social emotional foundations for early learning (sefel): mindful coaching june 27, 2013

Social Emotional Foundations for Early Learning (SEFEL): Mindful Coaching

June 27, 2013

Department of Public InstructionOffice of Early Learning

Preschool Exceptional Children Program

Welcome!

Objectives

Participants will learn:1.The definition of ‘mindful coaching’ 2.Key tenants of mindfulness and self awareness3.Six voices or roles of a coach4.The coaching cycle and tools to support these practices5.The measurement tools used in the SEFEL project

CSEFEL Pyramid Model for Social-Emotional Development

5

SEFEL Jeopardy

Emotional literacy

Morning Greeter Apron

Picture Schedules

Meaningful jobs

Tucker the Turtle

Behavior Support Plan

Solution kit Classroom Rules

Building the school with kindness

$100

$200

$100

$300

$200

$300

$200

$100

$300

The Teaching Pyramid

Positive Relationships withChildren, Families, and Colleagues

Creating Supportive Environments

Social Emotional Teaching Strategies

Individualized Intensive

Interventions

Universal promotion

Prevention

Treatment/focusedintervention

Discussion QuestionAccording to CSEFEL, ‘Typically about 10% of the preschool children in group care are described as having challenging behaviors. When developmentally appropriate, preventive strategies in the bottom levels of the triangle are practiced consistently, the percentage drops to 4%. So, only 4% actually need a behavior intervention plan.’•Do you agree? How does this statement compare with the children in classrooms you’ve taught/observed?

Why do we exist?

• Why SEFEL?– To improve social-emotional outcomes for

children in early care and education

• Why SEFEL coaching?– To increase the likelihood that teachers will

implement SEFEL strategies effectively

readinglecture

readinglecture

role playingfield applicationcase studies

role playingfield application

demonstrationobservationinterviewingproblem solvingbrainstormingdiscussion

guided reflectionself-analysisclinical supervision

guided reflectionfollow-up planscoaching

Attitudes, values

Skill

Knowledge

Awareness

Different levels of professional development approaches (intensity levels from low to high)

Low High

Des

ired

impa

ct o

n le

arne

rs

(lear

ning

out

com

es fr

om lo

w t

o hi

gh)

Adapted from: Harris, B.M (1980). Improving staff development through in-service education. Needham, MA: Allyn & Bacon

CoachingTraining, Coaching, Performance

Outcomes (% of participants who demonstrate knowledge, and new skills in a training setting and use the new skills

in the classroom) Training

Components

Knowledge Skill

Demonstration

Use in the Classroom Theory & Discussion

10% 5% 0%

+ Demonstration in Training

30% 20% 0%

+ Practice & Feedback in Training

60% 60% 5%

+ Coaching in the Classroom

95% 95% 95%

Joyce & Showers, 2002

‘You cannot teach humans anything. You can only help them discover it

within themselves.’

Galileo

A definition of coaching

“That part of a relationship in which one person is primarily dedicated to serving the long-term development of effectiveness and self-generation in the other.”

Doug Silsbee (2010)

“Service is the rent we pay to be living. It is the very purpose of life and not something you do in your spare time.”

Marian Wright Edelman

Small group discussion

• Have you ever received coaching – either formally or informally?

• How does this definition fit with your experience?

A definition of coaching

“That part of a relationship in which one person is primarily dedicated to serving the long-term development of effectiveness and self-generation in the other.”

Doug Silsbee (2010)

Large group discussion

• How does Silsbee’s definition fit with your personal definition of coaching?

• With your own experience?

• Have any of these definitions evolved over time?

Small group discussion

Coaching/Non-coaching relationships

•Think about a person you are coaching

•What other relationships do you have with that person?

Helping someone think about options

A. TrueB. False

TrueFa

lse

0%0%

Asking questions to encourage new thoughts

A. TrueB. False

TrueFa

lse

0%0%

Lecturing about a prescribed solution

A. TrueB. False

TrueFa

lse

0%0%

Conducting an annual performance review

A. TrueB. False

TrueFa

lse

0%0%

Outlining a strategy for others to follow

A. TrueB. False

TrueFa

lse

0%0%

Modeling a classroom strategy

A. TrueB. False

TrueFa

lse

0%0%

Delegating tasks

A. TrueB. False

TrueFa

lse

0%0%

The Mindful Controller

“Mindfulness is the inner state in which we can observe ourselves in action.”“It is the state of being aware of our own sensations, thoughts, feelings, and judgments.”Mindful self-awareness is the starting point in serving our clients well.”

Activity: Listening Exercise• Pair up• Select a speaker and a listener• Speaker describes their best vacation• Listener must not say anything• When facilitator calls time, the listener must

repeat what was said to the speaker– How did you feel during this exercise?– What sensations and emotional reactions did you

experience?

Attachments & Aversions

We are drawn toward pleasure and attached to finding it/ we avoid pain

We seek material gain, trying to get what we want/ we try to avoid losing what we have

We want to be known and respected/ we have an intense dislike for shame, embarrassment, and loss of face

We are attached to praise and to being appreciated and even adored/ we wish to avoid blame and responsibility for negative things.

Attachments & Aversions for Coaches

We want to be seen as competent by the client/ we want to avoid being seen as ineffective or unhelpful

We value a personal connection with the client/ we try to avoid tension or conflict in the relationship

We look for a sensation of aliveness and creativity/ we are impatient with rote conversation

We like the security of coaching according to a specific template or model/ we try to avoid being seen as uncertain

Activity: Awareness of Attachments

• Pair up• Select a speaker and a listener• Speaker describes a challenging time in his or

her childhood• Listener must not say anything• Listener must count the number of time

he/she wanted to make a statement

How many times did you want to say something?

A. Less than 5B. Between 5 to 7 C. Greater than 7

Less

than 5

Between 5 to

7

Greater than 7

0% 0%0%

Coaching Habits of Mind

Self-judgmentSocial identity

ProjectionPhilosophical positions

Emotional TriggersRoutines

DistractionsExpert Mind

Lunch Break

The Partner

The Investigator

The Reflector

The Teacher

The Guide

The Contractor

Activity: Finding your Voice

Did you complete the Silsbee self-assessment?

Reflect:•Which voice do you overuse? •Which voice do you underuse?•Which voice are you attached to?•Which voice do you have an aversion to?

Discuss in small groups

• Based on data from TPOT & Teacher Checklists

• Tools: Teacher Plan and Yearly Coaching Plan

• Supporting strategies to improve teacher practices

• Tools:Coaches Planning Guide

• Relationship Building

• Tools: Teacher-Coach Agreement

Focused Observation Shared Goals and Plans

Initial Phase

• Reflect on teacher and child progress

• Tool: Post-TPOT and SSIS

Reflection and Feedback

Adapted from National Center for Quality Teaching and Learning

Small Group Activity

• Pick a partner• Use the Coaches Planning Guide, pg.2 and

think of one question to ask the teacher in this scenario that helps her think about:

1. The Situation2. The Outcome3. The Actions

Training Materials and Resources• http://csefel.vanderbilt.edu/-

• http://www.challengingbehavior.org

• http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching

• Talk about how training can be incorporated into coaching

Measurement Tools

Teacher Checklists

• Aligned with the sections of the TPOT

• Teacher self-assessment- 10 sections

• Yes/No format

• Identify strengths/emerging skills

Teaching Pyramid Observation Tool (TPOT)

• Purpose is Formative Assessment and Accountability:

– Pre-TPOT used in conjunction with Teacher Checklists to identify target teacher behaviors to begin training and coaching efforts

– Comparison of Pre and Post TPOT provides accountability measure

Using the TPOT• Observations• Conducted for a minimum of 2 hours• Must observe centers or free play and at least

one teacher-directed activity• Focus of observation is lead teacher’s

behavior• Interviews for those practices that cannot be

observed in a 2-hour observation

Small Group Activity

Review each section of the TPOT

Compare one section on the TPOT with the corresponding section on the Teacher Checklists

1. What did you notice?2. If you were the teacher, how would you

feel about using the Teacher Checklists as a self-assessment?

Social Skills Improvement System (SSIS)

• Purpose: assesses children’s social skills and problem behaviors

• Used to compare change from the beginning of the year to the end of the year

• Accountability for the state

SSIS Scoring

Social SkillsCategory Score Range

Well Above Average > 130

Above Average 116-130

Average 86-115

Below Average 70 - 85

Well Below Average < 70

SSIS ScoringProblem Behaviors

Category Score Range

Well Below Average < 70

Below Average 70-85

Average 86-115

Below Average 70 - 85

Well Below Average < 70