Coaching for Competence Competent Coaching SPDG Directors Webinar

Coaching for Competence & Competent Coaching SPDG Directors Webinar September 10, 2013 Michelle A. Duda, Ph. D Karen A. Blase, Ph. D Dean L. Fixsen, Ph. D Barbara Sims, MA Frank Porter Graham Child Development Institute University of North Carolina at Chapel Hill 1

Acknowledgements-SISEP Coaching for Competence 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) 2

“For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation” (R. Elmore, 2002)

Goals for Today �What 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 Directions 4

Big 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 educators 2. Build Organization Capacity. Focus on systems that support strong collaborative work cultures 3. Create Leadership Capacity. Focus on building leadership across individuals

Student Benefits Applies to individuals implementing EBP/EII Performance Assessment (Fidelity) m Co af f St ts or pp Su Integrated & Compensatory Facilitative Administration n tio pe za te n ni Selection ga Training Systems Intervention Or Coaching ce Applies to coaches supporting individuals implementing EBP/EII Decision Support Data System Leadership Technical Adaptive © Fixsen & Blase, 2007

Common Challenge #1 Language and Expectation Barriers “We hear that coaching is important, but what is coaching? ”

Commonly Used Terms Coaching Mentoring Consultation Peer Support External Coaching Internal Coaching Supervision Others?

Coaching for Competence Defined � 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

Coaching Defined “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

Defining Coaching-Brief #1 �Developed in partnership with PBIS Center �Content can be generalized to any EBP/EII �Developed with leadership in mind �Sets the foundation for furthering the understand of the importance of coaching �Leads the way for defining System Coaching

Common Challenge #2 Too many or Too few “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? ”

“Types” of Coaching �Coaching 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

Common Functions State Regional District/Division Building Classroom Systems Conditions that support skill development for staff Teachers/Staff Student Family Practices/Skills Data The technical skill set required to achieve intervention fidelity Information required to guide skill development process

Functions of Coaching Systems Individual or Content Coach 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 Practices/Skills The technical skill set required to impact individual performance • Content Fluent (academic, behavior, mental health) • Data collection • Performance Feedback • Behavioral Consultation • “Soft skills” Data Information 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)

Functions of Coaching Systems Team or Group Conditions that support professional learning communities • Administrative Support and Participation • Link to School Improvement • Clearly defined role and function with building level authority, leverage Practices/Skills The technical skill set required to achieve fidelity • Team Initiated Problem Solving • Team Building/Collaboration • Data Analysis • Team Facilitation • “Soft Skills” Data Information 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)

State Transformation Specialists State Department of Education – Executive Team State level Implementation Support Team Leadership Team State Level Implementation Team District Leadership & Implementation Teams (Assistant Superintendent, Title I Intervention Specialist Principal, Teacher, Parent Representation) Building Leadership and Implementation Teams (School Principals, Staff Development, PBIS, Rt. I , Curriculum and Development) Elementary Middle High School Other/EC

Functions of Coaching Systems izational change Conditions that support organ neration • Commitment to Continuous Rege s • Facilitative Administrator Support • PEP/PIP Cycle ss • Recruitment and Selection Proce • Curriculum Development • Certification Requirements Practices/Skills Data ange process Information required to guide ch asurable goals • Action Plan with short/long term me • Self Assessment The technical skill set required • Process Measures/Fidelity Checks • Performance Feedback Measure • Implementation Science ment • Progress Monitoring Tools • Organizational Behavior Manage • Evaluation Tools • Applied Behavior Analysis • Student Outcomes • Standards of Professional Learning tion (PEP/PIP • Data used for continuous regenera

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: Name Briefly How of describ many Coach e their people role receive coachi ng from this coach? How were they selecte d to serve as a coach? Did they receive trainin g for this role? Was the coach“co ached” for this position? How do you collect informatio n 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

Benefits of Coaching Staff Inventory �Good initial tool to facilitate high level discussion �Provides 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

Challenge #3 Understanding “Good” Coaching Behaviors “What are the “look fors” for coaching” and how to we support good coaching practice”?

Practice Profiles for Coaching After “Type” of Coaching is identified, Practice profiles can develop our fidelity to coaching practices �Each critical component is a heading �Levels of performance are defined for each critical component �The 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 information 2) Important conversation: Goal for building internal capacity or external capacity

Coaching for Individual Change Critical Component Ideal/Expected Critical Component 1: Description of implementer behavior Acceptable Variation Unacceptable Variation Focused Practice • Content Fluent (academic, behavior, mental health) • Data collection • Performance Feedback • Behavior Consultation • Communication • Other “soft skills” Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

Example: Individual Coaching Performance Feedback as a Critical Component Ideal/Expected Critical Component 1: Performance Feedback: Coach providing direct, specific, observable feedback to core behavior of individual • Intervention match to core belief, values • Feedback provided in timely manner • Fidelity tool in place Acceptable/ Developmental Variation Unacceptable Variation Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

Example: Individual Coaching Performance Feedback as a Critical Component Ideal/Expected Critical Component 1: Performance Feedback: Coach providing direct, specific, observable feedback to core behavior of individual • Intervention match to core belief, values • Supportive relationship in place • Feedback provided in timely manner • Intervention tracked for fidelity and impact Acceptable/ Developmental Variation Unacceptable Variation • Intervention match • Supportive relationship in place • Baseline info collected • Intervention tracked for fidelity and impact not consistent with individual’s belief system • Feedback provided without data • Fidelity measure not in place Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994

Practice Profile Activity-Part Two Critical Component: Performance Feedback Ideal and/or Acceptable Knowledge, Skills, and Abilities Driver Analysis • Intervention match to core belief, values • Feedback provided in timely manner • Fidelity tool in place We know what is necessary to put “it” in place. This is how we ensure that “it” is in place! Areas of Impact (outcomes) We can prove that we’ve “got it”!

Example: Individual Coaching Critical Component: Performance Feedback Coach providing direct, specific, observable feedback to core behavior of individual Ideal and/or Acceptable • Intervention match to core belief, values • Supportive relationship in place • Feedback provided in timely manner • Intervention tracked for fidelity and impact Knowledge, Skills, and Abilities Driver Analysis Content fluency and application • Data collection and analysis • Problem Solving and Communication How to ensure that “it” is in place? …. we’ve “got it”!! • Areas of Impact (outcomes) • Fidelity of intervention 80% • Impact of intervention demonstrated (student outcome achievedacademic or behavior) • Satisfaction survey indicates positive/supportiv e

Benefits of Using Practice Profiles for Coaching � Improves everyone’s Innovation Fluency � Creates and requires a permanent product of performance � De-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

Challenge #4 Supporting and Sustaining Coaching 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?

Coach Competence Performance Assessment (Fidelity) ts or ce om St af f. C Facilitative Administration pp Su Integrated & Compensatory n tio pe za te n ni Training Selection ga Or Coaching Systems Intervention Decision Support Data System Leadership Technical Adaptive © Fixsen & Blase, 2007

Competent Coaching Fluency and Coaching Embedded in Each Driver � Selection of Coaches � Training of Coaches � Coaching for Coaches � Fidelity Assessments of Coaching ◦ Did Coaching Occur as Intended? ◦ What was the quality? � Outcome Measures of Coaching ◦ Improved Teacher Competence, Adherence, Fidelity KEY: Ensure data from each Driver is “fed forward” and “fed back”

Coach Competence Performance Assessment (Fidelity) ts or ce om St af f. C Facilitative Administration pp Su Integrated & Compensatory n tio pe za te n ni Training Selection ga Or Coaching Systems Intervention Decision Support Data System Leadership Technical Adaptive © Fixsen & Blase, 2007

Organization Drivers to Support Coaching � 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

Coach Competence Performance Assessment (Fidelity) ts or ce om St af f. C Facilitative Administration pp Su Integrated & Compensatory n tio pe za te n ni Training Selection ga Or Coaching Systems Intervention Decision Support Data System Leadership Technical Adaptive © Fixsen & Blase, 2007

“Leadership” Challenges Related 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

Coaching Best Practices: Drivers Assessment In Place Supervision and Coaching: Written Coaching Service Delivery Plan Uses multiple sources of information for feedback Direct 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 coach o Fidelity measures of those being coached Ave. Percent of Supervision/Coaching Items in Each Category Partially In Place Notes:

Benefits �Integrated 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)

Lessons Learned �Language around “coaching” is one of the biggest barriers �Clarity 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

Future Directions �Blending 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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