Practice-Based Coaching for EC PBIS: Using Data Driven

Coaching to Improve Classroom Practices

Mackenzie WeintraubEarly Childhood Education Consultant

Agenda ! Defining Coaching

! Purpose and Impact of Coaching

! Practice-Based Coaching Cycle

! Collaborative Coaching Partnerships

! Coaching Components

! Shared Goals and Action Planning

! Focused Observation

! Reflection and Feedback

! Individual Classroom/Teacher Coaching

! Group Coaching

! Lessons Learned

What is coaching?

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The Purpose of Coaching

!Strengthen effective teaching practices

!Essential Coaching Components!Shared Goals and Action

Planning

!Focused Observation

!Reflection and Feedback

Estimated Coaching Impacts

Importance of training WITH coaching

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Effects of Coaching on Teacher PracticesEffects of Coaching on Teacher Practices

The Coaching Relationship

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Characteristics of Collaborative Coaching Partnership

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Shared Goals and Action Planning

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1. Schedules, Routines, and Transitions

2. Transitions Between Activities Are Appropriate

3. Teachers Engage in Supportive Conversations with Children

4. Promoting Children s Engagement

5. Providing Directions6. Collaborative Teaming7. Teaching Behavior

Expectations13. Connecting with Families

High Quality Supportive Environments & Nurturing and

Responsive Relationships

8. Teaching Social Skills and Emotional Competencies

9. Teaching Friendship Skills

10. Teaching Children to Express Emotions

11. Teaching Problem-Solving

Targeted Social Emotional Supports

8.

9.

10.

11.

Intensive Interventions12. Interventions for Children

with Persistent Challenging Behavior

14. Supporting Family Use of the Pyramid Model Practices

12. Interventions for Children with Persistent Challenging Behavior

14. Supporting Family Use of the Pyramid Model Practices

TPOT Example

TPOT Example

Goal Setting

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Putting Goals into an Action Plan Review

data with teacher

• TPOT

Set goal• Teachers may be working on

multiple goals at once

Actions steps

• What steps are needed to meet the goal?

Materials & resources

• Are there things needed to meet the goal? Visuals? More information?

Timeline • Can be adjusted as needed but an initial timeline is needed

Goal is met when…

• How will you know when the goal has been met?

Date the goal is met

Focused Observation

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Coaching Strategies for Focused Observations

K Watch teacher and take detailed notes (done at every observation)

K Collect data (done at every observation)

K Engage in problem-solving discussion

K Engage in a reflective conversation

K Provide supportive and corrective* performance feedback (verbal)

K Deliver side-by-side support (verbal or gestural)

K Model target practices

K Videotape teacher

K Modify environmental arrangement

K Provide other help in classroom

Reflection and Feedback

!Teacher and Coach reflect

!Supports implementation of new practices

!Provides encouragement towards goals

Feedback should be FASTK Frequent: Do it at every coaching sessionK Accurate: Descriptive of observed or verifiable behavior and facts (based on data); not evaluative of the person based on assumptions, interpretations, generalizations or judgments.

K Specific: related to a specific, observable or verifiable behavior, action, event, or result

K Timely: close to the event

From: University of Leeds (n.d.) Developing people through effective workplace coaching.

Types of Feedback

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Coaching Strategies for Reflection and Feedback

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Individual/Classroom Coaching! Classroom is assessed using an observation tool, such as

the TPOT

! Coach debriefs the classroom assessment results with the teacher or entire classroom team

! Coach and teacher/teaching team create a goal based on the observation data

! Monthly, or more frequent, observations are conducted by the coach

! Coach and teacher/teaching team meet after each observation to review the action plan and progress

! Another classroom observation is conducted to assess growth over the year

! Coach and teacher/teaching team celebrate growth!

Individual Coaching ResearchProfessional Development Related to the Teaching Pyramid Model for Addressing the Social Emotional Development and Challenging Behavior of Young Children

Mary Louise Hemmeter, Patricia Snyder, Lise Fox, and James Algina

Group Coaching! Classrooms are assessed using an observation tool, such as

the TPOT

! Coach debriefs the classroom assessment results with the teacher or entire classroom team

! Group of teachers meet and review average classroom observation data

! Individual teachers or the whole group set a goal

! The group meets on a monthly basis to collaborate, review goal progress, and problem-solve challenges

! Another classroom observation is conducted to assess growth over the year

! Coach and teacher/teaching team celebrate growth!

Group Coaching ResearchGroup Coaching on Pre-School Teachers’ Implementation of Pyramid Model Strategies

Angel Fettig, PhD, & Kathleen Artman-Meeker, PhD, BCBA-D

Coaching in Your Program

! Design a coaching model

! Address logistics and challenges ! Who will coach?

! How often will coaching occur?

! How are coaches trained?

! How can the budget support coaching?

! Clear communication with teachers and coaches

! Get feedback from teachers and coaches

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Resources and Acknowledgements

! The Pyramid Model Consortium (links to most EC PBIS resources) - http://www.pyramidmodel.org/

! Head Start website (ECLKC) has Practice Based Coaching resources, not specific to PBIS -http://eclkc.ohs.acf.hhs.gov/hslc

! Brookes Publishing (TPOT tools) -http://www.brookespublishing.com/

! Teaching Pyramid Research Project, a collaborative project between Vanderbilt University, the University of Florida, and the University of South Florida

Questions?

Mackenzie WeintraubEarly Childhood Education Consultant

mackenzieweintraub@gmail.com