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Coaching for Competence Coaching for Competence & Competent Coaching& Competent Coaching
Michelle A. Duda, PhDKaren A. Blase, PhDDean L. Fixsen, PhD
Barbara Sims, MAFrank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
1
SPDG Directors Webinar
September 10, 2013
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Acknowledgements-SISEP Coaching for Acknowledgements-SISEP Coaching for Competence and Impact CommunityCompetence and Impact Community
Susan Barrett-(MD-PBIS) Kimberly Ingram-West (OR Department of Education) Kimberly Yanek (VA Effective School-wide Discipline) Jennifer Coffey (OSEP) Ellen Nacik (MN Department of Education/PBIS Center) Cynthia Cave (VA Department of Education) Wayne Barry (VA Department of Education) Pam Williams (MO Department of Education) Butler Knight (VA Effective School-wide Discipline) Karen Blase (National SISEP Center) Bobbie Burnham (MN Department of Education) Pandora Taylor (IL Project Choices) Chris Wasick (IL Project Choices)
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(R. Elmore, 2002)
“For every increment of performance I demand
from you, I have an equal responsibility to provide you with the capacity to meet that expectation”
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Goals for TodayGoals for TodayWhat is Coaching for Competence
and Impact?Strategies and tools to support
competent coaching and coaching for competence:◦ Defining “Types of Coaching”◦ Coaching Staff Inventory◦ Use of Practice Profiles◦ Coaching Driver Best Practice Assessment
Lessons Learned and Future Directions4
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Big IdeaBig Idea
As leaders, how do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time?
1. Develop Staff Capacity- Focus on skill development of individual educators2. Build Organization Capacity-
Focus on systems that support strong collaborative work cultures
3. Create Leadership Capacity- Focus on building leadership across individuals
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Student BenefitsStudent Benefits
© Fixsen & Blase, 2007
Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Technical Adaptive
Staff
Com
pete
nce
Organization Supports
Leadership
Applies to individuals implementing EBP/EII
Applies to coaches supporting individuals implementing EBP/EII
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“We hear that coaching is
important, but what is
coaching?”
Common Challenge #1Language and Expectation Barriers
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Commonly Used TermsCommonly Used TermsCoachingMentoringConsultationPeer SupportExternal CoachingInternal CoachingSupervisionOthers?
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Coaching for Competence Coaching for Competence DefinedDefined
Coaching for Competence refers to an ongoing professional development process designed to…
Ensure Implementation and Fidelity◦ Acquire and improve the skills and abilities needed to
implement an EBP with fidelity, another well-defined innovation as intended and hold fidelity to implementation processes
◦ Generalize new and fragile skills to real world settings (e.g. move from successfully demonstrating skill in training to demonstrating skill in the real world).
Develop Professional Judgment◦ Developing a conceptual understanding of the core
elements of the EBP processes or the core elements of the practices associated with the innovation (focus on function of program features).
9
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Coaching DefinedCoaching Defined“Goal is to give skills away”“Goal is to give skills away”
Coaching is the active and iterative delivery of: ◦ (a) prompts that increase successful
behavior, and ◦ (b) corrections that decrease unsuccessful
behavior.◦ Coaching is done by someone with credibility
and experience with the target skill(s)◦ Coaching is done on-site, in real time ◦ Coaching is done after initial training◦ Coaching is done repeatedly (e.g. monthly)◦ Coaching intensity is adjusted to need
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Defining Coaching-Brief Defining Coaching-Brief #1 #1 Developed in partnership with PBIS
CenterContent can be generalized to any
EBP/EIIDeveloped with leadership in mindSets the foundation for furthering the
understand of the importance of coaching
Leads the way for defining System Coaching
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“We already have several coaches why do
we need any more?”or
“We can’t hire additional staff, we just
use staff that have some time?”
Common Challenge #2Too many or Too few
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““Types” of CoachingTypes” of CoachingCoaching for Individual Change:
◦ focus on skill development, support and performance feedback (content specific: academic, behavior)
Coaching for Team/Group Change: ◦ focus on collaboration and facilitation, group dynamics
Coaching for Systems Change: ◦ focus on organizational change
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Common FunctionsCommon FunctionsState
Regional
District/Division
Building
Classroom
Teachers/Staff
Student
Family
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Practices/SkillsThe technical skill set required to impact
individual performance
•Content Fluent (academic, behavior, mental health)
•Data collection•Performance Feedback•Behavioral Consultation
•“Soft skills”
Functions of CoachingSystems
Conditions that support individual skill development
•Job description match role/function•FTE in budget
•Supervision and Support of Coach within Building•Allocation of time and resources for observation,
consultation, data analysis•Link to student outcomes
•Link to staff satisfaction, teacher efficacy and teacher retention
DataInformation required to guide skill
development process•Action Plan with short/long term
measurable goals•Self Assessment
•Process Measures/Fidelity Checks•Performance Feedback Measure
•Student Outcomes•Data used for continuous regeneration
(PEP/PIP)
Individualor Content Coach
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Functions of Coaching
Team or Group
SystemsConditions that support professional
learning communities•Administrative Support and Participation
•Link to School Improvement•Clearly defined role and function
with building level authority, leverage
Practices/SkillsThe technical skill set required to
achieve fidelity
•Team Initiated Problem Solving •Team Building/Collaboration
•Data Analysis•Team Facilitation
•“Soft Skills”
DataInformation required to guide team development process
•Action Plan with short/long term measurable goals•Self Assessment
•Process Measures/Fidelity Checks•Performance Feedback Measure
•Progress Monitoring Tools•Evaluation Tools
•Student Outcomes•Data used for continuous regeneration (PEP/PIP)
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District Leadership & Implementation Teams(Assistant Superintendent,
Title I Intervention SpecialistPrincipal, Teacher, Parent Representation)
State Level Implementation Team
Building Leadership and Implementation Teams(School Principals, Staff Development, PBIS, RtI , Curriculum and Development)
Middle High SchoolElementary Other/EC
State Department of Education – Executive Team
State level Implementation Support Team Leadership Team
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Conditions that support organizational change• Commitment to Continuous Regeneration
• Facilitative Administrator Supports• PEP/PIP Cycle
• Recruitment and Selection Process• Curriculum Development
• Certification Requirements
The technical skill set required
• Implementation Science• Organizational Behavior Management
• Applied Behavior Analysis• Standards of Professional Learning
Functions of Coaching
Information required to guide change process• Action Plan with short/long term measurable goals
• Self Assessment• Process Measures/Fidelity Checks• Performance Feedback Measure
• Progress Monitoring Tools• Evaluation Tools
• Student Outcomes• Data used for continuous regeneration (PEP/PIP
Systems
Systems
Practices/SkillsData
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Name of Coach
Briefly describe their role
How many people receive coaching from this coach?
How were they selected to serve as a coach?
Did they receive training for this role?
Was the coach“coached” for this position?
How do you collect information on impact of coaching?
Is the work of the coach tied to a particular EBP/EII? Please list
Is coaching a part of this individuals job description
Coaching Staff inventory
The purpose of this form is to help understand the current coaching infrastructure and identify which coaching functions exist
1.With your team, define coaching.2.Think about all of individuals in your school that play the role of a “coach”. Complete the following table:
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Benefits of Coaching Staff Benefits of Coaching Staff InventoryInventoryGood initial tool to facilitate high level
discussionProvides a check on common
understanding of coaching roles and functions
Systematic approach to develop a snap shot of current coaching infrastructure
Help review coaching activities tied to specific EBPs or to general capacity
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“What are the “look fors” for coaching” and how to we support good coaching practice”?
Challenge #3Understanding “Good” Coaching Behaviors
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Practice Profiles for CoachingPractice Profiles for CoachingAfter “Type” of Coaching is identified, Practice profiles can develop our fidelity to coaching practicesEach critical component is a headingLevels of performance are defined for each critical componentThe development of the Practice Profile enables the functional use of Implementation Drivers
TIPS: 1)Sometime that ideal/expected component is defined by the program, Team can ask for this information2)Important conversation: Goal for building internal capacity or external capacity
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Coaching for Individual ChangeCoaching for Individual Change
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994
Focused Practice•Content Fluent (academic, behavior, mental health)
•Data collection•Performance Feedback•Behavior Consultation
•Communication •Other “soft skills”
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Example: Individual CoachingExample: Individual CoachingPerformance Feedback Performance Feedback as a Critical as a Critical
ComponentComponent
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994
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Example: Individual CoachingExample: Individual CoachingPerformance Feedback Performance Feedback as a Critical as a Critical
ComponentComponent
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994
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Practice Profile Activity-Part TwoPractice Profile Activity-Part Two
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Example: Individual CoachingExample: Individual CoachingCritical Component: Performance Critical Component: Performance FeedbackFeedback
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Benefits of Using Practice Profiles Benefits of Using Practice Profiles for Coachingfor Coaching
Improves everyone’s Innovation FluencyCreates and requires a permanent product
of performanceDe-Personalizes Feedback: the conversation
can be about the data Allows acknowledgement of components
that did not go well without penalty (for coaching)
One key goal is accuracy of the observation (at least to start)
Ground work for functional “reflective” supervision
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How do we prepare Coaches to Coach, as intended, to prepare practitioners to implement the intervention, as intended, to maximize the benefits for families and children?
Challenge #4Supporting and Sustaining Coaching
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Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Technical Adaptive
Coach CompetenceCoach Competence
© Fixsen & Blase, 2007
Staff
Com
pete
nce
Organization Supports
Leadership
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Competent CoachingCompetent CoachingFluency and Coaching Embedded in
Each DriverSelection of CoachesTraining of CoachesCoaching for CoachesFidelity Assessments of Coaching
◦ Did Coaching Occur as Intended?◦ What was the quality?
Outcome Measures of Coaching◦ Improved Teacher Competence, Adherence,
FidelityKEY: Ensure data from each Driver is “fed forward” and “fed back”
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Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Technical Adaptive
Coach CompetenceCoach Competence
© Fixsen & Blase, 2007
Staff
Com
pete
nce
Organization Supports
Leadership
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Organization Drivers to Support Organization Drivers to Support CoachingCoaching
Facilitative Administration◦ Creating Job Descriptions, Funding, Time,
Space, Support for Coaches Systems Intervention
◦ Identifying Issues for the PEP - PIP cycles at school, District, and State levels
Decision-Support Data Systems◦ Using Teacher Fidelity Data to assess
Coaching Impact◦ Using Coaching Fidelity Data to assess
Coaching
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Performance Assessment (Fidelity)
Coaching
Training
Selection
Systems Intervention
Facilitative Administration
Decision Support Data System
Integrated & Compensatory
Technical Adaptive
Coach CompetenceCoach Competence
© Fixsen & Blase, 2007
Staff
Com
pete
nce
Organization Supports
Leadership
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““Leadership” Challenges Leadership” Challenges Related to CoachingRelated to Coaching
Technical Challenges and Strategies◦Practice Profile Development◦Execution of the Coaching Plan
Adaptive Challenges and Strategies◦Practice Profile ◦Execution of the Coaching Plan
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Coaching Best Practices: Drivers Coaching Best Practices: Drivers Assessment Assessment
In Place Partially In Place
Not In Place
Notes:
Supervision and Coaching:Written Coaching Service Delivery PlanUses multiple sources of information for feedbackDirect observation of implementation (in person, audio, video)
Coaching data reviewed to improve other Drivers Accountability structure and processes for Coaches Regular review of adherence to Coaching Service Delivery Plan
Multiple sources of information for feedback to coaches
o Satisfaction surveys from those being coached
o Observations of expert coacho Fidelity measures of those being coached
Ave. Percent of Supervision/Coaching Items in Each Category
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BenefitsBenefitsIntegrated with other Drivers
Builds on Selection Strengths Matches competencies covered in Training Reflects Fidelity Measures
Compensatory in relation to other Drivers◦Compensates for:
Skills not found at point of hire (Selection) Skills absent or weak at post-training
(Training) Skills not responsive to feedback/data alone
(Decision-Support Data Systems)
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Lessons LearnedLessons LearnedLanguage around “coaching” is one of the
biggest barriersClarity of coaching functions need to be
defined Important to ensure that coaching
infrastructure is explicit Engaging stakeholders in understanding the
importance of coaching function will help sustain that key support
For coaching for competence and competent coaching to sustain, it is necessary to: Develop Staff Capacity, Build Organization Capacity and Create Leadership Capacity
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Future DirectionsFuture DirectionsBlending Learning to
enhance coaching practice and support for “coachees”
Dissemination of Coaching Functions and Activates to broad stakeholders
Work through “negative” history with coaching by demonstrating coaching for competence and impact
Create guiding questions for coaching functions and long term accountability
Technology to support coaching in real time
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Thank You!Stay Connected!
www.scalingup.org
SISEP @SISEPcenter
For more on Implementation Sciencehttp://nirn.fpg.unc.edu
www.implementationconference.org