The Coaching Cycle/Navigating Coaching

Challenges

Questions about TPOT or TPITOS

Questions about TPOT or TPITOS

Your materialsYour materials

Powerpoint slides

Teacher Goal Planning Form

Action Planning Form

Coaching CallsCoaching Calls

Sept 9: What does it mean to be a Pyramid Coach - Completed

Sept 23: TPITOS – Completed

Oct 7: TPOT – Completed

Oct 21: The coaching cycle/Navigating coaching challenges

Today’s AgendaToday’s Agenda

1) Review Coaching Cycle

2) Reflect on Coaching Sessions

3) Discuss sticky situations

L-E-A-R-N: 360° of Coaching

L-E-A-R-N: 360° of Coaching

Action Plan

New SkillBuilding

Look and Listen

Evaluate

Reflect andGive

Feedback

Lentini, R. & Jack, S. (2008)

Pyramid Coaching ProcessPyramid Coaching Process• Preparing for Coaching

– Conduct baseline observations using the TPOT/TPITOS– Meet with teacher to review TPOT/TPITOS and develop action plan– Prepare teacher for the coaching process

• Observe teacher with a focus on action plan items– Use specific TPOT/TPITOS data and other observational measures– Model, feedback, and provide suggestions as planned

• Debrief with teacher– Provide positive performance feedback– Provide corrective performance feedback– Discuss issues related to individual children– Develop implementation steps– Plan for next observation

• Follow-up– Email feedback– Provision of materials

The Coaching CycleThe Coaching Cycle

Plan coaching session, discuss purpose, activities, goals, time and desired outcomes

Observe the teacher (TPOT/TPITOS)Model, demonstrate, or describe how to

implement strategiesGuide teacher to reflect on what happened

during the observation, what to tryProvide concrete, descriptive feedback on

progress to goals

Building the RelationshipBuilding the Relationship

Building RelationshipsBuilding Relationships

Relationship building is the foundation to good coaching

Initiation - getting to know each other Orientation, policies, procedures Mutual conversations (Kinlaw, 1999) Each share information and skills

- Pyramid Model, Child Development, etc.- Information about the children &

classroom

Look and ListenLook and Listen

Build relationships Get to know the teacher

– Schedule– Classroom style– Personal “stories” (new babies, family events)

Jump in and help Let them know they are appreciated Recognize their effort

Look and Listen – Questions to Ask

Look and Listen – Questions to Ask

What would you like help with?

What children do you have questions or

concerns about?

What techniques or strategies have you tried? And what happened?

What supports do you feel you need to be successful?

Action PlanningAction Planning

Before the MeetingBefore the Meeting

Coach should score initial TPOT/TPITOSCoach completes Teacher Goal Planning

FormRecord strengthsRecord professional development needsRecord ideas for potential goals

Email copy of form for teacher to complete before next meeting

Action PlanningAction Planning

Plan for Action and Practice; but remember there will also be those moments that require spontaneous action

If providers help with development of a plan they will be more likely to act on it

It’s a joint effort, make determinations

jointly and offer support

Action Planning – Questions to Ask

Action Planning – Questions to Ask

What would you like to work on?

What is the first strategy/idea you would like

to try?

What additional information do you need?

Do you want me to observe this next time or

wait until you have had a chance to practice?

NOTE: Be ok with silence

– Adults need time to think and process too

During the MeetingDuring the Meeting

Review both completed goal planning forms

Complete Action Plan form together

Coach types copy of Action Plan and delivers to teacher

Set a date to begin onsite coaching for action steps

Review progress with teachers and revise goals as needed

Reflection and Debriefing Feedback

Reflection and Debriefing Feedback

Format for Debrief and Feedback

Format for Debrief and Feedback

Open meeting (positive, social greeting)

Summarize observation and encourage reflection

Supportive performance feedbackCorrective performance feedbackTargeted supportSupport for planned actions End meeting

 Hi Ms Fox ,

This email is meant to summarize our last meeting together, and hopefully wrap up anything we said we would do before we meet again.  I know it is sometimes hard for you to see, but I am truly amazed at how much your students have grown in such a short period of time.  Look at your little Andy, he heard the clean-up song and started cleaning up his center without anyone prompting or helping him.  I wanted to jump out of my chair, AWESOME! To get the most out of the Pyramid, we have to be sure to use it as a total package.  My goal for these emails is always to give you more ideas to create the total package.  I know you are working alone most days and are feeling overwhelmed, but take my word for it you have done a great job at creating nurturing relationships, and a high quality learning environment for all your students. 1.     All kids really seem to get the circle rules, now we just have to be consistent and purposeful in the way we are teaching the center time rules.  Remember to review them with the whole group before they are released from centers, check to make sure they are understanding, and help them to practice each rule during non-crisis times.  Most of them know what is expected of them, so we may need to individualize for a couple of our little friends who are having trouble following each rule.       2.    Your class is  doing a great job at working together and taking turns, hopefully the new sharing book I brought will help them to start working on that skill.  It's going to be a hard one for some of them, so you will need to review and give them lots of opportunities to practice with you there to guide them.  But I think your idea of selecting one skill to work on at a time is perfect and hopefully they will get this sharing thing figured out quickly.  I am planning to see you again on  Friday the 26th . Send me an email to confirm this is still good for you. Thanks so much for wanting to work with our project. I know that it is time consuming and you have been working hard on implementation. Its been great to collaborate with you.

 Hang in there, thanks for everything you do!  Denise

Open the e-mailSummarize from

observation

provide supportive performance

feedback

provide corrective performance

feedback

provide targeted support

support planned actions

end the e-mail

Things to RememberThings to Remember

Understand Coaching will be a support, not an evaluation

Make observations comfortable and low stress

Get to know the teacherGet silly & have fun!

Action Plan based on areas of need as determined by your TPOT/TPITOS

It is a joint effort

Guiding Teacher ImplementationGuiding Teacher Implementation

EllenEllen

Case Study: Ellen

-Teaches 3 year olds in full day community preschool

- Skilled in her interactions with children and supporting children with challenging behavior

TPOT Support:TPOT Support:

• Review Ellen’s TPOT summary for areas of strength, emerging skills, and professional development.

• What skills should be targeted? • What might go on her action plan?

MalloryMallory

Mallory• teaches pre-k in full-day community

preschool classroom of children who are at-risk

TPOT Support:TPOT Support:

• Review Mallory’sTPOT summary for areas of strength, emerging skills, and professional development.

• What skills should be targeted? • What might go on her action plan?

L-E-A-R-N: 360° of Coaching

L-E-A-R-N: 360° of Coaching

Action Plan

New SkillBuilding

Look and Listen

Evaluate

Reflect andGive

Feedback

Lentini, R. & Jack, S. (2008)

Let’s Meet MollyLet’s Meet Molly

Second year teaching

Supportive school/ principal

Class has doubled in size since December

Now has 8 children with special needs and 8 typically developing peers

Teacher Goal Planning Form

Teacher: ________________________ Coach: _______________________ Date: _________________ Use the action planning forms on page 5 of your Implementation Guides 1-4 to begin thinking about the Teaching Pyramid in your classroom. Please fill in this form and bring it with you to our next coaching meeting. The strengths I have on each level of the Pyramid are:

Nurturing and responsive relationships (Guide 1):

High quality environments (Guide 2):

Social Emotional Teaching Strategies (Guide 3):

Intensive Supports (Guide 4):

The 3 most difficult parts of the Pyramid for me to use in my classroom are: 1. 2. 3.

The first 3 things I would like to work on are: 1. 2. 3.

Goal Planning Session: Let’s

hear from Molly!

Molly’s Strengths and Concerns

Molly’s Strengths and Concerns

Strengths

Short, engaging group times

Playful relationships with kids

Already has some visuals in classroom

Her concerns

Scheduling centers

Teaching standards

Teaming

Evaluate: September TPOT

Evaluate: September TPOT

Action PlanningAction Planning

The meeting you just heard lasted about 45 minutes.

During that meeting, we wrote our first Action Plan.

Focused on Center Time

“Unbalanced”

“What I heard you saying is…”

“What exactly…”

“If you could fix one thing…”

Action Plan: November 2009

Action Plan: November 2009Action Planning Form

Teacher: ___VN________________________ Date: __11/5/09_________________________ Coach: ___VY___________________________ Goal Action Steps Materials or Resources

Needed Timeline My goal is met when… Date Action

Step Completed

1. Create engaging learning opportunities in centers and embed learning in play.

1a. Define each center. Currently: blocks, dramatic play, writing, books, puzzles, listening. 1b. Crosswalk each center with state standards and IEP goals. Make a list of ways standards and goals can be met in each center. 1c. List materials needed to meet standards in each center. 1d. Purchase, borrow, or find materials for each center. 1e. Develop a center management system so centers are clear to children (where centers are and how many children can play).

Implementation Guide 2 pages 20-24. State standards and goal bank. Coach will bring sample from Illinois with embedded standards. Guide 2 pages 20-24 Time to look through resource books. Theme boxes for different centers. Time to develop materials. Laminated center signs, Boardmaker, Photos of children, Velcro/ Craft sticks

Coach will bring standards guides and center management signs on 11/11 Work on one center per week until goal is met.

Center management system is posted and used each day. Sufficient materials are available in each center for the number of children who are allowed to play. A learning opportunity (play-based) for at least one standard is embedded in each center each day.

Notes:

Evaluate: December TPOTEvaluate: December TPOT

Action Plan: February 2010Action Plan: February 2010Action Planning Form

Teacher: ___VN_____________________________ Date: _______2/18/10______________________ Coach: __Y_______________________________ Goal Action Steps Materials or Resources

Needed Timeline My goal is met when… Date Action

Step Completed

Teach children to solve common social problems. This includes the problem solving steps: Recognize they have a problem, Stop and Think of Some Solutions, Think of the best choice, and Use the solution.

1. Teach Tucker the Turtle to help the whole group. This will help children recognize anger and teach the idea of “Stop and Think”

a. Read the scripted story in your training kit

b. Introduce the Tucker puppet

c. Post the Tucker Posters in the room.

d. Design activities to teach Tucker (make puppets, etc.)

2. Teach the Problem Solving Step.

a. Remind kids that just like Tucker we have to tuck

Box or kiddie pool for “Tucker” area

Information to share with families about Tucker and Problem Solving

Start Tucker week of 2/22 Start Problem Solving in 2 weeks

All anger management and problem solving materials are posted. I remind children that they seem angry or that they seem to have a problem, and I help them remember what to do (tuck into shell, or use solution kit) I have taught the problem solving steps to the large group. I review problem steps with individual children daily.

Debriefing Molly: Take a peek at a coaching

session…

Debriefing Molly: Take a peek at a coaching

session…

Using Teacher’s Data as Part of the Feedback

Process:

Using Teacher’s Data as Part of the Feedback

Process:

Provides feedback that is objective and anchored in the teacher’s practice

Provides a measure of growth

Opens the door for a range of conversations

Talking about data with Molly…

Talking about data with Molly…

Let’s Meet Kristie: Let’s Meet Kristie:

8 years teaching experience – 3 in pre-k settings

New mom

Pre-k classroom – 18 children “at-risk”

Concerns: surviving the day!

Look & Listen - KristieLook & Listen - Kristie

Strengths: Variety of center activities and materials

Conversations with children

Opportunities for friendship skills

Areas for Support: Making centers run better

Increasing use of visuals

Example Action Plans - Kristie

Example Action Plans - Kristie

Improve transitions within center time, increase child engagement.

Increase use of visuals in the classroom.

Increase use of descriptive praise throughout the day.

Example - KristieExample - KristieGoal Action Steps Materials or

Resources NeededTimeline My goal is met when… Date Action

Step Completed

5. Increase use of descriptive praise for engagement in activities, demonstrating friendship skills, transitions, following rules , problem solving throughout the day

5a. brainstorm possible descriptive praise “starter phrases”5b. when scanning the room during centers, pick out something positive you see happening (friendship skills, problem solving) and comment on it5c. during transitions, focus attention on who is in line, cleaning up, etc, and comment (tie in rules if applicable)5d. During large group, use descriptive praise to comment on who is following the circle time rules

Coach will tally and transcribe descriptive phrases heard in future observations, as well as noting missed opportunities.

ongoing I use an average of 1 descriptive phrase statement every 5 minutes, with at least one from each behavior category.

Coaching Session with Kristie

Coaching Session with Kristie

VIDEO

Kristie’s data – Sept. - April

Kristie’s data – Sept. - April

What Do I Say Now?What Do I Say Now?

Chaotic transitions

Frequent use of “no” , “don’t”, and “stop” rather than more positive directions.

Low frequency of praise, or only general praise (“good job”)

Extremely long, inappropriate circle times (more than 30 minutes)

Inappropriate punishments (threats, writing out rules, removal for long periods of time)

Low engagement in activities (worksheets, inadequate center materials)

Expectations for behaviors or performance set too high (3 year olds working on memorizing sight words)

Making Coaching WorkMaking Coaching Work

Coaching is a collaborative processTPOT & TPITOS are meant to be used

as professional development toolsReflection and feedback is ongoing – it

happens throughout the coaching relationship

Make a plan for talking thru the “sticky” situations

Making Coaching WorkMaking Coaching Work

Be organized with your visits, action plans, follow-up actions

Use templates for feedback, action planning, etc. to gain efficiency

Be consistent (when teachers are stretching there might be the temptation to stall out)

?

What have we learned about coaching?

What have we learned about coaching?

It takes a significant amount of coaching to get teachers to criterion levels of using the Pyramid practices

Teachers need help knowing where to start in terms of implementing the Pyramid practices

Teachers need help accessing and developing materials

Getting teachers focus on the bottom of the pyramid can be difficult

What’s Next?What’s Next?

• Demonstration Sites– TPOT and TPITOS– Roll out to Staff– Establish the Coaching Process

• Master Cadre– Support to Leadership Teams– Planning for future training/roll-out