collaboration and coaching for inclusive practices
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Collaboration And Coaching For Inclusive practices. Building Collaborative Partnerships through Coaching and UDL Principles for Effective Implementation of Inclusive Practices . Presentation TakeaWays. Overview of Implementation Science Coaching and Collaboration Scalability - PowerPoint PPT PresentationTRANSCRIPT
COLLABORATION AND COACHING FOR INCLUSIVE PRACTICES
Building Collaborative Partnerships through Coaching and UDL Principles for Effective Implementation of Inclusive Practices
PRESENTATION TAKEAWAYS
1. Overview of Implementation Science2. Coaching and Collaboration Scalability3. Video Applications for Professional
Development4. Universal Design For Learning
Resources5. Inclusive Practices Scalability
IMPLEMENTATION SCIENCE
Adapted from Kiser, Blase, & Fixsen, 2013
WHAT IS COACHING?
A COACH BUILDS UPON …
Knowledge
Confidence Reflection
Action/Practice
Rush & Sheldon, 2005
COLLABORATION AND COACHINGResearch –evidenced basedDefinition
Tell me, I forget.Show me, I remember.
Involve me, I understand.
Chinese Proverb
IMPORTANCE OF JOINT PLANNING
Engaged Learner
Active Involvement
Participation
Throughout Process
Trivette, 2009
BUILDING THE COACHING RELATIONSHIP
Develop trust and rapport
ListenFacilitate
self-reflection
Effective Feedback
– both Coach and
Partner
MOTIVATION AND EMPOWERMENTHow do we motivate others?
Why is empowerment so critical?
OBSERVATION AND ACTION/PRACTICE
The Coach observes the
team member in action
The Team Member may
observe the coach demonstrate
additional strategies
The Team Member practices
use of new strategies or
incorporates new knowledge into
action.
ACTIVE INVOLVEMENT IN THE LEARNING PROCESS
Multiple Collaborative
sessions
Try out new Practice
Evaluation/Assessment
Reflection
VIDEO FOR REFLECTION
COACHING WITH VIDEO SELF-MONITORING
Enhances reflection process
Can be used to build self-reflection skills
Allows for repeated observation and review
of action/practices
UDL IN EARLY CHILDHOODUDL in early childhood is the intentional design of early intervention programs that enable all children to access, engage in, and learn. Universal design of early education means designing early education environment settings so all children may access and engage in all learning opportunities based on their individual strengths and abilities in multiple ways.
MULTIPLE MEANS OF REPRESENTATION
MULTIPLE MEANS OF EXPRESSION
MULTIPLE MEANS OF EXPRESSION
MULTIPLE MEANS OF ENGAGEMENT
VIDEO OF DAVID (UDL EXAMPLE)
I. Multiple Means of Representation
II. Multiple Means of Expression
III. Multiple Means of Engagement
1. Provide options for perception
4. Provide options for physical action
7. Provide options for recruiting interest
2. Provide options for language, mathematical expressions, and symbols
5. Provide options for expression and communication
8. Provide options for sustaining effort and persistence
3. Provide options for comprehension
6. Provide options for executive functions
9. Provide options for self-regulation
MESSAGE TO COMMUNITY PARTNERS
“”
I think it’s truly important to know that there are success stories out there.”
Patti Adkins, Wicomico County
RESEARCH BACKGROUND• Implementation Science Framework• Enhancing Professional Development Practices
• Adult Learning Principles• Coaching and Collaboration
• Video Enhanced Reflection• Evidenced-based Practices
• Universal Design for Learning Principles• Inclusive Practices
PROJECT GOALS• To enhance practitioner skills in UDL and collaborative practice
using job- embedded professional development activities to support the state’s goal to close the achievement gap for all children.
• To establish a cadre of coaching trainers for each jurisdiction to promote and enhance professional development of early care and education providers in evidenced-based practices.
• To promote inclusive opportunities in early care and education settings, specific to each jurisdiction’s needs, for children with disabilities, ages 3-5, using evidenced based coaching practices.
• To build jurisdictional and state toolkits that are designed to support and sustain the professional development outcomes beyond the scope of the direct program involvement.
KEY COMPONENTS
1. Trainer of Trainers Model2. Personalized to the needs of each
jurisdiction3. Online Toolkit 4. Video Modeling and Reflection
PROJECT STEPS
• Planning meeting with the Jurisdictional Partners for Grant Development and Goals
• Needs Assessment Survey• Implementing Training Support and
Resources• Assessing Impact and Sustainability
PROJECT ACT PARTNERSHIP
INCLUSIVE PRACTICES
Video Demonstration (project ACT Example of Little big Girl) – have sharon do this piece and talk about how they support inclusive strategies)
ALLEGANY• Building a Core
Group of Experts in Coaching and Inclusive Practices
• Coaching for Transitions
ANNE ARUNDEL
Collaboration AcademyCollaboration for Successful Transitions
WICOMICO
• Professional Development in Coaching and Inclusive Practices
• Applying the Use of Video into Practice • Transdisciplinary Days – Building in
Reflective Opportunities• Hanen Training
HARFORD• Development of Year
Three Workshops for Child Care Providers
• Training of Trainers’ model for the CARA’s Kit
• Training of Trainers’ model for coaching in informal care settings
TECHNOLOGY TOOLS
DROPBOX FOR STORAGE
PANOPTO FOR COACHING
SUMMARY AND REVIEWVisit us: http://education.jhu.edu/PD/newhorizons/ITPC/UDL
• Kiser, L., Blase, K.A., & Fixsen, D.L. (2013). The hexagon tool: Exploring context. Chapel Hill, NC: The National Implementation Research Network, FPGChild Development Institute, University of North Carolina at Chapel Hill
• Rush & Shelden. (2005). Evidence-based definition of coaching practices. CASEinPoint, 1(6).
• Rush, Shelden, & Hanft. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children, 16, 33-47.
• Rush, Shelden, & Raab. (2008). A framework for reflective questioning when using a coaching interaction style. CASEtools, 4(1).
• Trivette, C. M., Dunst, C. J., Hamby, D. W., & O'Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies [Winterberry Research Syntheses, Vol. 2, Number 2]. Asheville, NC: Winterberry Press.
Trivette (2009). Participatory adult learning professional development strategy: Evidence and examples.