 Coaching that leads to Change Amanda Armstrong, JMU T/TAC Emily Helmboldt, VCU ACE Teresa Lyons, VCU ACE Simone Cheeks, Richmond City Schools Cindy Bates, Wise County Schools VCU ACE & VA DOE T/TAC 2012 Summer CoLA Institute

Training Outcomes Related to Training Components Training ComponentsTraining Outcomes Knowledge of Content Skill Implementation Classroom Application Presentation/ Lecture 10%5%0% Plus Demonstration in Training 30%20%0% Plus Practice in Training 60% 5% Plus Coaching/ Admin Support Data Feedback 95%

What is coaching? Focus : Coaching as a model of Formative Assessment - an ongoing cycle of Plan – Teach – Reflect – Apply Formative – Helping to shape, develop or mold Goal is to look at those activities engaged in by teachers that provide information to be used as feedback in order to modify the teaching and learning activities in which they are engaged

Formative Assessment  Assessment FOR improved performance and effectiveness (examination of practice) that involves:  Questioning  Summarizing  Recall  Goal-setting  Baseline  Data

Coaching vs. Training or Consultation  Coaching involves active collaboration and participation, but not group instruction  Small group  Build from local competence  Sustainable

Coaching  Support for Colleague’s  Thinking  Problem Solving  Achievement  Strategies  Maintain a nonjudgmental stance  Inquire  Reflect on Goals

Partnership

Equality

Partnership Choice

Partnership Reflection

Dialogue

Interviews Principal referral Large-group presentations Small-group presentations Workshops Informal conversations Enroll

A common experience you likely have had is the conversation that begins with you telling someone about something you are grappling with and before you’ve even finished the story, the other person says, “I know exactly what you mean. About three years ago …” And he’s off and running. In a matter of seconds, this conversation shifted from being about you to being about him

Differentiated Coaching  Instructive  Coach directs, provides, and offers suggestions/solutions  Collaborative  Coach and teacher co-construct and problem solve  Facilitative  Teacher actively directs, self-assesses and self- prescribes

Autonomous Teachers  Assume responsibility for themselves and see themselves as part of the whole  Are aware of and monitor their own behavior and thinking  Are self-directed  Take responsibility for student learning and how their actions contribute to it  Have empathy for multiple perspectives

Autonomous Teachers  Seek more than one way to approach a challenging situation (flexibility)  Have a continuing desire for growth and improvement  Are not dependent on approval from others  Seek honest feedback  Seek to contribute to the common good

I – C - F Sort  Consider:  From what direction does information flow or is it being co-constructed?  What is the role of the coach?  Under what circumstances would a teacher be best served by a given strategy?

Collaborative Log  Provides  Focus and clarity  Ongoing assessment data  Possible solutions, actions, next steps  Accountability for teacher and coach  Guidance for coaching support

Collaborative Log  What’s Working  Assesses teacher needs  Current Focus-Challenges-Concerns  Establishes a focus for work  Teacher’s Next Steps  Supports teachers movement forward  Coach’s Next Steps  Promotes accountability

I-C-F & Collaborative Log Practice  Role play teacher and coach  View video  Discuss the observation  Complete the collaborative log

 Insert Video

Reflection  How did it feel to engage in this sort of conversation as a coach?  What approaches did you use to try to impact your partners’ thinking, decision making, or next steps?

Amherst: What worked?  2 Coaches with varied backgrounds  1 teacher with years of experience  Summer training  Team decision making  Relationship building  Identified roles and responsibilities  Similar goals

Amherst: What didn’t work?  2 Coaches with varied backgrounds  Consensus on best practices  Initial administrative buy in  Timing

Amherst: Essential Tools  EBP list by domain  Implementation Checklist  NPDC Briefs  GAS  Pre and Post Environmental Assessment

RPS: What Worked?  Pool of “Autism Savvy” Staff  Summer Professional Development  Attention to the details  Training  Coaching model  EBP “Refresher”  Support Group meetings

RPS: What didn’t work?  2 Autism Mentor Teachers=300+ kids  Teaching drowning teachers how to swim  Starting training after winter break  Minimal coaching for new coaches

RPS: Essential Tools  Coaching manual  Coaching session log  Teacher’s Intervention Survey

Teacher Intervention Survey Teacher: ___________________ Date:____________ Intervention Description Using your student(s) interfering behavior, and the description of the intervention listed on this page, please evaluate the intervention by circling the number which best describes your agreement or disagreement with each statement. You must answer each question. 1= Strongly Disagree2= Disagree3= Slightly Disagree4= Slightly Agree5= Agree6= Strongly Agree 1.This would be an acceptable intervention for the child's problem behavior Most teachers would find this intervention appropriate for behavior problems in addition to the one described This intervention should prove effective in changing the child's problem behavior I would suggest the use of this intervention to other teachers The child's problem behavior is severe enough to warrant use of this intervention Most teachers would find this interevention suitable for the behavior problem described

Wise County Schools  Autism Coordinator – 1 person with other responsibilities (SE coordinator, IEP coordinator, VAAP, etc.)  Mostly putting out fires  Reactive approach to providing training and support  Training/support only addressed pressing needs not systematic needs  Lots of professional development for teachers with no follow-up to ensure implementation or fidelity of practice What did not work?

Wise County Schools  Central and school administration support of activities, time needed and role release for staff  Identification of additional coordinators to support coaching  CAPS Coordinator, Transition Coordinator, School Psychologist/ECSE Coordinator, Lead SLP  Assessment to identify systematic needs to be addressed through coaching  Recognition of division practices that need to be changed while balancing individual teacher needs  All teachers receive similar training, support and coaching  Opportunities for monthly meetings with similar staff to team, plan and prepare for instruction What worked?

Wise County Schools  Interactive Journal  EBP Checklists, Lesson Plan, Data collection tools  Collaborative Assessment Logs  I-C-F Continuum  Language of Coaching Essential tools

Contact info:  Amanda Armstrong – JMU T/TAC -  Emily Helmboldt – VCU ACE –  Teresa Lyons – VCU ACE –  Simone Cheeks – Richmond City –  Cindy Bates – Wise County –

References  Center for Teacher Leadership. (2011, Sept./Oct.). Santa Cruz New Teacher Center Mentor Professional Development. Richmond, VA.  Knight, J. (2011). Unmistakable Impact: A Partnership Approach for Dramatically Improving Instruction. California: Corwin.  National Professional Development Center on Autism Spectrum Disorders (2010/11, July). Summer NPDC Institute. Richmond, VA.