Transcript This is the exciting title page

The Coaching
Cycle/Navigating Coaching
Challenges
Questions about
TPOT or TPITOS
Your materials
Powerpoint slides
Teacher Goal Planning Form
Action Planning Form
Coaching 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 Agenda
1)
2)
3)
Review Coaching Cycle
Reflect on Coaching Sessions
Discuss sticky situations
L-E-A-R-N: 360° of Coaching
Action Plan
Evaluate
Reflect and
Look and
Give
Feedback
Listen
New Skill
Building
Lentini, R. & Jack, S. (2008)
Pyramid 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 Cycle
Plan coaching session, discuss purpose,
activities, goals, time and desired outcomes
Observe the teacher (TPOT/TPITOS)
Model, demonstrate, or describe how to
implement strategies
Guide teacher to reflect on what happened
during the observation, what to try
Provide concrete, descriptive feedback on
progress to goals
Building the Relationship
Building 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 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
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 Planning
Before the Meeting
Coach should score initial TPOT/TPITOS
Coach completes Teacher Goal Planning
Form
Record strengths
Record professional development needs
Record ideas for potential goals
Email copy of form for teacher to
complete before next meeting
Action 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
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 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
Format for Debrief and Feedback
Open meeting (positive, social greeting)
Summarize observation and encourage
reflection
Supportive performance feedback
Corrective performance feedback
Targeted support
Support 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-mail
Summarize from
observation
provide supportive
performance
feedback
provide corrective
performance
feedback
provide targeted
support
support planned
actions
end the e-mail
Things to Remember
Understand Coaching will be a support, not an
evaluation
Make observations comfortable and low stress
Get to know the teacher
Get silly & have fun!
Action Plan based on areas of need as
determined by your TPOT/TPITOS
It is a joint effort
Guiding Teacher
Implementation
Ellen
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:
•
•
•
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?
Mallory
Mallory
• teaches pre-k in full-day
community preschool classroom of
children who are at-risk
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
Action Plan
Evaluate
Reflect and
Look and
Give
Feedback
Listen
New Skill
Building
Lentini, R. & Jack, S. (2008)
Let’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
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
PRE TPOT
100
90
80
70
60
50
40
30
20
10
0
Percent of Items
Action 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
Teacher: ___VN________________________
Action Planning Form
Date: __11/5/09_________________________
Coach: ___VY___________________________
Goal
Action Steps
1. Create engaging
learning
opportunities in
centers and
embed learning in
play.
1a. Define each center.
Implementation Guide 2
Currently: blocks,
pages 20-24.
dramatic play, writing,
books, puzzles, listening. State standards and goal
bank. Coach will bring
1b. Crosswalk each
sample from Illinois with
center with state
embedded standards.
standards and IEP goals.
Make a list of ways
standards and goals can
be met in each center.
Guide 2 pages 20-24
Time to look through
1c. List materials needed resource books.
to meet standards in
each center.
Theme boxes for
different centers. Time
1d. Purchase, borrow, or to develop materials.
find materials for each
center.
Laminated center signs,
Boardmaker, Photos of
1e. Develop a center
children, Velcro/ Craft
management system so
sticks
centers are clear to
children (where centers
are and how many
children can play).
Notes:
Materials or Resources
Needed
Timeline
My goal is met when…
Coach will
bring standards
guides and
center
management
signs on 11/11
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.
Work on one
center per week A learning opportunity
until goal is
(play-based) for at least one
met.
standard is embedded in
each center each day.
Date Action
Step
Completed
Evaluate: December TPOT
December TPOT
100
90
80
70
60
50
September 2009
40
30
20
10
0
December 2009
Action Planning Form
Date: _______2/18/10______________________
Action Plan: February 2010
Teacher: ___VN_____________________________
Coach: __Y_______________________________
Goal
Action Steps
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
Materials or Resources
Needed


Box or kiddie
pool for “Tucker”
area
Information to
share with
families about
Tucker and
Problem Solving
Timeline
My goal is met when…
Start Tucker
week of 2/22
All anger management and
problem solving materials
are posted.
Start Problem
Solving in 2
weeks
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.
Date Action
Step
Completed
Debriefing Molly: Take a peek
at a coaching session…
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
March TPOT
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
12/16/2010
30.00%
2/10/2010
3/3/2010
20.00%
10.00%
0.00%
Talking about data with
Molly…
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 - 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
Improve transitions within center time,
increase child engagement.
Increase use of visuals in the
classroom.
Increase use of descriptive praise
throughout the day.
Example - Kristie
Goal
Action Steps
Materials or Resources Timeline
Needed
My goal is met when…
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 it
5c. 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.
I use an average of 1
descriptive phrase statement
every 5 minutes, with at least
one from each behavior
category.
ongoing
Date Action
Step
Completed
Coaching Session with
Kristie
VIDEO
Kristie’s data – Sept. - April
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
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 Work
Coaching is a collaborative process
TPOT & TPITOS are meant to be used
as professional development tools
Reflection and feedback is ongoing – it
happens throughout the coaching
relationship
Make a plan for talking thru the “sticky”
situations
Making 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?
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?
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