1 coaching the coaches: activities and strategies to build strong and effective coaches new jersey...
TRANSCRIPT
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Coaching the Coaches: Activities and Strategies to Build Strong
and Effective Coaches
New Jersey
Missouri
New Hampshire
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Session Introduction
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Session Purpose
• The purpose of this session is to share activities and strategies from three states implementing SWPBS initiatives that are used to develop and maintain strong coaches and coach networks
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Session Highlights
• To share strategies being used in New Hampshire, Missouri, and New Jersey to develop PBIS coaches including:– Selecting the right coaches, the first time and
every time– Building coaches’ professional leadership– Developing and maintaining state and regional
networks– Developing coaches’ independent problem
solving and trouble shooting skills– Seamless transition during turnover
The New Coach
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A Typical Coach:
• Mentors• Models practices• Provides guidance and feedback• Advocates for PBIS• Serves as a liaison between stakeholder
groups• Serves as a communication point person• Facilitates implementation fidelity
evaluation
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Coach Development Goals:To develop coaches who-
• have a grounded understanding of PBIS systems
• display and positive temperament toward PBIS and the change process
• are able to lead colleagues through the change process
• are able to carry out practical application of PBIS systems
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Characteristics of a Model Coach
• Positive Temperament– Cheerleader
– Positive energy
– Externally persistent
– Ambitious
– Respectful of others perspectives
– Enthusiastic
– Reflective
– Encouraging
• Knowledge and Skills – Fluency with PBIS systems
– Capacity to deliver high quality implementation support
– Capacity to train others in PBIS practices and systems
– Capacity to sustain teams in efforts to implement PBIS systems & practices
– Ability to be a “Positive” Nag
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State Presentations
New Jersey
Missouri
New Hampshire
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Sharon Lohrmann, PhD
William Davis, M.Ed
Sunne-Ryse Smith, MA
The Positive Behavior Support in Schools Initiative is sponsored by the New Jersey Department of Education, Office of Special Education Programs in collaboration with
the Elizabeth M. Boggs Center on Developmental Disabilities at UMDNJ. This initiative is funded through the I.D.E.A. 2004, Part B Funds and is administered by the New Jersey Department of Education, Office of Special Education Programs.
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• NJ PBSIS has been active since 2003• Linked to our State Performance Plan• Schools from “districts in need” are invited to
participate• Administrators attend a regional orientation
event• Schools submit competitive applications• Schools are considered active participants for
2 years then go on a maintenance list
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Overview of the New Jersey School PBS Training Series - Year One
Coaches • 1 day of new coach training
Universal Team
• 4 days of universal intervention training (day 1 – introduction to SWPBS and self assessment) (day 2 – behavioral expectations) (day 3 – school wide recognition system) (day 4 – instructional event)
Tertiary Team
(Child Study Team)
• 3 days of Functional Behavioral Assessment and Behavior Intervention Planning training
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Overview of the New Jersey School PBS Training Series - Year Two
Universal Team
•1 day of universal intervention training (day 5 – data based decision making)
Secondary Team
2-5 selected school members
•2 days of secondary intervention training (assessment, mentoring, behavior contracting, function based social skill instruction, CICO)
Respectful Classroom
Trainers2-5 selected
school members
•1 day of “trainer” training on building respectful classroom environments
Overview of Coach Development Activities
• 1 day new coach training year (year 1)• 4-6 regional coach technical assistance
meetings (years 1 & 2)• Onsite support as needed• Monthly individual phone conference
technical assistance (years 1 & 2)• Semi annual coach network events (ongoing)• Access to the coach network section of the
website (ongoing)
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New Jersey Activities that Build Coaches’
Professional Leadership
Orientation to the Roles and Responsibilities of a Coach for First
Year Coaches
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Sample of Coach Roles and Responsibilities
Training and Technical Assistance Responsibilities
•Attend PBSIS trainings and coach network events•Ask for help when your not sure•Ask for help when you encounter obstacles•Provide PBSIS Liaison with electronic copies of products
Organize and Structure the Team•Coordinate meeting logistics •Have an agenda for each meeting•Take minutes with a responsibility list•Bring a laptop, PBSIS flash drive, and master binder •Maintain an archive of all old notes
Facilitate Team Discussions•Model appropriate meeting behavior•Ensure all members participate in discussions and tasks•Catch “conflict” quick – listen for interaction “warning signs”•Use the problem solving structure to work through discussions
Market PBS to the School•At least once a month, provide the school with an update of PBSIS activities (5-6 minutes at a staff meeting; post a link on your school’s website; etc.)•Invite the school community to help with short term tasks•Solicit input for decision making
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Pre-teaching upcoming modules with “Tips for Coaches” for first year
Coaches
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Sample Pre-Teaching Slide
Team Time Activity• Referring to the examples provided begin
to discuss what your ticket distribution and raffle system might look like.
• Begin discussing how you can get staff feedback on the recognition system.
Please return to the whole group in 15 minutes
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• Target Accomplishment: Team agrees on the need for a recognition system by the end of the activity
• Redirect “reward push back” with adult examples of reinforcement; ask to table personal feelings to try it out
•Use the planning checklist to redirect off task discussion
Team Time Instructions
Training preparation checklists for Coaches of schools in the first and
second year of training
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PREPARING FOR TRAINING DAY 1:
INTRODUCTION AND CLIMATE ASSESSMENT
Materials To Bring To Training Day 1 Item
Laptop
PBSIS flash drive
School calendar
Tasks To Complete During Training Day 1
Task Determine plan for presenting PBSIS introduction to staff
Date/time Format for presentation (e.g., power-point) Who will present
Discuss plan for administering climate surveys Decide if you will use paper or online versions If paper, determine who will copy, distribute, and collect (parent,
staff, student) If online, determine when and how people will access the surveys
Determine plan for conducting the building walkthrough: Coordinating the areas of the building and person(s) responsible
for each area Procedures for asking other staff as appropriate (e.g., security
officers)
Tasks To Complete Before Training Day 2 Task
Hold first team meeting Administer climate surveys to students, staff, and parents Conduct the building walkthrough
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Training and TA Schedule
Oct – New coach training
Oct – Team training - Intro
Nov – Coach TA
Dec – Team training – Expect
Jan– Coach TA
Feb – Team Training – Rec.
March – Coach TA
April – Team Training – Inst.
May & June – Coach TA
New Jersey Activities toDevelop and Maintain
Coaches’ Networks
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Semi Annual Coach Network Events for Coaches of Schools in Year 2 of
Training and Maintenance Schools
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Nov 2008 Coach Event Agenda
• Skill Building: Maintaining Staff Buy-In and Enthusiasm: Strategies to Keep PBS Alive in Your Building
• Examples of Innovation: Presentations by three schools focusing on innovative ideas for kick off events, booster events, and ongoing instruction of positive behaviors.
• Implementation Reflection: Self assessment of implementation, small group problem solving and sharing
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Coach Network Page on the Website
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Curriculum and Resources
Coach Contact Information
New Jersey Activities to Develop Coaches’
Problem Solving Skills
Implementation Reflection
Coach Reports completed at
technical assistance sessions for coaches of schools that are in Year 1
of training
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Sample Section from a Coach Report
Progress Indicator Self Check Items
The team has facilitated the development of a school-wide recognition system as evidenced by…..
_____ Implementation of a process (e.g., surveys) to gather feedback
from staff and students about a recognition system.
_____ Finalization of a 1 page handout that describes the recognition
system and procedures.
_____ Formation of a workgroup who will lead implementation of the
recognition system.
The team is having difficulty finalizing the recognition system.
Problems experienced include….
_____ Conflict over the use of a recognition system to reinforce
behavioral expectations.
_____ Difficulty coming to consensus about the recognition system
procedures.
_____ Difficulty recruiting volunteers for the recognition system
workgroup. 28
Implementation Reflection
Self Reflection activity at Coach Network Events for Coaches of schools in the
maintenance phase
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Sample section from the
Coach Network Reflection Activity
What’s Going Well?
Indicators What Needs
Planning?
_____
_____
_____
_____
_____
Teaching and Recognizing Appropriate Behavior•Expectations are defined and posted by location •An instructional event is planned for each September to teach the expectations to students•Lesson plans have been developed •Staff regularly distribute tickets to students•Students have reward options (e.g., trade in or raffles) for using their tickets once received
_____
_____
_____
_____
_____
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Missouri Schoolwide Positive Behavior Support (MO SW-PBS)
Mary Richter, Ph.D.MO SW-PBS State Coordinator
Center for PBSCollege of EducationUniversity of Missouri
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MO SW-PBS Initiative Missouri Department of Elementary & Secondary Education (DESE)University of Missouri – MU-PBIS Center
• 350 Schools, 100 Districts and Growing– Encourage district-level Adoption
• State Date Profile developed to support comprehensive data-based decision making
• Collaboration with PLC, Character Plus, RTI, School-based mental health Initiatives
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MO SW-PBS Organization
• 17 positions funded through Missouri Department of Elementary & Secondary Education (DESE):– 13 regional consultants based in 9 educational
Regional Professional Development Centers (RPDC’s) throughout Missouri
– 4 statewide positions based at MU PBIS Center:• Coordinator• Website/data consultant• 2 Tier Two consultants 33
State-level Trainings Provided:
Annual 3-day Summer Institute Data-based decision making &
fluency Web-based support & materials SWIS SET Tiers 2 & 3
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• New Coaches Training (4 per year)
• Experienced Coaches Training (4 per year)
• Administrator Training (2 per year)
• On-site Technical Assistance
• On-site In-services as requested
• Informal (phone & e-mail)
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Regional Trainings Provided:
Building Coaches’ Professional Leadership
• Fluency with 7 SW-PBS Essential Components (Handout 1)
• Categories of Implementation (Handout 2)• New Coaches Curriculum (Handout 3)• Understanding Coaches’ Role & Responsibilities
(Handouts 4 & 5)• Understanding Teams’ Roles & Responsibilities
(Handout 6) • Familiarity with publications, key articles and
online resources (Handout 7)• Networking Opportunities with state, regional and
local SW-PBS personnel36
MO SW-PBS 7 Essential Components (Handout 1)
• Administrative Support, Participation, Leadership• Common Purpose & Approach to Discipline Among All
Through all Components• Clear set of Positive Expectations & Behaviors• Procedures for Teaching Expected Behaviors• Continuum of Procedures for Encouraging Expected
Behaviors• Continuum of Procedures for Discouraging
Inappropriate Behaviors• Procedures for Ongoing Monitoring 37
7 Essentials are Essential
• Each of the 7 described through a set of Tasks & Outcomes
• Tasks & Outcomes guide Coach to understand the “Big Picture” of effective SW-PBS implementation
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MO SW-PBS Categories of Implementation (Handout 2)
• Inactive
• Exploration & Adoption (Level .5)
• Preparation (Level 1)
• Emerging
• Bronze
• Silver
• Gold
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Categories & Essential 7 = Curriculum (Handout 3)
Standardized Training Modules are under development across the Categories
Example:
• New Team Scope & Sequence (Handout 3)– This identifies the curriculum New Coaches will
learn – The key features of this Scope may be repeated
• in more detail with examples of teams at Level 1• with more advanced planning tools
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Example Curriculum Materials (Handouts 4, 5, 6)
• Coaches’ Roles & Responsibilities– Role v. Person – Reminder to be facilitator rather than leader
• Coaches’ Planning Guide– Map of what to accomplish when
• Team Roles & Responsibilities– Guide to share with team– Reminder that responsibilities are shared
The Coach as Instructional Leader (Handout 7)
Help the Coaches Build:• Understanding of research-based
practices– Books, articles, website sources
• Skills to locate resources– National, state, regional & local
• Materials to share with team & staff– Mini-modules provided by consultants
Activities that Develop and Maintain Coach Networks
• Assign experienced coaches as mentors to new coaches (from out-of-district as well as within district)
• Provide presentation skills practice• Establish informal communication through group
emails and discussion boards• Implementing standardized curriculum that stresses:
– Basics (systems, data, practices across 7 Components)– Tiered prevention and intervention modules – Building capacity
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Activities that Develop Coaches’ Problem Solving Skills
– Collecting, Summarizing, Disseminating and Communicating Data
– Becoming an Active Listener– Monitoring and Assessing team’s activities &
progress toward Action Plan goals– Monitoring and Assessing school’s activities &
progress toward Action Plan goals– Developing, implementing and monitoring Action
Plans
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Howard Muscott, Ed.D. Director
Becky Berk, M.Ed.Associate Director
Tina Pomerleau, M.Ed. Early Childhood Project Director
Stacy Szczesiul, M.Ed.Evaluation Coordinator
Eric Mann, LICSWTrainer and Project Consultant
Positive Behavioral Interventions & Supports-NH
To Our PARTNERS, We Thank You!
NH Department of Education Kathleen Murphy, Santina Thibedeau, Robert Wells, Amy Jenks, Carol Angowski
UNH IOD and APEX II Initiative JoAnne Malloy, Leigh Rohde, Michael McSheehan, Eileen Levitt
PBIS Center, University of Oregon George Sugai, Rob HornerIllinois EBD Network Lucille Eber, Steve Romano, Kim BreenNew Hampshire Connections Jon-Michael DumaisParent Information Center Heather ThalheimerMaryland PBIS Susan BarrettMental Health Collaborators NH DHHS, Glen Quinney, Ray Barrett,
Mary SeebartSERESC, Inc. Antonio Paradis, Becky Berk, Julie
Prescott, Valarie Dumont. Tina Pomerleau, Stacy Szczesiul
Others Douglas Cheney, Nick Long, Frank Fescer, Bridget Walker, Ken Kramberg, Debra Grabill, Linda Thomas, Kathleen Abate
PBIS-NH
• NH CEBIS founded as a project in 2002 • 1st of 5 cohorts established in 2003• 3-year cycle of training and TA, covering all three tiers• 141 school sites, reaching 20% of NH’s public school
population, now implementing PBIS• Funding provided by NH Department of Education, Bureau
of Special Education• Now working to implement an RTI model for literacy and
behavior with funding from US DOE, OSEP 47
New Hampshire’s System of Care and Education Continuum of Academic and Behavior Supports:
Linkages to Wrap-NH Facilitation
School-basedIntensive Supports
Coordinator
Linkages to Community-based
Supports
School-wide and General Education Classroom Systems for PreventativeInstructional and Behavior Management Practices
Systematic ScreeningPromote Positive Parent Contact
Array of Evidence-Based Group Interventions Addressing Literacy and Functions of Behavior Available for Students Who
Don’t Respond to SW and Social Contracting
Literacy Supports and Function-Based Support Planning
Available for SW and Group non-responders
School-basedIntensive Supports
Linkages to Case Centered Collaboratives
Mann & Muscott (2007)
Efficient Systematic Intervention for Students Who Do Not Respond to SW and Classroom Prevention and Response Systems
Intensive Literacy and Behavior Support Plans
Including Crisis Intervention
PBIS-NH Training and
Technical Assistance
• Training for all three tiers, coaches, SWIS, and district level support teams
• Begins with Universal System, then Targeted and Intensive -- Spiraled
• 3 Years of Support
• Facilitation at training
• On-site facilitation ½ day per month
• Resources provided free of charge
Types of PBIS-NH Coaches
1. Internal Coach1. Internal to the preschool or school; employed by
preschool, school or program
2. External Coach/Coordinator1. Works at the district, SAU or program level;
employed by preschool, school or program
3. PBIS-NH Facilitator Coach1. Employed by NH CEBIS and contracted to
provide support to a school, district, SAU or program
Roles of the PBIS-NH
Internal Coach1. Be a major advocate, leader, and promoter of
SWPBIS in the school and within the district2. Be able to support team design, implementation
and assessment of universal SWPBIS3. Be a liaison between the leadership team and the
faculty, staff, families, and community4. Be a liaison between school, PBIS facilitator and
NH CEBIS5. Gather assessment tools (team checklists, EBS
survey, etc.) and outcome data and share with NH CEBIS
Tasks of the PBIS-NH
Internal Coach
1. Attend universal leadership team meetings
2. Assist in the development and completion of action plans
3. Assist in the development of a district-wide or SAU support team and structure
4. Become a resource to schools across the state and country (optional)
The Six Essential C’s of Coaching Support
Muscott (2008)Celebrations
Capacity Building
Challenges/Conundrums
CommitmentsConsistency of
Practice
Knowledge, Beliefs, Skills, Competencies
The Six Essential C’s of Coaching Support
Muscott (2008)
Capacity Building
Sustaining PBIS-NH requires coaching capacity at the school and district/
SAU/organization levels
What is Coaching Capacity?Sugai (2005)
• Personnel & resources organized to facilitate, assist, maintain, & adapt local school training implementation efforts
• Coaching is set of responsibilities, actions, & activities….not a person
Types of Coaches TA & Training
• Training and forum for ‘internal’ PBIS-NH Coaches
• On-going support (beyond scope of training cycle)
• More than 1 per school
• Administrator included in Coaches Training
• Multi-cohort context after 1st 6 months
• Coaches as teacher and learner
Coach Development
Activities• Focus on competencies within role and team• Explicit consideration of conundrums• Discussion of influential thinkers, e.g.
– Malcolm Gladwell’s The Tipping Point and the “Stickiness Factor”
– Kurt Lewin and force field analysis as a way to think about minimizing resistance, etc.
• “Fishbowl” discussions of ideas, challenges and successes in content and process
• Teaching and role plays on facilitation, managing difficult dynamics and applying situational leadership suited to the team 57
The Six Essential C’s of Coaching Support
Muscott (2008)
Personal Attributes
Knowledge, Beliefs, Skills, Competencies
Content Knowledge
BeliefsTeam Process,
Facilitation, Communication
Selecting the Right Coaches
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Personal Attributes/Beliefs Roles Competencies
• Organized •Optimistic•Enthusiastic•Positive•Strength-based•Adaptable •Persistent
•Children want to succeed•Everyone can learn social behavior•Power of the team•Skeptics are welcome•Schools want to be welcoming and safe for all•If they don’t know how to do it, we need to teach it.•Human beings need structure•Punishment doesn’t teach
•Advocate, leaders, promoter of PBIS•Facilitator of team meetings•Liaison between leadership team and others•Sharing knowledge, training•Provide universal data to team from management system, other
•Team/Group Process•Facilitation•Connectors •Salespeople•Able to motivate others to action•Communication Skills•Across Boundaries•Elicit participation•Consensus building•Mediate conflict•System Thinking•Building culture•Data-based Decision Making•Problem Solving Skills•Data analysis•Content Mavens•Behavior, Literacy•PBIS, Behavioral Theory, Behavior Management, RtI
The Six Essential C’s of Coaching Support
Muscott (2008) Challenges/Conundrums
Conundrums
• How full is your plate?
• An ounce of prevention or pound of detention?
• Consistent means identical?
• To recognize or ignore?
• Parents as partners?
• One size fits all?
• The carrot or the stick? 61
Cultural beliefs needing explicit discussion so they’re “on the table” and don’t become covert barriers
Consistent = Identical or Effective?
• We know that effective programs are predictable and consistent
• We understand that some see consistency as using identical strategies for everyone, while others understand the need for a consistent approach with flexible strategies
• We believe in a consistent approach where the goal is to find effective strategies to change behavior
The Six Essential C’s of Coaching Support
Muscott (2008)
Commitments
PBIS NH Big IdeaMaking and Keeping
Commitments
Developing and maintaining an effective school community requires a sustained commitment to vision, collaboration, resources, and evidence-based strategies over time, hardly an easy task in schools these days.
Buy-In or Commitment
Current level
Promoting Forces
Restraining Forces
What are the Roadblocks to Sustained Commitments or
Consistency?
• Barriers• Restraining
Forces• Challenges • Problems• Dilemmas
Identify as many forces or factors as you can that restrain or inhibit commitment from your top two prioritized constituencies
What are the Forces that Would Promote Sustained
Commitments?
• Promote
• Encourage
• Support
• Positive
Identify as many forces or factors as you can that promote or encourage commitment from your top two prioritized constituencies
PBIS Team
s
Faculty
Administration
Families
Community
Students
Coaches
Maintaining Commitments and Momentum
Mapping PBIS Commitments Over
Time1) Look at the time span between beginning PBIS and
the present time
2) Choose 3-6 “events” that may have affected the level of commitment of the team, the faculty and the administration to PBIS
3) List those events along the X axis, and map the degree of commitment to PBIS for each group
4) Have commitments changed? Are there trends? If significant negative dips occurred, are there ways to reduce these dips if a similar event happens again?
Mapping PBIS Commitments Over
Time
Begin PBIS Now
Deg
ree
of C
omm
itm
ent
Passage of Time
Legend
T = TeamA = AdministratorF = Faculty
Mapping PBIS Commitments Over
Time Example
Begin PBIS Now
Deg
ree
of C
omm
itm
ent
Passage of Time
LegendT = TeamA = AdministratorF = Faculty
T
T
T
T
T
F
F
F
F
F
A
A A
AA
A
FT
Vot
e
Rol
lout
NH
EA
IP T
esti
ng
Cha
nge
in P
rinc
ipal
New
Coa
ch
Sec
ond
roll
out
The Six Essential C’s of Coaching Support
Muscott (2008)
Consistency of Practice
"To be successful, you don't have to do extraordinary things.
Just do ordinary things extraordinarily well.”
- John Rohn
Which can be embraced by faculty, administration, students, families, and community members– initially with Words– which develop into Actions or Behaviors– and then become Habits through Practice– to ultimately form Climate or Culture
Supporting systemic change in a school community is a long-term journey that
begins with dreams and ideas
The Six Essential C’s of Coaching Support
Muscott (2008)Celebrations
Celebration Activity
• What: Review all the data you brought today and other information and brainstorm a list of data-based successes to celebrate from your school last year. Do all of your school’s constituencies know about these successes? Jot down ideas on your coaches’ log for what you should celebrate, how you might celebrate and with whom
• Who: All coaches• Timeframe: 15 minutes• Report Out: None
Common Coach Building Issues
Common Challenges
• Differentiating training and support across coaches of difference skill/knowledge level
• Release time for coaches to attend training / networking events
• Creating opportunities for networking across coaches
• Maintaining contact and support with maintenance schools
• And….coach changes and transitions78
Ideas for Coach Transitions
• Have co-coaches or coach in training• Incorporate PBIS language and
procedures into handbooks• Have the role of coach built into the district
contract as a duty• Systematically Rotate the role of coach• Maintain materials in a central location
(e.g., flash drive, master notebook, folder on the public network)
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Ideas in the Works
• Linking with Administrator’s state association
• Administrator Academy and New Administrator orientations
• Video interviews to provide first hand testimonials
• Web based training formats• Online meeting forums (e.g., Go to Meeting) for
interactive support80
Thanks!
• Handouts will be available on the new coaching systems section of the APBS website (need to get the correct information for this)
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For Tools and Handouts Referred to in this Presentation Visit:
• New Jersey – www.njpbs.org – click on upcoming events and scroll to APBS conference
• New Hampshire – www.nhcebis.seresc.net
• Missouri – http://pbismissouri.org
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Coach Networks
• All coaches, including those who have graduated from formal supports, attend coaches’ trainings
• Annual poster sessions and networking events
• Schools invited to present “showcase” sessions on particular topics at state conferences
• Summer Institute83