but there are some suggestions for how to address that dual role Compliance vs coaching (be mindful of topics – items that need compliance lend themselves to supervision, while topics or strategies for improving quality more apt for coaching) Being clear on the different roles – going in with transparancy Adopting a more supportive supervision philosophy Think outside of hierarchy (someone “above” supervisor serve as coach)

Components of Coaching Observations Debriefing sessions Feedback - Can be different for different coaching formats – NCQTL is working to provide a translation for these components across all

Coaching Strategies Observing Problem-solving discussion Goal setting/planning Reflective conversation Role-play Performance feedback (verbal or graphic) Side-by-side support (verbal or gestural) Modeling Videotape teacher Video demonstration Review teacher’s video Graphing Provide materials or resources Manipulate environmental arrangements Other help in classroom

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 Approach Entry and Relationship Building Goal Setting and Action Planning Observation Debrief, Reflect, and Feedback

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 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?

Entry and Relationship Building

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!

IDENTIFY AREAS THAT ARE DIFFICULT EXAMPLE HIGHLIGHT STRENGTHS IDENTIFY AREAS THAT ARE DIFFICULT This is an example of a tool you can use to help kick start your coaching and set the precedent for joint planning and reflection. BRAINSTORM STARTING TOPICS FOR COACHING

Coaching Approach Entry and Relationship Building Goal Setting and Action Planning Observation Debrief, Reflect, and Feedback Need to figure out how to highlight each section as we talk

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 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 Ask what they use to see growth

Evaluate: Sharing with Teachers People like to see that they are improving, shouldn’t be afraid to use these kinds of tools

Coaching Approach Entry and Relationship Building Goal Setting and Action Planning Observation Debrief, Reflect, and Feedback

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? Provides a “roadmap” to implementation Breaks down complex interventions to more manageable steps Personalizes professional development Link from training Can serve as a “contract Ask them : HAS ANYONE USED AN ACTION PLAN FOR COACHING PURPOSES?

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 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 Can be program wide or individual Make it your own Important pieces: Goals Steps to reach goals Materials needed Timeline People responsible

Kiersten will do before Friday

Let’s take a peek at action plans “IN ACTION”! Kiersten talking about transition action plan with Kristie

Coaching Approach Entry and Relationship Building Goal Setting and Action Planning Observation Debrief, Reflect, and Feedback

Observation Might include Watching Modeling Prompting Taking data All of the above in one visit!

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

Observation Other strategies Take notes Take data Videotape – watch together later Take notes Use a coaching log Take data Turn taking Positive comments

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 Approach Entry and Relationship Building Goal Setting and Action Planning Observation Debrief, Reflect, and Feedback

Feedback Encourage, affirm & acknowledge Conversational & reciprocal Strengths-based Conversational & reciprocal But grounded in data Connected to action plan Reflective questions can help Feedback is important Plan and prep for it – make it intentional

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 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? Video of Kathleen and Melanie talking about turtle What do you notice?

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 I heard you say…, I see…, I understand…, You seem (feeling), etc. Can you tell me a bit more about… Highlight some difficult situations we have had and how we started the conversation

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 Make the point that people like to see their growth – let’s not be afraid to show them!

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 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 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!

kiersten.a.kinder@vanderbilt.edu