REFLECTIVE COACHING REVIEW January 11, 2016

Goals for Today Check in on where everyone is in our self-guided learning and practice with reflective coaching Share insights and experiences Review the core components and purpose of Reflective Coaching Practice coding and using Reflective Questions View some footage of reflective coaching Discuss next steps and future plans

Tools for Today Notecard: One side, record any tips, AH has, and/or strategies to help with your reflective coaching practice The other side, record words or phrases that stick out to you that you want to be mindful of and reflect on in your practice Sticky At the end of today, I will ask you to choose one of those words to write on your sticky and share with the group that sums up your current thoughts about reflective coaching Professional Learning Community Wiki-resources, handouts, etc. Reflective Coaching Action Plan

Welcome to the Coaching Cadre!!!!

And Remember with Reflective Coaching… We are all in this together!

What is REFLECTIVE COACHING SURVEY QUIZ

Reflective Coaching is… Coaching is an adult learning strategy in which the 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 & Shelden, 2004

Expert Coaching Model “Experts” are individuals with particular areas of knowledge and skills who have been trained specifically to provide feedback and support to others It uses a coaching interaction style to support the coachee in recognizing what he or she already knows and then builds on the previous knowledge or skills by sharing new information and developing new skills that are based on the coach’s knowledge and experience Contextual model Goal-oriented Adult-learning

Contextual Model of Coaching Seven thematic factors: Specific outcome or goal toward which both the coach and coachee are working A rationale for how coaching fits the coachee’s needs and particular situation A procedure that is abased on the rationale and that requires the active participation of both the coach and coachee A meaningful relationship between the coach and coachee A collaborative working alliance that focuses specifically on the development of the coachee The coachee’s ability and readiness to change The coachee's ability and readiness to help the coachee make the desired changes

Contextual Model Seven key principles facilitate the process of change and development Collaboration Accountability Awareness Responsibility Commitment Action Results Role of coach is to help the coachee become aware of the current situation through reflective questioning, observation, and feedback and then to develop alternatives for change (e.g., the plan)

Key Elements of Coaching in Early Childhood Consistent with principles of Adult Learning Capacity building Nondirective Goal oriented Solution focused Performance based Reflective Collaborative Context driven As hands on as it needs to be

Principles of Adult Learning “Adult learner is perceived to be a mature, motivated and equal participant in a learning relationship with a facilitator (coach) whose role is to aid the learner in the achievement of his or her primarily self-determined learning objectives.” “For a learner to gain a deeper knowledge of a particular content area, he or she must develop and understanding of how the knowledge may be used in a specific context and how it may be generalized to other situations.” GOAL-FOCUSED LEARNERS SELF-DIRECTED LEARNERS

Capacity Building Coaching builds the knowledge, skills, and ability (e.g., capacity) of the coachee to be able to function without the ongoing support of the coach Rather than creating dependency, the coach helps the coachee discover what he or she already knows and thus can do, shares new information and ideas, assists the coachee with developing the tools that are necessary to achieve the desired outcomes, and helps the coachee generalize the reflections and resulting actions to new and different situations. Am I building capacity or creating dependence?

Capacity-building Benefits: Acquisition and use of new knowledge and skills Self-attribution Believes in own self and ability to handle future situations Evidence-based: “A perception of professional confidence and competence encompasses a teacher’s beliefs that they possess the ability to manage the learning and behaviors of children (Bandura, 1994) Maddox & Marvin (2012), STEPS Program

Nondirective Coaching is “not telling people what to do”, but giving them a chance to examine what they are doing in light of their intentions. Range Self-discovery<  Direct feedback w/no reflection Effective coaching consists of asking the right questions at the right time to promote thinking so that the coachee will become aware of and analyze: what he or she wants to have happened what he or she is currently doing to support or inhibit that goal, and what possible alternatives will result in achieving that goal As a nondirective approach, coaching does not mean that the coach can never share information with the coachee and must wait for the coachee’s self-discovery---rather it is being intentional about when, how, and why questions are asked, information or feedback is shared, and a form of more directive instruction is used

Goal Oriented Coaching is an interaction style used to achieve individual goals or outcomes that are identified by the coachee and that are related to desired knowledge or skills. Accountability-if you are coaching, you are still taking data on outcomes!!

Solution Focused If coaching is related to a problem area, the purpose of using a coaching approach is to identify possible solutions that can be implemented immediately instead of focusing on the problem itself. End the cycle of “I can’t: and “buts”

Performance based The focus of coaching is the coachee’s performance, application of knowledge gained, and demonstration of skills resulting from the coaching process. Coaching that focuses on performance is action oriented rather than driven by emotions or feelings. Coaching requires the coachee to actively participate and be engaged in order for learning and behavioral change to occur.

Reflective Reflection, active participation, and engagement on the part of the person being coached are used both to strengthen that person’s competence with regard to what he or she can do and to build on current knowledge or skills in order to acquire new ideas and actions. As a result, the person’s confidence is enhanced, causing him or her to continue to do what works, to try new possibilities, and to evaluate the effectiveness of all these actions.

Collaborative Coaching is a partnership and a reciprocal process in which both the coach and coachee bring knowledge and abilities to the relationship. The coach must learn what the coachee knows, understands, and is doing, including his or her preconceived knowledge about coaching and ideas for change and how potential changes might be applied and might affect the coachee's current situation. It cannot be a hierarchical relationship

Context driven Coaching is a relationship that is built on the achievement of goals related to functional activities, beginning with the current situation experienced by the coachee. The content of coaching is never separated from the context in which targeted performances and/or jointly identified solutions are used.

As hands-on as it needs to be Assist coachee in identifying possible options or external resources Share information to build deep factual knowledge on the topic Model an action for the coachee Provide feedback on the coachee’s actions following the coachee's self- reflections Overtime as coachee’s confidence grows feedback by coach becomes more affirmative and less informational

Five research-based characteristics of coaching Joint planning Observation Action/practice Reflection Feedback

Reflective Coaching: Coaching Characteristics Joint Planning Sets the stage for the session Occurs throughout the session Involves use of careful questioning and following through with caregiver responses Observation Provide feedback to caregiver Use questions to elicit the understanding and the interpretation of the interaction Action/Practice Coach may need to model strategy Explain what you are going to do, describe what the learner should watch for, check for comprehension, following model, discuss together what worked or didn’t work, have learner practice strategy, add to join plan as necessary Reflection Framework for reflective questions and 4 stages (awareness, analysis, alternatives, action) Feedback Provided by the coach based on the observations by the coach, information shared by the learner’s current level of understanding and comfort about a specific evidenced based practice

Framework for Reflective Questions The Basics What you know (knowledge content question) What you did (practice content question) What was the result (outcomes content question) What about the process (evaluation content question) Types of Open-Ended Questions Awareness Analysis Alternatives Action

Types of Feedback Affirmative To acknowledge what parent/teacher is sharing with you Evaluative Positive-to let parent/teacher know when you agree or need to reinforce parent/teacher’s thought or idea Explain why you agree or what you are reinforcing Informative To share necessary information or provide ideas after the parent/teacher has the opportunity to reflect (timing) Follow with an analysis question for the parent/teacher to assess the information and/or idea and plan how it might work in the present and future Directive Provide this only in situations of clear, present, imminent danger

Effective Feedback Affirmation of learner’s reflections Information given based upon a coach’s observations of learner’s actions to expand his or her understanding of a strategy or practice

Sample Coaching Conversation * Handouts Reflective Question Coding Practice (code) Reflective Coaching Questions Using a Coaching Interaction Style in Early Childhood Intervention (model, role play) Roadmaps

Self-Assessment-Coaching at Glance Handout What did the parent/teacher learn and/or change as a result of this conversation? How did this interaction build the other person’s knowledge and skills for the current and future situations? How did this interaction compare to others with this parent/teacher? What will I do similarly in future coaching interactions? What will I do differently in future coaching interactions?

MY PLAN-Reflective Coaching Action Plan MY PLAN What is my plan related to the continued use of coaching practices in terms of what I want to continue to improve or do differently? What additional supports do I need? When should I revisit my plan?

Reflective Coaching: Video Self-Monitoring Tool for Reflection Strengthens impact of reflective process Allows for repeated observation and review of action practices Assessment of Growth in Performance Training Tool Upload videos to Dropbox, share videos to

Five characteristics of an effective coach Competent (skilled, knowledgeable, helpful) Open (objective, respectful) Adaptable (flexible, open, agreeable) Caring (empathetic, able to be an active listener, encouraging) Honest (trustworthy) C-O-A-C-H