Coaching for Competence Coaching for Competence & Competent Coaching & Competent Coaching 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 1 SPDG Directors Webinar September 10, 2013
40
Embed
Coaching for Competence & Competent Coaching Michelle A. Duda, PhD Karen A. Blase, PhD Dean L. Fixsen, PhD Barbara Sims, MA Frank Porter Graham Child Development.
(R. Elmore, 2002) “For every increment of performance I demand from you, I have an equal responsibility to provide you with the capacity to meet that expectation”
Welcome message from author
This document is posted to help you gain knowledge. Please leave a comment to let me know what you think about it! Share it to your friends and learn new things together.
Transcript
Coaching for Competence Coaching for Competence & Competent Coaching& Competent Coaching
Michelle A. Duda, PhDKaren A. Blase, PhDDean L. Fixsen, PhD
Barbara Sims, MAFrank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
1
SPDG Directors Webinar
September 10, 2013
Acknowledgements-SISEP Coaching for Acknowledgements-SISEP Coaching for Competence and Impact CommunityCompetence and Impact Community
Susan Barrett-(MD-PBIS) Kimberly Ingram-West (OR Department of Education) Kimberly Yanek (VA Effective School-wide Discipline) Jennifer Coffey (OSEP) Ellen Nacik (MN Department of Education/PBIS Center) Cynthia Cave (VA Department of Education) Wayne Barry (VA Department of Education) Pam Williams (MO Department of Education) Butler Knight (VA Effective School-wide Discipline) Karen Blase (National SISEP Center) Bobbie Burnham (MN Department of Education) Pandora Taylor (IL Project Choices) Chris Wasick (IL Project Choices)
2
(R. Elmore, 2002)
“For every increment of performance I demand
from you, I have an equal responsibility to provide you with the capacity to meet that expectation”
Goals for TodayGoals for TodayWhat is Coaching for Competence
and Impact?Strategies and tools to support
competent coaching and coaching for competence:◦ Defining “Types of Coaching”◦ Coaching Staff Inventory◦ Use of Practice Profiles◦ Coaching Driver Best Practice Assessment
Lessons Learned and Future Directions4
Big IdeaBig Idea
As leaders, how do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time?
1. Develop Staff Capacity- Focus on skill development of individual educators2. Build Organization Capacity-
Focus on systems that support strong collaborative work cultures
3. Create Leadership Capacity- Focus on building leadership across individuals
Applies to coaches supporting individuals implementing EBP/EII
“We hear that coaching is
important, but what is
coaching?”
Common Challenge #1Language and Expectation Barriers
Commonly Used TermsCommonly Used TermsCoachingMentoringConsultationPeer SupportExternal CoachingInternal CoachingSupervisionOthers?
Coaching for Competence Coaching for Competence DefinedDefined
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).
9
Coaching DefinedCoaching Defined“Goal is to give skills away”“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
Defining Coaching-Brief Defining Coaching-Brief #1 #1 Developed in partnership with PBIS
CenterContent can be generalized to any
EBP/EIIDeveloped with leadership in mindSets the foundation for furthering the
understand of the importance of coaching
Leads the way for defining System Coaching
“We already have several coaches why do
we need any more?”or
“We can’t hire additional staff, we just
use staff that have some time?”
Common Challenge #2Too many or Too few
““Types” of CoachingTypes” of CoachingCoaching 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
Common FunctionsCommon FunctionsState
Regional
District/Division
Building
Classroom
Teachers/Staff
Student
Family
Practices/SkillsThe technical skill set required to impact
Practice Profiles for CoachingPractice Profiles for CoachingAfter “Type” of Coaching is identified, Practice profiles can develop our fidelity to coaching practicesEach critical component is a headingLevels of performance are defined for each critical componentThe development of the Practice Profile enables the functional use of Implementation Drivers
TIPS: 1)Sometime that ideal/expected component is defined by the program, Team can ask for this information2)Important conversation: Goal for building internal capacity or external capacity
Coaching for Individual ChangeCoaching for Individual Change
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education Agency Directors of Special Education, 1994
Benefits of Using Practice Profiles Benefits of Using Practice Profiles for Coachingfor Coaching
Improves everyone’s Innovation FluencyCreates and requires a permanent product
of performanceDe-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
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?
““Leadership” Challenges Leadership” Challenges Related to CoachingRelated to Coaching
Technical Challenges and Strategies◦Practice Profile Development◦Execution of the Coaching Plan
Adaptive Challenges and Strategies◦Practice Profile ◦Execution of the Coaching Plan
Coaching Best Practices: Drivers Coaching Best Practices: Drivers Assessment Assessment
In Place Partially In Place
Not In Place
Notes:
Supervision and Coaching:Written Coaching Service Delivery PlanUses multiple sources of information for feedbackDirect 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
o Satisfaction surveys from those being coached
o Observations of expert coacho Fidelity measures of those being coached
Ave. Percent of Supervision/Coaching Items in Each Category
BenefitsBenefitsIntegrated 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)
Lessons LearnedLessons LearnedLanguage around “coaching” is one of the
biggest barriersClarity of coaching functions need to be
defined Important to ensure that coaching
infrastructure is explicit Engaging stakeholders in understanding the
importance of coaching function will help sustain that key support
For coaching for competence and competent coaching to sustain, it is necessary to: Develop Staff Capacity, Build Organization Capacity and Create Leadership Capacity
Future DirectionsFuture DirectionsBlending Learning to
enhance coaching practice and support for “coachees”
Dissemination of Coaching Functions and Activates to broad stakeholders
Work through “negative” history with coaching by demonstrating coaching for competence and impact
Create guiding questions for coaching functions and long term accountability
Technology to support coaching in real time
Thank You!Stay Connected!
www.scalingup.org
SISEP @SISEPcenter
For more on Implementation Sciencehttp://nirn.fpg.unc.edu