1. Coaching Essential Features, Strategies, and Evaluation
What We Are Learning Across Settings

2. 2019 OSEP Leadership Conference
DISCLAIMER:
The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
(Authority: 20 U.S.C. 1221e-3 and 3474)

3. Using Data for Effective Coaching
Tanya Ihlo
State Implementation & Scaling up of Evidence-based Practices Center (SISEP)
University of North Carolina at Chapel Hill

4. Key Components of a Coaching System
Coaching definition
Types of coaching – systems & instructional/content/practice
Describe and select for “Coach” knowledge and responsibilities
Define and utilize evidence-based coaching practices
Use of data to guide coaching supports
Documentation of coaching support to inform decision making
Infrastructure for coaching:
Enabling policies; Funding; Supervision and accountability; Ensuring time for coaching
Process for evaluation and improvement of coaching supports
Professional learning for coaches

5. Resource: Practice Profile for Coaching
Outlines essential components of coaching
Defines each component
Describes how each component contributes to the desired outcome
Provides research support for each component
Provides examples of use and non-use of the components

6. Practice or Content Coaching
Types of Coaching
Systems Coaching
Practice or Content Coaching
Focused on developing teams’ capacity to establish infrastructure, processes, & procedures to support sustained use of an innovation(s)
Focused on cultivating staff capacity to utilize effective practices (related to academic instruction, behavior, social- emotional supports, interventions, etc.) in schools

7. Coaching is not one-size fits all
What are some dimensions on which we can vary intensity of coaching?
What are some data sources that can help guide coaching decisions?
Examples of using data to support coaching decisions at various levels of the system

8. Some dimensions on which coaching support can be intensified
Dosage of coaching
Group vs. Individual
Coaching goal
Immediacy of coaching
Coaching strategy
Frequency
Duration
Booster session with practice vs. 1:1 coaching support
Facilitating teams in shared learning
Narrowing the focus of coaching support
Knowledge application vs. skill utilization
In the moment
During an out-of-class/out-of-team meeting session
Match to need
Match to hypothesis for implementation issue
Intentionality of gradual release

9. A note about dosage (duration & frequency) of coaching
As long as the team or individual receiving coaching hasn’t met the goals (but is making forward progress) or has additional goals on which to focus, coaching continues
Coaching strategies and focus may change
If a team or individual is not making progress toward goals, need to revisit other area(s) of intensity for coaching support
If the current coaching is not effective – don’t just adjust the dosage

10. Potential data sources to guide coaching
Fidelity data – practice implementation; Progress toward coaching goals/targets
Fidelity data – Coaching provided
Documentation of coaching supports provided
Student data – outcomes, surveys, climate surveys
Coaching satisfaction surveys
Capacity data

11. Example of coaching strategies of varying intensity levels
Strategy
Description
Observation/
Feedback
Coach observes in a classroom or team meeting to collect data on a focus area and meets with the teacher or team facilitator afterwards to discuss
Videotape
Teacher videotapes instruction/team facilitator videotapes meeting; coach and teacher watch the video and discuss/coach and team facilitator watch the video and discuss. Includes specific ”look fors” in the video review and may include practice after video
Side-by-side
Coaching provided in the moment (coach pauses instruction to provide suggestion, rationale, and/or model for a teacher; coach pauses team facilitator to provide suggestions, rationale, and/or model for a team facilitator
Co-observation
Coach & teacher or team facilitator watch video of another teacher or team facilitator using “look fors”
Shadow Teaching
Coach teaches lesson in parts and teacher teachers the same parts after the coach
Ihlo, 2017

12. Example of coaching strategies of varying intensity levels (cont.)
Strategy
Description
Demonstration
Coach teaches lesson and teacher observes and collects data on the coach’s teaching; Coach facilitates aspects of a meeting and team facilitator takes notes/collects data on coach’s facilitation
Co-Facilitation
Coach and team facilitator both lead aspects of a meeting; team facilitator leads the meeting with the coach at side to provide assistance
Prompting
Coach and teacher or team facilitator identify a prompt to signal use of a particular skill/focus
Co-Planning and Preparation
Coach and teacher prepare for and/or practice aspects of a lesson; Coach and team facilitator meet prior to a meeting to plan agenda, review goals, practice aspects of a meeting
Reteaching
Provide booster training in content/skill
Ihlo, 2017

13. Matching intensity of coaching strategy
Hypothesis
Coaching strategy to consider
Just received training/retraining
Co-planning & preparation; Shadow/mirror teaching; Side-by-side coaching
Unaware of the implementation issue
Observation with feedback; coaching with own video; self-reflection using own video; questioning for reflection
Skill need
Training/retraining with practice opportunities; Shadow/mirror teaching (most intensive); Side-by-side coaching; practice sessions
Beliefs/Low expectations for students
Side-by-side coaching; Demonstration with group; coaching with videotape (own); Co-observation (in class or video of other); goal setting for teacher and students; questioning for reflection
Confidence/self-efficacy issues
Observation with feedback; self-reflection using video
Ihlo, 2017

14. Matching intensity of coaching strategy (continued)
Hypothesis
Coaching strategy to consider
Preparation issue
Ensure there is time in the schedule for preparation; Co-planning and preparing followed by observation and feedback
Issue with knowledge of content
Co-planning & preparation; co-study/training of a particular concept with practice opportunities; In-classroom shadow teaching or side-by-side as a follow up to co-planning & preparation or co-study/training
Forgets aspect of implementation
Prompting in focus area
Too many steps/complicated practice
Narrow goal/focus of coaching; practice opportunities; demonstration; shadow/mirror teaching
Ihlo, 2017

15. Example: Coaching for regional systems coaches
Support for teams
Potential data sources
Teams participate in a professional learning series
Coaching in between sessions
Assistance with evaluation
Fidelity on training and coaching supports
Perceptual data –training and coaching
Coaching logs
District/school data – capacity, fidelity, staff, student, parent surveys; student outcomes

16. Support for regional coaches
Initial sites (intensive support with intentionality of gradual release)
Coaching regarding content prior to delivery
Co-creation of adapted activities based on context
Opportunity for co-delivery based on confidence
Gradual release with TA/Coaching
Partner across all district/school visits
Regional coach ”shadows” state coach during initial visits; co-facilitates at next visits; leads visits in last site

17. Support for regional coaches (continued)
When additional sites are added (lower intensity)
Professional learning
Co-updating of content & activities
Co-delivery of content (with regional team taking the lead)
Coaching
Partner across all district/school visits
Regional coach takes the lead with support from the state coach
State coach continues to take the lead on the initial sites as they move further along in implementation

18. Example of training and coaching scope & sequence
(From the UNL MTSS Implementation Support Team)

19. Example of training and coaching scope & sequence (cont.)
(From the UNL MTSS Implementation Support Team)

20. Coaching/TA resources
(From the UNL MTSS Implementation Support Team)

21. Example of support for district-level coaches
Data from observations of use of choral responding for student engagement

22. Example of support for district-level coaches (continued)

23. Example of support for building teams

24. Supporting coaches in coaching at varying levels of intensity
Help coaches and teams ensure they have data needed to support decision making around intensity of coaching supports (e.g., observations, coaching logs, surveys, implementation ratings, etc.)
Clear coaching system – coaching description, roles in coaching, data collection for coaching, coaching model, coaching strategies
Provide/support development of resources & tools to use in provision of coaching supports
Coaching for coaches

25. Discussion Questions
What types of data do you currently use to inform coaching? Are there additional data you might consider?
How are your coaches supported to use data to help them determine how to:
Intensify, and
Improve coaching supports?
What are additional needs your coaches might have and how would you provide it?
Professional learning
Coaching
Tools

26. Lisa Backer Minnesota Department of Education
Coaching Alignment Across Initiatives:
Practice-based Coaching in Minnesota
Lisa Backer
Minnesota Department of Education

27. The Minnesota Centers of Excellence for Young Children with Disabilities: www.mncoe.org
11.5 FTE of Professional Development Facilitator
Foundational quality
External facilitator
4 PDFs also serve as part-time content leaders

28. MN Centers of Excellence
Regionalized system
Program leaders identified priorities
Effective home visiting (FGRBI)
Challenging behavior (Pyramid Model)
Child engagement (DEC Recommended Practices-Classroom Engagement Model)
11.5 FTE of Professional Development Facilitator (PDF)
Rigid adherence to frameworks of implementation science

29. Roles of the Professional Development Facilitators
Local program leaders have an assigned PDF as a “Guide on the Side”
Foundational program quality
External Coach: Exploration and implementation support for innovation
Statewide resource development
3 PDFs are also half-time “content leads” to oversee statewide implementation of Pyramid, FGRBI or Classroom Engagement Model.
Convene a State Implementation Team
Manage statewide trainers and training calendar
Support all PDFs in their External Coaching role
Maintain consistency across all three innovations
Each PDF has been certified in Cognitive Coaching
PDFs are not providers of professional development
11/30/2019

30. Financial Support for Implementation
Implementation Year
Local Investment
State Investment 1
100% 2
20%
80% 3
40%
60% 4 5 6+
Year 1 funding is a $12,000 plus funds for each child 3-5 on annual count: $100 for Pyramid and Classroom Engagement and $50 for FRGBI sites

31. Linked Teams Centers of Excellence State Leadership Team Pyramid Model
State Implementation Team
FGRBI
State Implementation Team
CEM
Local Teams
TEAM
Communication
11/30/2019

32. Practice-Based Coaching (PBC) Launched in 2014
PBC is a cyclical process for supporting use of effective practices.
Components:
planning goals and action steps,
engaging in focused observation, and
reflecting on and sharing feedback about teaching practices.
Head Start model of practice-based coaching
Local roles and responsibilities chart—”Data Room” Classroom where coaching is taking place and fidelity data is collected.

33. Practitioner Fidelity Linked to PBC Cycle
Handout of levels of fidelity and definitions--Additional information on back of handout

34. Coaching Phases

35. Coaching Log
Mobile-first web application launched for implementation year

36. Coaching Log Dashboard
Data used by internal coaches and by local implementation teams to monitor the use of practice- based coaching

37. Discussion Questions
One sustainability issue faces in developing coaching systems is local funding for coaches. How do you approach this as part of your sustainability plan?
Do you have State-level oversight of your professional development? How does State oversight of PD support implementation of evidence-based practices?
Have you set expectations for improvements in fidelity as a result of coaching? If yes, what is the effect on your coaches’ efforts? If not, how could you start connecting specific coaching practices with changes in fidelity (e.g., coaching log)?

38. Statewide Strategies for Building Coaching Systems and Practices
Barbara Guy
Iowa Department of Education

39. Today’s Speed Dating Topics
Overview of Iowa’s work for past 4 years
Be Clear about what is being coached
Develop generic tools
Collect AND USE meaningful data
Endeavor to Persevere

40. Iowa’s SPDG/SSIP 100% aligned
Focused on improving effectiveness of SDI in literacy
Provides three types of supports:
leadership
coaching
professional learning opportunities
In three focus areas:
Preschool
K-6
Significant Disabilities

41. Be Clear about what is Being Coached

42. Develop Generic Tools

43. Collect and Use Meaningful Data
Teachers complete an SDI Framework Implementation Tool (FIT) 2 X Year
Coaches complete a coaching log
Student Outcome Data

44. Coaching activities that significantly predicted Spring Implementation Scores.
Diagnose
Coaching conversations
Action planning
Deliver
Coaching Conversations
SDI-Related meetings and PLCs

45. Significantly more teachers were at routine/sustaining who were coached monthly vs. every 2 months.
Activity of Coaching Conversations
Diagnose - 74% with monthly vs 55% every 2 months
Deliver % with monthly vs 47% every 2 months
Activity of Action Planning
Diagnose - 83% with monthly vs 52% every 2 months
Activity of SDI Meetings/PLCs
Deliver % with monthly vs 51% every 2 months

46. Average Growth Rate Score[1] High and Low Teacher Groups of
Endeavor to Persevere
Spring 2018
Average Growth Rate Score[1]
Comparison
between
High and Low Teacher Groups of
SDI Implementation
[1] Estimated marginal mean score after factoring out spring 2017 growth score in ANOVA analyses.

47. Discussion Questions
Are your coaches primarily practice (content/instructional) coaches or systems coaches? If the focus is primarily on one level of coaching, how is the other level supported?
What tools have you developed that have been highly effective? What tools would be helpful?

48. 2019 OSEP Leadership Conference
DISCLAIMER:
The contents of this presentation were developed by the presenters for the 2019 OSEP Leadership Conference. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
(Authority: 20 U.S.C. 1221e-3 and 3474)