Goals for Today's Session
5/2/2014
Which Role do I Play and When? The Dual Roles of Coaching and Supervision
Implementer’s Forum, Hershey PA
May 29, 2014
Sandra Hall
Deborah Krotec
Head Start T/TA System
Prepared for the Office of Head Start by ICF International
1
Goals for Today’s Session • Review Components of an effective coaching model • Review programmatic supports for starting and sustaining Coaching • Introduce Coaching Competencies • Discuss challenges and opportunities with the dual roles of Coaching and Supervision
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
2
1
5/2/2014
Introductions
Prepared for the Office of Head Start by ICF International
3
Coaching and Supervision • What challenges do you have as a coach/supervisor? • What opportunities or advantages do you have as a coach/supervisor?
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
4
2
5/2/2014
Effects of Quality Coaching • Quality Coaching: All coaches use research‐based strategies to support adult learning and professional development • Quality Teaching: All teachers and staff use effective curricula and research‐based teaching practices
• Quality Learning: All children learn important skills and are ready for kindergarten
Prepared for the Office of Head Start by ICF International
5
Coaching Model Practice‐based coaching is a cyclical process for supporting teachers’ use of effective teaching practices that lead to positive outcomes for children
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
6
3
5/2/2014
Components of Practice Based Coaching
Prepared for the Office of Head Start by ICF International
7
Characteristics Of A Collaborative Partnership • Shared understanding about the goals of coaching • Posture of support • Rapport and trust • Choice • Ongoing communication and support • Celebrations Prepared for the Office of Head Start by ICF International
PC DOCS #467446
8
4
5/2/2014
Cyclical Process
Prepared for the Office of Head Start by ICF International
9
Component 1: Shared Goals and Action Planning
• Using tools and other information to determine the focus of coaching • Setting shared goals • Developing an action plan •Creating a road map for coaching Prepared for the Office of Head Start by ICF International
PC DOCS #467446
10
5
5/2/2014
Component 2: Focused Observation • Includes gathering and recording information • Observation focus is guided by current action plan • Might also include providing additional support during time in classroom Prepared for the Office of Head Start by ICF International
11
Component 3: Reflection and Feedback
• The coach reflects on the teacher’s practice implementation based on the action plan and provides feedback to the teacher • The teacher reflects on teaching practices guided by the coach’s feedback
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
• Both supportive and constructive feedback are provided based on the action plan and observation of teaching practices
12
6
5/2/2014
Coaching • “Adoption of coaching as a form of professional development is a complex endeavor that requires careful planning, system‐wide changes, and ongoing support and review.” (Loyd & Modlin, 2012)
Prepared for the Office of Head Start by ICF International
13
The 3 P’s of Programmatic Support Preparation
Personnel
Processes
Sustained Quality Coaching Prepared for the Office of Head Start by ICF International
PC DOCS #467446
14
7
5/2/2014
Preparation: Program‐wide • Before implementing a Practice‐Based Coaching program, program leaders should determine: How Practice‐Based Coaching fits into the grantee’s larger professional development program; • The goals that Practice‐Based Coaching will address; • If the program’s stakeholders are supportive of the Practice‐Based Coaching; • The adequacy of resources for supporting Practice‐
Based Coaching implementation.
Prepared for the Office of Head Start by ICF International
15
Preparation: Guidelines • Establish coaching as a “Safe Place” The teacher is able to try new things, get supportive and corrective feedback, and ask for help in a non‐evaluative environment • When supervisors serve as coaches, roles are clearly defined • Data collected are clearly identified for coaching or for evaluation Prepared for the Office of Head Start by ICF International
PC DOCS #467446
16
8
5/2/2014
Preparation: Guidelines • Provide the time and supports needed for both teachers and coaches Reasonable caseloads Additional personnel for support Time for all aspects of coaching
Prepared for the Office of Head Start by ICF International
17
Personnel
• Identifying coaches • Identifying teachers • Preparing teachers and coaches for coaching
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
18
9
5/2/2014
Who Might Deliver Coaching? • • • • • • •
Education Manager Education Specialist Training/Technical Assistance Provider Director of Training Director Coach Other?
Prepared for the Office of Head Start by ICF International
19
Personnel: Coaches
• Provide training and ongoing support for coaches Adopt a set of coaching competencies • Train coaches in coaching strategies, adult learning principles, administrative tasks and content as needed • Community of coaches
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
20
10
5/2/2014
Coaching Competencies • Setting the Foundation: Establishing the Coaching Agreement: Ability to understand and explicitly align requirements of the specific coaching initiative with the needs and expectations of the coachee.
• Co‐Creating the Relationship: Establishing Trust with the Coachee: Ability to create a safe, supportive environment that produces ongoing mutual respect and trust. Coaching Presence: Ability to be present and in relationship with the coachee in the moment, employing a style that is open, flexible and confident.
Prepared for the Office of Head Start by ICF International
21
Coaching Competencies • Communicating Effectively • Facilitating Learning and Results • Assessing Success of Coaching Partnership: Success of the coaching partnership can be assessed on two levels: the best practices of the coach and the improved practices of the coachee.
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
22
11
5/2/2014
Personnel: Teachers • Provide training for teachers and other participants • Focus on expectations for coaching • Explain coaching procedures and purpose • Discuss the teacher’s roles and responsibilities in coaching • Any specific equipment or documentation needed for the coaching process
Prepared for the Office of Head Start by ICF International
23
Personnel: Supports
• Coaching Competencies • Coaching Contracts
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
24
12
5/2/2014
Processes
• Data guides coaching At the classroom level • At the program level • Before, during, and after coaching
Prepared for the Office of Head Start by ICF International
25
Processes
Gathering information on coaching processes and progress regularly Ensure sustainability by: – Review the strengths and needs of the coaching model – Gather input from all stakeholders
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
26
13
5/2/2014
The 3 P’s of Programmatic Support Preparation
Personnel
Processes
Sustained Quality Coaching Prepared for the Office of Head Start by ICF International
27
Supervising or Coaching‐What’s the Difference? Strategies: Clarify when you are supervising versus coaching Identify issues before developing strategies Ask questions that spring from genuine curiosity Offer detailed descriptions of teacher actions Spark dialogue with detailed descriptions of children Agree upon further actions and dialog
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
28
14
5/2/2014
Responsibilities of Coaches and Supervisors Responsibilities Supervisors: Help the teaching team to improve all teaching practices. Coaches: Help the teaching team to improve practices related to children’s social and emotional development. Focus Area
Supervisors
Coaches
Professional Development Observation and Feedback Goal‐Setting Accountability Evaluation Prepared for the Office of Head Start by ICF International
29
Activity • At your tables or with a partner discuss these scenarios and decide which role the supervisor/coach should play and why. • Remember to consider the strategies discussed today when making decisions.
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
30
15
5/2/2014
Scenarios You are observing in a classroom: • A child runs out the door and the teacher does not notice
• The teacher asks you to help her develop a behavior plan for a child
• The teacher asks you to model a specific teaching practice for her
• The teacher needs help completing paperwork • Your own scenario Prepared for the Office of Head Start by ICF International
31
Summary Do you: • Know the components of an effective coaching model?
• Know the programmatic supports for starting and sustaining Coaching?
• Know about Coaching Competencies? • Understand the Dual Roles of Coaching and Supervision and which role you play and when?
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
32
16
5/2/2014
Evaluations Please complete the evaluations before you leave! Safe Travels!
Prepared for the Office of Head Start by ICF International
33
Contact Information Deb Krotec [email protected] Sandra Hall [email protected] Resource information on ECLKC: • Steps to Success: An Instructional Design for Early Literacy Mentor‐ Coaches in Head Start and Early Head Start • Practice Based Coaching: NCQTL
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
34
17
Which Role do I Play and When? The Dual Roles of Coaching and Supervision
Implementer’s Forum, Hershey PA
May 29, 2014
Sandra Hall
Deborah Krotec
Head Start T/TA System
Prepared for the Office of Head Start by ICF International
1
Goals for Today’s Session • Review Components of an effective coaching model • Review programmatic supports for starting and sustaining Coaching • Introduce Coaching Competencies • Discuss challenges and opportunities with the dual roles of Coaching and Supervision
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
2
1
5/2/2014
Introductions
Prepared for the Office of Head Start by ICF International
3
Coaching and Supervision • What challenges do you have as a coach/supervisor? • What opportunities or advantages do you have as a coach/supervisor?
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
4
2
5/2/2014
Effects of Quality Coaching • Quality Coaching: All coaches use research‐based strategies to support adult learning and professional development • Quality Teaching: All teachers and staff use effective curricula and research‐based teaching practices
• Quality Learning: All children learn important skills and are ready for kindergarten
Prepared for the Office of Head Start by ICF International
5
Coaching Model Practice‐based coaching is a cyclical process for supporting teachers’ use of effective teaching practices that lead to positive outcomes for children
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
6
3
5/2/2014
Components of Practice Based Coaching
Prepared for the Office of Head Start by ICF International
7
Characteristics Of A Collaborative Partnership • Shared understanding about the goals of coaching • Posture of support • Rapport and trust • Choice • Ongoing communication and support • Celebrations Prepared for the Office of Head Start by ICF International
PC DOCS #467446
8
4
5/2/2014
Cyclical Process
Prepared for the Office of Head Start by ICF International
9
Component 1: Shared Goals and Action Planning
• Using tools and other information to determine the focus of coaching • Setting shared goals • Developing an action plan •Creating a road map for coaching Prepared for the Office of Head Start by ICF International
PC DOCS #467446
10
5
5/2/2014
Component 2: Focused Observation • Includes gathering and recording information • Observation focus is guided by current action plan • Might also include providing additional support during time in classroom Prepared for the Office of Head Start by ICF International
11
Component 3: Reflection and Feedback
• The coach reflects on the teacher’s practice implementation based on the action plan and provides feedback to the teacher • The teacher reflects on teaching practices guided by the coach’s feedback
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
• Both supportive and constructive feedback are provided based on the action plan and observation of teaching practices
12
6
5/2/2014
Coaching • “Adoption of coaching as a form of professional development is a complex endeavor that requires careful planning, system‐wide changes, and ongoing support and review.” (Loyd & Modlin, 2012)
Prepared for the Office of Head Start by ICF International
13
The 3 P’s of Programmatic Support Preparation
Personnel
Processes
Sustained Quality Coaching Prepared for the Office of Head Start by ICF International
PC DOCS #467446
14
7
5/2/2014
Preparation: Program‐wide • Before implementing a Practice‐Based Coaching program, program leaders should determine: How Practice‐Based Coaching fits into the grantee’s larger professional development program; • The goals that Practice‐Based Coaching will address; • If the program’s stakeholders are supportive of the Practice‐Based Coaching; • The adequacy of resources for supporting Practice‐
Based Coaching implementation.
Prepared for the Office of Head Start by ICF International
15
Preparation: Guidelines • Establish coaching as a “Safe Place” The teacher is able to try new things, get supportive and corrective feedback, and ask for help in a non‐evaluative environment • When supervisors serve as coaches, roles are clearly defined • Data collected are clearly identified for coaching or for evaluation Prepared for the Office of Head Start by ICF International
PC DOCS #467446
16
8
5/2/2014
Preparation: Guidelines • Provide the time and supports needed for both teachers and coaches Reasonable caseloads Additional personnel for support Time for all aspects of coaching
Prepared for the Office of Head Start by ICF International
17
Personnel
• Identifying coaches • Identifying teachers • Preparing teachers and coaches for coaching
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
18
9
5/2/2014
Who Might Deliver Coaching? • • • • • • •
Education Manager Education Specialist Training/Technical Assistance Provider Director of Training Director Coach Other?
Prepared for the Office of Head Start by ICF International
19
Personnel: Coaches
• Provide training and ongoing support for coaches Adopt a set of coaching competencies • Train coaches in coaching strategies, adult learning principles, administrative tasks and content as needed • Community of coaches
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
20
10
5/2/2014
Coaching Competencies • Setting the Foundation: Establishing the Coaching Agreement: Ability to understand and explicitly align requirements of the specific coaching initiative with the needs and expectations of the coachee.
• Co‐Creating the Relationship: Establishing Trust with the Coachee: Ability to create a safe, supportive environment that produces ongoing mutual respect and trust. Coaching Presence: Ability to be present and in relationship with the coachee in the moment, employing a style that is open, flexible and confident.
Prepared for the Office of Head Start by ICF International
21
Coaching Competencies • Communicating Effectively • Facilitating Learning and Results • Assessing Success of Coaching Partnership: Success of the coaching partnership can be assessed on two levels: the best practices of the coach and the improved practices of the coachee.
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
22
11
5/2/2014
Personnel: Teachers • Provide training for teachers and other participants • Focus on expectations for coaching • Explain coaching procedures and purpose • Discuss the teacher’s roles and responsibilities in coaching • Any specific equipment or documentation needed for the coaching process
Prepared for the Office of Head Start by ICF International
23
Personnel: Supports
• Coaching Competencies • Coaching Contracts
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
24
12
5/2/2014
Processes
• Data guides coaching At the classroom level • At the program level • Before, during, and after coaching
Prepared for the Office of Head Start by ICF International
25
Processes
Gathering information on coaching processes and progress regularly Ensure sustainability by: – Review the strengths and needs of the coaching model – Gather input from all stakeholders
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
26
13
5/2/2014
The 3 P’s of Programmatic Support Preparation
Personnel
Processes
Sustained Quality Coaching Prepared for the Office of Head Start by ICF International
27
Supervising or Coaching‐What’s the Difference? Strategies: Clarify when you are supervising versus coaching Identify issues before developing strategies Ask questions that spring from genuine curiosity Offer detailed descriptions of teacher actions Spark dialogue with detailed descriptions of children Agree upon further actions and dialog
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
28
14
5/2/2014
Responsibilities of Coaches and Supervisors Responsibilities Supervisors: Help the teaching team to improve all teaching practices. Coaches: Help the teaching team to improve practices related to children’s social and emotional development. Focus Area
Supervisors
Coaches
Professional Development Observation and Feedback Goal‐Setting Accountability Evaluation Prepared for the Office of Head Start by ICF International
29
Activity • At your tables or with a partner discuss these scenarios and decide which role the supervisor/coach should play and why. • Remember to consider the strategies discussed today when making decisions.
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
30
15
5/2/2014
Scenarios You are observing in a classroom: • A child runs out the door and the teacher does not notice
• The teacher asks you to help her develop a behavior plan for a child
• The teacher asks you to model a specific teaching practice for her
• The teacher needs help completing paperwork • Your own scenario Prepared for the Office of Head Start by ICF International
31
Summary Do you: • Know the components of an effective coaching model?
• Know the programmatic supports for starting and sustaining Coaching?
• Know about Coaching Competencies? • Understand the Dual Roles of Coaching and Supervision and which role you play and when?
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
32
16
5/2/2014
Evaluations Please complete the evaluations before you leave! Safe Travels!
Prepared for the Office of Head Start by ICF International
33
Contact Information Deb Krotec [email protected] Sandra Hall [email protected] Resource information on ECLKC: • Steps to Success: An Instructional Design for Early Literacy Mentor‐ Coaches in Head Start and Early Head Start • Practice Based Coaching: NCQTL
Prepared for the Office of Head Start by ICF International
PC DOCS #467446
34
17
