1. Coaching for Competence & Competent Coaching
SPDG Webinar
October 4, 2011
Michelle A. Duda, PhD
Karen A. Blase, PhD
Dean L. Fixsen, PhD
Barbara Sims, MA
Frank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
© 2010 Karen A. Blase and Dean L. Fixsen

2. Acknowledgements SISEP Coaching for Competence and Impact Community
Coaching experts representing Oregon, Minnesota, Illinois, Michigan, Missouri, Virginia
© 2010 Karen A. Blase and Dean L. Fixsen
© 2010 Karen A. Blase and Dean L. Fixsen

3. Welcome! - © 2010 Karen A. Blase and Dean L. Fixsen

4. Goals for Today
What is coaching for competence and competent coaching?
Strategies and tools to support competent coaching:
Use of Practice Profiles
Coaching Driver Best Practice Assessment
Coaching Cascade Logic Model
© 2010 Karen A. Blase and Dean L. Fixsen

5. State Leaders…
How do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time?
**2 Key Components for School Improvement:
Professional Development –
Focus on skill development of individual educators
Organization Capacity-Learn and be adaptive
Focus on strong collaborative work cultures
© 2010 Karen A. Blase and Dean L. Fixsen

6. Training Outcomes Related to Training Components
Knowledge of Content
Skill Implementation
Classroom
Application
Presentation/ Lecture
Plus
Demonstration
Practice
Plus Coaching/ Admin Support
Data Feedback
10% % %
30% % %
60% % %
95% % %
Joyce & Showers, 2002
© 2010 Karen A. Blase and Dean L. Fixsen

7. C4C 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).
© 2010 Karen A. Blase and Dean L. Fixsen
© 2010 Karen A. Blase and Dean L. Fixsen

8. 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
© 2010 Karen A. Blase and Dean L. Fixsen

9. Functions 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
© 2010 Karen A. Blase and Dean L. Fixsen

10. Functions of Coaching Systems Practices/Skills Data Individual
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”
Individual
or Content Coach
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)
Teacher efficacy 10

11. Functions of Coaching Systems Practices/Skills Data 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”
Team or Group
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)
Describe Coach Cascade 11

12. Functions of Coaching Systems Practices/Skills Data Systems
Conditions that support organizational change
Commitment to Continuous Regeneration
Facilitative Administrator Supports
PEP/PIP Cycle
Recruitment and Selection Process
Curriculum Development
Certification Requirements
Practices/Skills
The technical skill set required
Implementation Science
Organizational Behavior Management
Applied Behavior Analysis
Standards of Professional Learning
Systems
Data
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)
Describe Coach Cascade
Talk more about political savvy , sensitivity to language and relationships- mobilizing resources 12

13. I. Practice Profiles for Coaching
© 2010 Karen A. Blase and Dean L. Fixsen

14. Coaching Pre-Requisites
Clearly operationalized program and/or practice features
An Evidence-Based Practice or Program
A Best Practice Initiative
Operationalize
Part of Speech:  verb Definition:  to define a concept or variable so that it can be measured or expressed quantitatively Webster's New Millennium™ Dictionary of English, Preview Edition (v 0.9.7) Copyright © Lexico Publishing Group, LLC
Practice Profiles Can Help Operationalize Program and/or Practice Features
(c) Dean Fixsen and Karen Blase, 2009

15. Practice Profiles: Pay Now or Pay Later
Identifies Critical Components
Guiding Principles
Critical Components Match the Guiding Principles
Core Activities to Achieve the Critical Components
For each Critical Component:
Identified “gold standard” activities
Identified acceptable variations in practice
Identified ineffective practices and undesirable practices
Your Implementation Support
Identify and Support Implementation Team
Provide Conceptual Overview and Rationales
Provide Resources, Worksheets, Templates
Facilitate Consensus Building
Capacity
Building
Tilly, September 2008

16. Practice Profiles for Coaching
Of Pendula and Nails
Practice Profiles for Coaching
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
Critical Component
Desired
(GOLD STANDARD)
Acceptable Variation
Unacceptable Variation
Harmful Variation
Critical Component 1:
Description
Description of practitioner behavior
Tilly, September 2008

17. Coaching for Individual Change
Critical Component
Ideal Implementation
Acceptable Variation
Unacceptable Variation
Harmful Variation
Critical Component 1:
Description
Description of implementer behavior
Focused Practice
Content Fluent (academic, behavior, mental health)
Data collection
Performance Feedback
Behavioral Consultation
Communication
Other “soft skills”
If Professional Problem-Solving in an RtI framework has 9 Critical Components such as Parent Involvement, Developing Problem Statements, Systematic Data Collection, etc. Then each of these 9 Critical Components would have a practice profile that describes the critical component, the Activities of the people who are implementing the critical component, and would include a range of acceptable variations - the ideal or gold standard, acceptable variations, and unacceptable variations. You don’t necessarily have to have more than one Unacceptable variation - this just happens to be the template. You can modify the template to have more than one Acceptable Variation as well.,
The important big idea is that you define the intervention or initiative through the critical components and the description of the variations that express that Critical Component.
NEVADA
Had A – E As a problem-solving model, the Instructional Coaching Model includes all of these 9 components.
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994
(c) Dean Fixsen and Karen Blase, 2004

18. Coaching for Individual Change
Critical Component
Ideal/Expected
Acceptable Variation
Unacceptable Variation
Critical Component 1:
Description
Description of implementer behavior
Focused Practice
Content Fluent (academic, behavior, mental health)
Data collection
Performance Feedback
Behavior Consultation
Communication
Other “soft skills”
If Professional Problem-Solving in an RtI framework has 9 Critical Components such as Parent Involvement, Developing Problem Statements, Systematic Data Collection, etc. Then each of these 9 Critical Components would have a practice profile that describes the critical component, the Activities of the people who are implementing the critical component, and would include a range of acceptable variations - the ideal or gold standard, acceptable variations, and unacceptable variations. You don’t necessarily have to have more than one Unacceptable variation - this just happens to be the template. You can modify the template to have more than one Acceptable Variation as well.,
The important big idea is that you define the intervention or initiative through the critical components and the description of the variations that express that Critical Component.
NEVADA
Had A – E As a problem-solving model, the Instructional Coaching Model includes all of these 9 components.
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994
(c) Dean Fixsen and Karen Blase, 2004

19. Developmental Variation Unacceptable Variation
Example: Individual Coaching Performance Feedback as a Critical Component
Critical Component
Ideal/Expected
Acceptable/
Developmental Variation
Unacceptable Variation
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
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994
(c) Dean Fixsen and Karen Blase, 2004

20. Developmental Variation Unacceptable Variation
Example: Individual Coaching Performance Feedback as a Critical Component
Critical Component
Ideal/Expected
Acceptable/
Developmental Variation
Unacceptable Variation
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
Intervention match
Baseline info collected
Intervention 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
(c) Dean Fixsen and Karen Blase, 2004

21. Practice Profile Activity-Part Two
Critical Component
Ideal and/or Acceptable
Knowledge, Skills, and Abilities
Driver
Analysis
Areas of
Impact
(outcomes)
Critical Component:
Performance Feedback
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!
We can prove that we’ve
“got it”!
(c) Dean Fixsen and Karen Blase, 2004

22. Example: Individual Coaching Critical Component: Performance Feedback
Ideal and/or Acceptable
Knowledge, Skills, and Abilities
Driver
Analysis
Areas of
Impact
(outcomes)
Critical Component:
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
Content fluency and application
Data collection and analysis
Problem Solving and
Communication
How to ensure that “it” is in place? ….we’ve “got it”!!
Fidelity of intervention 80%
Impact of intervention demonstrated (student outcome achieved-academic or behavior)
Satisfaction survey indicates positive/supportive
(c) Dean Fixsen and Karen Blase, 2004

23. 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
Tilly, September 2008

24. II. Implementation Drivers-Best Practices for Coaching
© 2010 Karen A. Blase and Dean L. Fixsen

25. Coaching Coaches
If coaching prepares practitioners to implement the intervention, as intended, to maximize the benefits for families and children. . . 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?
© 2010 Karen A. Blase and Dean L. Fixsen

26. Coaching Best Practices
In Place
Partially In Place
Not In Place
Notes:
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
Satisfaction surveys from those being coached
Observations of expert coach
Fidelity measures of those being coached
Ave. Percent of Supervision/Coaching Items in Each Category
© 2010 Karen A. Blase and Dean L. Fixsen

27. Teacher/Coach Competence
Performance Assessment (Fidelity)
Systems Intervention
Coaching
Facilitative Administration
Staff Competence
Training
Organization Supports
Integrated & Compensatory
Decision Support Data System
Selection
Leadership
Technical
Adaptive
© Fixsen & Blase, 2007

28. 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
(c) Dean Fixsen and Karen Blase, 2009

29. Teacher/Coach Competence
Performance Assessment (Fidelity)
Systems Intervention
Coaching
Facilitative Administration
Staff Competence
Training
Organization Supports
Integrated & Compensatory
Decision Support Data System
Selection
Leadership
Technical
Adaptive
© Fixsen & Blase, 2007

30. 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
(c) Dean Fixsen and Karen Blase, 2009

31. Teacher/Coach Competence
Performance Assessment (Fidelity)
Systems Intervention
Coaching
Facilitative Administration
Staff Competence
Training
Organization Supports
Integrated & Compensatory
Decision Support Data System
Selection
Leadership
Technical
Adaptive
© Fixsen & Blase, 2007

32. “Leadership” Challenges Related to Coaching
Technical Challenges and Strategies
Practice Profile Development
Execution of the Coaching Plan
Adaptive Challenges and Strategies
Practice Profile
(c) Dean Fixsen and Karen Blase, 2009

33. System Change
“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)
Elmore, R. (2002). Bridging the gap between standards and achievement: The imperative for professional development in education. Washington, DC: The Albert Shanker Institute.

34. 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)
(c) Dean Fixsen and Karen Blase, 2009

35. III. Overview of the Coaching Cascade Model
© 2010 Karen A. Blase and Dean L. Fixsen

36. Building Coaching Capacity
Systems
Conditions that support skill development
for staff
Policy and Procedures alignment
Budget Re-allocation
Recruitment and Selection of Coaches
Supervision of Coaching within Organization
Training Curriculum and Scope and Sequence
Access to certification
Facilitative Administrator Supports
Practices/Skills
The technical skill set required to achieve fidelity
Problem Solving (Team, Classroom, Staff, Student)
Team Building/Collaboration
Delivering Feedback
Behavioral Consultation
State
Regional
District
Building
Classroom
Staff
Student
Family
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
Progress Monitoring Tools
Evaluation Tools
Student Outcomes
Data used for continuous regeneration (PEP/PIP)
Occurs at ALL Levels 36

37. Coaching Cascade Building Capacity and Sustainability
Project Leadership Team
State Implementation Team
Regional Implementation Team
District Coordinators
Coaches
We will be working through exploration to build this system of support
Team Leaders
Problem-Solving Teams
School Staff, Families, Transportation, Communities

38. Intervention (the WHAT)
Cascading Logic Model: Linking the “what” with the “how”?
Population of Concern
Intervention (the WHAT)
Strategies
Intervention
Outcomes
Students in K – 12
Competent use of RtI over time and across staff
Socially significant improvements in academic, social, emotional, or behavioral outcomes for students.
If the Population of Concern involves STUDENTS and the OUTCOME reflects STUDENTS’ behavior , then we are talking at the INTERVENTION LEVEL and need to identify Intervention Strategies that will impact Student Outcomes (Academic and Social Behavior).
© 2010 Karen A. Blase and Dean L. Fixsen

39. Intervention (the WHAT)
Cascading Logic Model: Linking the “what” with the “how”?
Population of Concern
Intervention (the WHAT)
Strategies
Intervention
Outcomes
Students in K – 12
Competent use of the EBP/EII over time and across staff
Socially significant improvements in academic, social, emotional, or behavioral outcomes for students.
How?
© 2010 Karen A. Blase and Dean L. Fixsen

40. Cascading Logic Model: Linking the “what” with the “how”?
Population of Concern
Intervention (the WHAT)
Strategies
Intervention
Outcomes
Students in K – 12
Competent use of the EBP/EII over time and across staff
Socially significant improvements in academic, social, emotional, or behavioral outcomes for students.
Populations of Concern
Implementation & Sustainability Strategies (the HOW)
Implementation & Sustainability Outcomes
Adults: Teachers, school staff and administrators
Science-Based Imp. Strategies:
Skill-based Training
Competent Coaching and Support
Collection and use of fidelity and outcome data
Development of facilitative administrative practices and policies within the organization to support implementation…and more
© 2010 Karen A. Blase and Dean L. Fixsen

41. Competent use of the EBP/EII over time and across staff
Population of Concern
Intervention (the WHAT)
Strategies
Intervention
Outcomes
Students in K – 12
Competent use of the EBP/EII over time and across staff
Socially significant improvements in academic, social, emotional, or behavioral outcomes for students.
Populations of Concern
Implementation & Sustainability Strategies
Implementation & Sustainability Outcomes
Adults: Teachers, school staff and administrators
Science-Based Strategies:
Skill-based Training
Competent Coaching and Support
Collection and use of fidelity and outcome data
Development of facilitative administrative practices and policies within the organization to support implementation…and more
How?
© 2010 Karen A. Blase and Dean L. Fixsen

42. Competent use of and EPB/EII over time and across staff
Population of Concern
Intervention (the WHAT)
Strategies
Intervention
Outcomes
Students in K – 12
Competent use of and EPB/EII over time and across staff
Socially significant improvements in academic, social, emotional, or behavioral outcomes for students.
Populations of Concern
Implementation & Sustainability Strategies (the How)
Implementation & Sustainability Outcomes
Adults: Teachers, school staff and administrators
Science-Based Strategies:
Skill-based Training
Competent Coaching and Support
Collection and use of fidelity and outcome data
Development of facilitative administrative practices and policies within the organization to support implementation…and more
Competent use of the EPB/EII over time and across staff
Scaling Up Strategies (the How)
Scaling Up Implementation Outcomes
Adults: Formal Implementation & Management Teams at State, Regional, District, and School Levels
Collaborative planning, advocacy, and execution, PDSA cycles, & linked teams to advocate for, install, monitor, support , improve, and sustain the use of Science-Based Implementation & Sustainability Strategies
State and Program level – need to do a slide about how the triangle on imp applies at all level. 42

43. If the Population of Concern is ADULTS and if the Outcomes
Intervention (the WHAT)
Strategies
Intervention
Outcomes
Students in K – 12
Competent use of the EBP/EII over time and across staff
Socially significant improvements in academic, social, emotional, or behavioral outcomes for students.
Populations of Concern
Implementation & Sustainability Strategies (the How)
Implementation & Sustainability Outcomes
Adults: Teachers, school staff and administrators
Science-Based Strategies:
Skill-based Training
Competent Coaching and Support
Collection and use of fidelity and outcome data
Development of facilitative administrative practices and policies within the organization to support implementation…and more
Scaling Up Strategies (the How)
Scaling Up Implementation Outcomes
Adults: Formal Implementation & Management Teams at State, Regional, District, and School Levels
Collaborative planning, advocacy, and execution to advocate for, install, monitor, support , improve, and sustain the use of Science-Based Implementation & Sustainability Strategies
State and Program level – need to do a slide about how the triangle on imp applies at all level.
If the Population of Concern is ADULTS and if the Outcomes
are measures of the behavior and skills of those ADULTS,
then we are talking about IMPLEMENTATION OUTCOMES that require
Implementation and Scale-up Strategies 43

44. Performance Assessment (Fidelity)
Student Benefits
Performance Assessment (Fidelity)
Systems Intervention
Coaching
Facilitative Administration
Training
Organization Supports
Staff Competence
Integrated & Compensatory
Decision Support Data System
Selection
Well-done!
Leadership
Technical
Adaptive
© Fixsen & Blase, 2007

45. Coming Soon © 2010 Karen A. Blase and Dean L. Fixsen

46. Creating and Sustaining “Systems Coaches” Guidebook
How to Develop a Cascading Framework for Coaching/Teaming (who is coaching whom) – not what is the Cascade – How to develop the Cascade (Guidelines for Developing a Cascade, Functions, Rationales/Benefits, Outcome, Examples) –
The overall SYSTEM of both types of coaching will to be knit together
Operationally define Generic Roles and Responsibilities of Coach, provide rationales, propose outcomes (Guidelines to Develop “job description” Template, Rationales/Benefits, How to Use It, Examples
© 2010 Karen A. Blase and Dean L. Fixsen
© 2010 Karen A. Blase and Dean L. Fixsen

47. Develop a Creating and Sustaining “Systems Coaches” Guidebook (Cont.)
Create an improved “Driver Assessment” for Guiding the Development of a Coaching System and engaging in Action Planning (Denote generic non-negotiables)
Recommend Generic Stage-Based Activities for Development of the Coaching System (How to create your own Stage-Based Template, Functions of the Template, Rationales, How to Use the Template, Examples)
State-based exemplars
© 2010 Karen A. Blase and Dean L. Fixsen
© 2010 Karen A. Blase and Dean L. Fixsen

48. Summary © 2010 Karen A. Blase and Dean L. Fixsen

49. Competent Coaching Developing Competent Coaches
Acquiring Innovation Fluency
What does this look like for first generation coaches?
Using the Drivers
Fluency
Coaching Skills and Processes
Establishing the Coaching System
Best Practices to Support Competent Coaches
Common Foundation Skills across EBPs and innovations
(c) Dean Fixsen and Karen Blase, 2009

50. Tools we can use Strategies and tools to support competent coaching:
Use of Practice Profiles
Coaching Driver Best Practice Assessment
Coaching Cascade Logic Model
Systems Coaching Guidebook—coming soon
© 2010 Karen A. Blase and Dean L. Fixsen

51. For More Information www.scalingup.org Contact:
Dr. Michelle Duda
State Implementation and Scaling up of Evidence-based Practices (SISEP)
Dean Fixsen, Karen Blase, Rob Horner, George Sugai
Concept paper
Annotated bibliography
Data on scaling up
Scaling up Briefs 51