coaching for quality: bridging the gap from content to classroom

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COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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Page 1: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO

CLASSROOM

Page 2: 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

Page 3: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 4: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

FRAMEWORK FOR EFFECTIVE EVERYDAY PRACTICE FOR ALL CHILDREN

Page 5: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 6: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

WHAT HAVE WE TRIED?

• Workshops, conferences, “trainings”

• Consultation

• Communities of practice• Coaching

–Expert–Peer–Distance, web-based

Page 7: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

COACHING AS A BRIDGE

Hearing about it in training

Implementing it in daily practice

Page 8: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

 OUTCOMES% of Participants who Demonstrate Knowledge, Demonstrate New Skills in a Training Setting,

and Use New Skills in the Classroom

TRAININGCOMPONENTS

Knowledge SkillDemonstration

Use in theClassroom

Theory and Discussion

10% 5% 0%

..+Demonstration in Training

30% 20% 0%

…+ Practice & Feedback in

Training

60% 60% 5%

…+ Coaching in Classroom

95% 95% 95%

Joyce and Showers, 2002IMPACT

Page 9: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

COACHING APPROACH

• Entry and Relationship Building

• Goal Setting and Action Planning

• Observation • Debrief, Reflect,

and Feedback

Page 10: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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 **

Page 11: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

COMPONENTS OF COACHING

• Observations

• Debriefing sessions

• Feedback

Page 12: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 13: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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.

TEACHER TALK!

Page 14: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

COACHING APPROACH

• Entry and Relationship Building

• Goal Setting and Action Planning

• Observation • Debrief, Reflect,

and Feedback

Page 15: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 16: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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?

Page 17: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

ENTRY AND RELATIONSHIP BUILDING

Page 18: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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!

TEACHER TALK!

Page 19: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

Teacher Goal Planning Form

Teacher: ________________________ Coach: _______________________ Date: _________________ Use the action planning forms on page 5 of your Implementation Guides 1-4 to begin thinking about the Teaching Pyramid in your classroom. Please fill in this form and bring it with you to our next coaching meeting. The strengths I have on each level of the Pyramid are:

Nurturing and responsive relationships (Guide 1):

High quality environments (Guide 2):

Social Emotional Teaching Strategies (Guide 3):

Intensive Supports (Guide 4):

The 3 most difficult parts of the Pyramid for me to use in my classroom are: 1. 2. 3.

The first 3 things I would like to work on are: 1. 2. 3.

HIGHLIGHT STRENGTHS

IDENTIFY AREAS THAT ARE DIFFICULT

BRAINSTORM STARTING TOPICS FOR

COACHING

EXAMPLE

Page 20: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

COACHING APPROACH

• Entry and Relationship Building

• Goal Setting and Action Planning

• Observation • Debrief, Reflect,

and Feedback

Page 21: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 22: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 23: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

EVALUATE: SHARING WITH TEACHERS

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Desiree’s TPOT: September

Page 24: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

COACHING APPROACH

• Entry and Relationship Building

• Goal Setting and Action Planning

• Observation • Debrief, Reflect,

and Feedback

Page 25: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 26: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 27: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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.

Page 28: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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!

Page 29: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 30: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM
Page 31: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM
Page 32: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

LET’S TAKE A PEEK AT ACTION PLANS “IN ACTION”!

• Kiersten talking about transition action plan with Kristie

Page 33: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

COACHING APPROACH

• Entry and Relationship Building

• Goal Setting and Action Planning

• Observation • Debrief, Reflect,

and Feedback

Page 34: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

OBSERVATION

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

Page 35: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 36: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

OBSERVATION

• Other strategies– Videotape – watch together later

• Take notes– Use a coaching log

• Take data – Turn taking– Positive comments

Page 37: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

• 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

OBSERVATION

Page 38: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

COACHING APPROACH

• Entry and Relationship Building

• Goal Setting and Action Planning

• Observation • Debrief,

Reflect, and Feedback

Page 39: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

FEEDBACK

• Encourage, affirm & acknowledge– Strengths-based

• Conversational & reciprocal– But grounded in data – Connected to action plan– Reflective questions can help

Page 40: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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.

Page 41: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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”

Page 42: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

WHAT DOES SUPPORTIVE FEEDBACK LOOK LIKE?

• Video of Kathleen and Melanie talking about turtle

Page 43: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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.”

Page 44: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

CONVERSATIONAL AND REFLECTIVE FEEDBACK

• I heard you say…, • I see…, • I understand…, • You seem (feeling), etc. • Can you tell me a bit more

about…

Page 45: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 46: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

EXAMPLE: DATA-BASED FEEDBACK

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Page 47: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 48: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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

Page 49: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

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!

Page 50: COACHING FOR QUALITY: BRIDGING THE GAP FROM CONTENT TO CLASSROOM

For more Information, contact us at: [email protected] or 877-731-0764This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services,

Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.

[email protected]