Promising Practices in Coaching OSEP Project Director’s Conference State Deaf Blind Projects Meeting July 24, 2008

Session is in response to absolute priority… “Provide information and TA, including distance learning activities and ongoing professional development opportunities paired with on-site coaching, to family members…,early intervention, special and regular education, and related services personnel….”

Introduction to coaching Proposed coaching strategies DB project role in state coaching model Examples of distance coaching strategies Examples of current strategies Discussion/problem solving Topics – Back to Basics Agenda

Introduction to Coaching MaryAnn Demchak University of Nevada, Reno Nevada Dual Sensory Impairment Project

Session introduces… Coaching and what it is Purposes of coaching Characteristics of effective coaching Important considerations Thoughts on evaluating coaching programs

What is coaching? “An adult learning strategy in which a coach promotes the learner’s ability to reflect on his or her actions as a means to determine the effectiveness of an action or practice and develop a plan for refinement and use of the action in immediate and future situations.” (Rush, 2003, cited in Rush & Shelden, 2005)

What is an instructional coach? “Someone whose …responsibility is to bring practices that have been studied using a variety of research methods into classrooms by working with adults rather than students.” (From Kowal, J., & Steiner, J. (2007). Issue brief: instructional coaching. Center for Comprehensive School Reform and Improvement. Retrieved from ew&id=366&Itemid=98 on April 15, 2008.) ew&id=366&Itemid=98

Coaching is an approach that emphasizes… An adult learning model/strategy Evidenced-based topics or focus Reflection on one’s actions Implementation and refinement of actions in immediate and future environments Feedback

Purposes of coaching can be to … Improve test scores; Mentor new teachers; Ensure that curriculum is understood and used correctly; Ensure that appropriate instructional strategies are understood and used; and/or Ensure use of evidence-based practices All of the above: an attempt to bridge the “knowing-doing” gap

Characteristics of Effective Coaching 1. Involves collaborative planning 2. Facilitates development of a vision 3. Characterized by data-based learning (adults and children) (Adapted from Shanklin, 2006)

Characteristics of Effective Coaching 4. On-going, job-embedded professional learning that increases capacity to meet child needs 5. Involves observations 6. Is supportive, not evaluative (Adapted from Shanklin, 2006)

What might a coach do? Meet to plan collaboratively the focus of coaching; establish priorities Model effective strategies Co-plan regarding implementation Observe recipients of the coaching Discuss / reflect / provide feedback Continue to be available and involved

A Few Important Considerations 1. What are the intended purposes of the coaching program? 2. How do you decide on the topics/issues for coaching? 3. What are the intended outcomes of the coaching program for students, families, teachers, coaches, and administrators?

A Few Important Considerations 4. What are the ongoing professional learning opportunities for coaches, families, teachers, and administrators? 5. How will evidence of effectiveness be gathered?

More on Evaluation Do participants value their coaches? Do the participants change their practices? Does child behavior change?

Final Comments Coaching is not a quick fix Coaching is part of an on-going professional development model There are a number of different approaches to coaching  All approaches have common features Ultimate outcome is to change adult behavior in order to enhance child outcomes

Nevada’s Plans for Implementing Coaching

Elko - 2 Eureka - 1 Ely - 2 Winnemucca - 3 Pahrump - 1 Las Vegas – 60 (School district & early intervention) Reno – 11 Carson City & Dayton - 4 Minden - 2 Fallon - 2 Silver Springs - 3

Part B Initiative Year 1 – Pilot  Developing on-site coaching model within on- going professional development approach Selection of one pilot team to receive training (content and how to coach) Face-to-face “kick-off” training On-line training and information continued through a combination of webinars and WebCampus Second face-to-face training about mid-year Continuation of on-line information and training “Visits”- on-site and via technology by project director Evaluate

Part B Initiative Year 2  Summer institute with assistance of Year 1 team Next team targeted to become coaches as well as Broader audience of interested service providers and family members  Year 1 team begins to provide training and coaching (within own district)  Make necessary modifications to Year 1 piloted model  Continue support and training of Year 1 team as well as provide to Year 2 team

Part B Initiative Years 3 thru 5  Continue professional development and coaching model Refine model based on evaluation data Expand to other districts or schools

Part C Initiative Piloting a model within one EI agency  Core team with members with specialized training in sensory impairments, but not deafblindness Project director acting as coach to team members EI members acting as coaches to other EI staff  Training (in-person and on-line) to EI team members  Modeling interaction, instructional, etc. strategies  Regularly scheduled home visits for project director and EI team members  Videotaping