Guiding Change Impacting Quality: Understanding Coaching and TA

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Post Observation AnalysisWhat Coaches Can DoReview the goals of the observation/video review Review observation notes and other documentation and decide what to address during the conferenceDevelop a few open-ended questions to guide the reflection Be prepared to probe for more detail and further thinkingPrepare to draw the mentees attention to missed opportunities or challenges facedThink through several possibilities for the mentee reaction and how to respond.

What Mentees Can DoEngage in self-reflection on the observed activity and the effectiveness of the strategies used including impact on childrens behaviors, teaching and learning

View the videotape of the observation when available

Prepare questions to ask the Coach.

www.earlychildhoodassociates.com2

Step 2: Journal ReflectionHow does what we discussed about observation compare to your current practice or experience as a coach?

What are the implications for your coaching practice?


Step 3Feedback & Reflectionwww.earlychildhoodassociates.com4

Read

Reflection is a powerful process through which coaches help mentees examine and enhance their practice. Mentees take leading active roles in the feedback and reflective process.

Planning is key to effective reflective conferences. Coaches need to consider the evidence from what they observed that is related to the mentees goals.TA Course Day 2 Slide Deck4

Reflection means stepping back from the immediate, intense experience of hands-on work and taking the time to wonder what the experience really means.

Parlakian, 2001


Reflective Conference TasksLead mentee in an analysis of the events observed and guide the reflection on these events.

Share best practices observed and identify and discuss any teaching or administrator challenges observed.

Facilitate a discussion about next steps.www.earlychildhoodassociates.com6

The coach has 3 tasks to accomplish in the reflective conference. First, the coach leads the mentee in an analysis of events observed and guides the mentees reflection on the events. Second, the coach shares best practices observed and identifies and discusses any teaching or administrator challenges observed. Finally the coach facilitates a discussion of next steps.

The final step in the reflective conference is to bring the event to a worthwhile conclusion. With the mentee, the coach reviews the highlights of the conference including any challenges that arose during the discussion. Together they develop strategies for addressing challenges. Together they plan the next steps with timelines and necessary resources. Next steps may include reading about a certain topic, observing a colleague, the coaching modeling a teaching method or a follow-up conversation.TA Course Day 2 Slide Deck6

Use the principles for reflective conferencing as you planHow will youEncourage and value the mentees voice? Promote mentee reflection?Challenge thinking?Build on strengths?Focus on achievable goals?

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Encourage Reflection During the ConferenceReview goals and focus of the conference.

Let the mentee comment first.

Use questions and comments to draw out the mentees thoughts and feelings.

Share your own observations.

What did you think about the activities I observed or captured in video?How effective do you think you were at achieving your goals?What were you trying to accomplish? Did it work? Why? Why not?What do you think you did that contributed to childrens behaviors ?Do you see any patterns developing?That is a nice example of(cite a child outcome or learning goal)Explain more to me.

Introduce some of your insights. Cite evidence of how the goal was met or whether key points were missed


Review goals and focus of conference

Let mentee comment firstWhat do you think about the activities I observedHow effective do you think you were in achieving your goalsWhat were you trying to accomplish? Did it work? Why or why not?

Use questions and comments to draw out mentees thoughts and feelings about her practice

What do you think you did that contributed to the childrens behaviors?Do you see any patterns developing?That is a nice example of (child outcome or learning goal)Explain more to me

Share your observations. Introduce some of your insights. You might cite more evidence of how here goal was met or whether key points were missed.TA Course Day 2 Slide Deck8

Video ViewingReflection Examples.

As you look at these examples see if the points made in the earlier slide are evident.


TA Course Day 2 Slide Deck9

Tips for Prompts and QuestionsIm curious. How do my observations compare to your own?During the learning experience I observed, what worked well for you? What worked well for the children? Why do you think so?Tell me more aboutLets think about what happened?Is there something you have tried in another situation that could have worked here?I wonder why children? What are your thoughts about that?I am interested in how or why_____________Before offering a strategy ask the mentee if she would like suggestions

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Video Viewing

This video shows a coach in a home-based Early Head Start program..


This video shows a coach in a home based Early Head Start program. The coach has observed the mentee during a weekly socialization group. She has videotaped the observation and reviews it in preparation for the reflective conference. The video shows the coach and mentee engaged in a reflective conference.


Challenge Mentees Thinking.www.earlychildhoodassociates.com12

Struggling. Is your mentee challenged because of limited foundational knowledge, complexity of change?Teaching challenges. Sometimes these are obvious to mentee other times you will need to point them out.Connect practices. Help your mentee see the link between her teaching and childrens learning, Give examples from the observation.Share your perspective. Strive to open up the mentees thinking to new perspectives about how to improve child outcomes.Address differences of opinion. Look for a place where you and mentee can agree. You might go back to a shared value discussed earlier, as you address the point on which you differ,. We both agreed that it is important to encourage language development from the beginning. This is one on the ways I see that happening.TA Course Day 2 Slide Deck12

Manage Your Time!One half hour is long enough for a coaching feedback session. Meetings longer than 30 minutes increase chances you will go off in 3 or 4 directions rather than focusing on a single goal together.www.earlychildhoodassociates.com13

Post Conference AnalysisCoaches consider these questions:

Did I successfully address the goals?How did I help my mentee reflect on teaching practices? How effective was I in encouraging my mentee to take initiative?What were some challenges or missed opportunities? How effective was I in addressing these?What will I do differently next time?

Mentees ask themselves:

Was I adequately prepared for the conference?Did I express my thoughts and ideas fully?Did I leave any questions unanswered?


Post Conference analysisCoaches reflect on their own practice by considering these questions.

Mentees can ask themselves


Professional Conference Reflection(Small Group Activity)How does what you learned about professional conferencing and observation compare to your current practice and experience as a coach?What elements of the process are your currently using?What will you change?What do you consider your biggest challenges in conducting an observation? In conducting a reflective conference?How might you address these challenges?

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Lets spend some time thinking about how we would respond to the reflection questions on the professional conferencing process.


Self Assessment on TA ProcessTurn to Section 1, Domain 1.3 on page 16.Complete this Self-Assessment Section.


Turn to Section 1, Domain 1/Subdomain 1.3 on pages 16-17 of your self assessment tool. Rate your skills and write down ideas for furthering your professional development.


Time for Lunch30 minutes


Module 6: The Role of Evaluation in the TA ProcessTA Guide-Section 1, Subdomain 1.5 (page 20). Find competencies related to the role of evaluation.www.earlychildhoodassociates.com18

Good data is at the heart of coaching. Look at the competencies associated with the role of evaluation in the TA process.


Underlying effective coaching practices is a focus on the intentional use of data to inform our practices and to determine if they impact student outcomes.

www.earlychildhoodassociates.com19Using Data to Inform Coaching

Underlying all of these efforts is a focus on the intentional use of data to inform our practices and to determine if they impact student outcomes. If you cant measure something, you cant understand it. If you cant understand it, you cant control it. If you cant control it, you cant improve it.- H. James Harrington

TA Course Day 2 Slide DeckEEC Leadership Institute May 1, 201519

If you cant measure something, you cant understand it. If you cant understand it, you cant control it. If you cant control it, you cant improve it.

H. James Harringtonwww.earlychildhoodassociates.com20

If you cant measure something, you cant understand it. If you cant understand it, you cant control it. If you cant control it, you cant improve it.- H. James Harrington

The data gathered about program practices should help coaches determine what changes need to be made in the coaching process. For example, if mentees are not moving to a higher level of practice, coaches will want to think about making changes related to:Coaching strategiesCoaching contentDosage of coachingIntensity of coachingCoaching agreements.


Using data effectively does not mean getting good at crunching numbers. It means getting good at working together to gain insights from assessment results and to use insights to improve instruction and child outcomes.

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TA Course Day 2 Slide DeckSession #121

GoalUse data to inspire us rather than to burden us and to illuminate understandings.

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Session #122Coaching plans are often based on the results of assessment data about the mentees program or instructional practices and childrens learning and development.

Mentees and coaches examine data together to better understand the performance of children and staff, the factors contributing to high and low performance, ways to improve mentee practices and to define what information to collect to document progress in changing practices and improving childrens or staffs performance.,TA Course Day 2 Slide Deck

Video Viewing:Using Data to Inform CoachingIn this video, the Coach, Carol, works with her mentee, Shannon. They use the COR (Child Observation Record) to identify language and literacy areas that can be strengthened in the classroom.


Lets watch a video on how one coach uses child assessment data in her work with her Mentee.

They use the Child Observation Record (COR) to identify language and literacy areas that can be strengthened in the classroom. Together, they plan nursery rhyme activities that can help children understand positional words (below, over, next to). As you watch the video look at how the coach helps the mentee be more intentional in her practice.


Using Data to Inform Coaching: DiscussionThink about all of the data that your mentee collects on the children in her program or on the program itself.

Is the video example similar to the ways you support teachers or administrators in using child assessment information? How does it differ?

How can you be more intentional about using assessment data in your coaching practice?


Lets look at the questions on using data to inform coaching.


Making Sense of Data


Guide to Making Sense of DataWhat do we know as a result of examining this data?What do we think as a result of examining this data?What dont we know as a result of examining this data?What do we want to know as a result of examining this data?How does/will this data help improve instructional practices? Child outcomes?How will this data help improve coaching?


We collect lots of data every day or someone else does and we have access to. So the question is how do we make sense of it. I always start with one data source and try to answer these questions.


Case Study Find a partner.Read the Observation Data Analysis Guide in your packet.Choose/review 1 of 3 case studies in your packet.Analyze information using the Data Analysis Guide.Find a pair with the same case to share your conclusions.


In the case study, we are going to give you a chance to practice what we have been discussing today regarding data and its use in improving practice.


Three Case StudiesToddler ClassCoach & Teacher Conversation

CLASS Toddler Scores

ITERS ScoresPre-K ClassCoach & Teacher Conversation

CLASS Scores

ECERs ScoresAdministratorCoach & Administrator Conversation

PAS Scoreswww.earlychildhoodassociates.com28

We have three case studies. We want you to chose one. You can work in pairs.


Case Study DebriefWere the data analyses difficult?What aspects did you find most challenging?Did your conclusions differ from your pair share colleagues?What are the implications for your coaching practice?www.earlychildhoodassociates.com29

DifficultChallenging aspectsSimilar or different conclusions from our colleaguesImplications for your coaching practice.


Journal ReflectionJot down any ideas to remember or practices apply or adapt for your own professional practice.

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Evaluating the Coaching ProcessHow do we reflect on or evaluate the coaching relationship?

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Refer to handout

How do we reflect on the coaching relationship?


Some IdeasRevisit your goalsObstacles encountered? Progress made?

Measure successWhat did I do particularly well?What can I do now that I couldnt do before?What changes do I see in my practice as a mentee or coach? In children?

InsightsWas the experience valuable? Why/why not?What did I learn about myself?How can I use this learning in the future?What didnt go well?What am I still challenged by?What might I do to address these challenges?

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Sample Coaching Evaluation Form


I have used in recent evaluation s of the coaching process. This is a topic that warrants further exploration.

We have two opportunities coming up that you may be interesting in registering for.

Pass out the flyers.


Coaching LogsCaptures Essential Characteristics Of Coaching Sessions:

Time allotted to the session Coaching goals Coaching strategies used Content coveredwww.earlychildhoodassociates.com34

34TA Course Day 2 Slide Deck

Self Assessment on TA ApproachesTurn to TA Guide-Section 1, Subdomain 1.5 Complete this Self-Assessment Section.

Turn to Page 32 to complete the Summary, GoalSetting and Action Steps.


Congratulations!!

You have completed the TA Course!


Before you go.Take a few minutes to complete the end of Course Evaluation!


37TA Course Day 2 Slide Deck

Guiding Change Impacting Quality: Understanding Coaching and TA

Education