1. Coaching for Quality: Bridging the Gap from Content to Classroom

2. 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

3. 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

4. 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.

5. 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

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

7. 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!

8. 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%

9. 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

10. 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)

11. 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

12. 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

13. 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.

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

15. 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

16. 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?

17. Entry and Relationship Building

18. 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!

19. 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

20. 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

21. 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

22. 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

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

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

25. 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

26. 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?

27. 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.

28. 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!

29. 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

30. Kiersten will do before Friday

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

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

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

35. 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

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

37. 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

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

39. 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

40. 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.

41. 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”

42. What does Supportive Feedback look like?
Video of Kathleen and Melanie talking about turtle
What do you notice?

43. 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.”

44. 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

45. 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

46. EXAMPLE: Data-based Feedback
Make the point that people like to see their growth – let’s not be afraid to show them!

47. 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
feedback with links to online resources

48. 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

49. 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!