Transcript Coaching Early Educators:

Evidence-Based Practices in the Early
Childhood Classroom:
The Role of Coaching to Support
Implementation
Lise Fox, University of South Florida
[email protected]
Patricia Snyder, University of Florida
[email protected]
Denise Binder, University of South Florida
[email protected]
Early Childhood Coaches
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Create a supportive environment for learning
Jointly examine and reflect on current practices
Help to apply new skills
Within a supportive context, give feedback &
problem-solve challenging situations
• Goal: Assist person to attain competence and
confidence to engage in action, self-reflection,
self correction, and use of new skills and
strategies in other situations as appropriate
(Flaherty, 1999; Kinlaw, 1999; Rush & Shelden, 2006)
Coaching for Implementation:
Example EC Professional Development
ID Focus
Teacher need and “buy-in”
Evidence-based practices
Provide workshops
Passive and active methods
Multiple exemplars of practices
Observe
Needs assessment
Set goals and develop action plan
Coach
Collaborative relationship
Active methods
Performance feedback
Observe
Needs assessment
Revise goals and action plan
Measure implementation Fidelity measures
Teacher/classroom measures
Measure outcomes
Child measures
L-E-A-R-N: 360° Coaching Framework
Action Plan
Evaluate
Reflect and
Look and
Give
Feedback
Listen
New Skill
Building
Coaching Framework Components
• Entry and
Relationship Building
• Goal Setting and
Action Planning
• Observation
• Debrief, Reflect, and
Feedback
Phases of Coaching
• Early Sessions (Sessions 1 to ~ 3)
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Entry and relationship building
Observation
Needs assessment and initial goal setting
Debrief and Feedback
• Reflection
• Supportive feedback only
• Latter Sessions (Sessions ~ 4 and beyond)
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Continued relationship building
Observation
Goal setting
Debrief and feedback
• Reflection
• Supportive and corrective feedback
• Final Session
– Strategies for sustaining
– Additional resources
– Evaluation of coach and coaching processes
Coaching Strategies
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Observing
Problem-solving discussion
Goal setting/planning
Reflective conversation
Role-play
Performance feedback
(verbal)
• Performance feedback
(graphic)
• Side-by-side gestural
support
• Side-by-side verbal support
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Modeling
Videotape teacher
Video demonstration
Review teacher’s video
Graphing
Provide materials or
resources
• Manipulate environmental
arrangements
• Other help in classroom
Format for Observation
• Observe
• Interact
• Make Observation Notes
• Videotaping*
Format for Debrief and Feedback
• Open meeting
• 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
Preliminary Coaching Data
Institute of Education Sciences
R324A070008: Impact of professional development on preschool
teachers’ use of embedded-instruction practices
R324A07212: Examining the potential efficacy of a classroom-wide
model for promoting social-emotional development and addressing
challenging behavior in preschool children with and without
disabilities
Supporting Implementation of
Evidence-Based Practices
Evaluating the
Potential Efficacy
of Embedded
Instruction for
Early Learning
Helping early childhood
practitioners
implement embedded
instruction for
preschool children with
disabilities
Evaluating the
Potential Efficacy
of the Teaching
Pyramid Model
Helping early childhood
practitioners implement
promotion, prevention,
and intervention
strategies that support
young children's socialemotional competence
and prevent challenging
behavior
Evaluating the Potential Efficacy
of Embedded Instruction for Early Learning
• Public preschool classrooms
• Randomized controlled trial group
experimental design
• 36 teachers
– 12 teachers workshops + on-site coaching
– 12 teachers workshops + self-coaching via web
– 12 teachers wait-list control
• 106 preschool children with IEPs (~3 per teacher)
• 5 waves of data collection (completed 6/10)
Complete Learning Trials
• High quality priority learning targets for
children
• Emphasize implementation of CLTs
Embedded Instruction for Early Learning:
Tools for Teachers
Measures
• Workshop Implementation and Fidelity
• Coaching Logs and Coaching Fidelity**
• Embedded Instruction Implementation Fidelity
– Complete Learning Trials (EIOS)
– Quality of Learning Targets (LTRS)
• Classroom Climate and Interactions (CLASS)
• Child measures
–
–
–
–
–
Engagement Behavior Observation System (EBOS)
PLS-4
TERA-3
BBCS-3R
PKBS-2
Tools for Teachers
• Workshops
– 4 modules
– ~16 hrs
• Workbooks and Implementation Guides
– 4 modules
• Classroom materials
Similar Components: Different Delivery
On-site Coaching
(Teacher and Coach)
Self-Coaching
(Teacher and Web-based Supports)
Entry and relationship building
Learn about the teacher, the classroom and the
teachers’ goals, share information about the
coaching process, and provide supportive
feedback.
Entry and orientation to the website
Learn about the website and self-coaching
process, explore website features and how to use
the web-based supports to coach.
Goal setting
Work with teacher to identify personal
development goals and weekly implementation
goals.
Action plan (problem solving)
Identify weekly goals, develop a plan for
successful implementation , and provide
resources and supports as needed.
Observation
Observe in the classroom, engage in coaching
strategies as needed.
Goal setting
Use the online forms to identify personal
development goals and graphing tool plan weekly
implementation goals.
Feedback
Discuss observation, provide supportive and
corrective feedback , engage in coaching
strategies as needed, support teacher reflection
and future planning.
Self-evaluation
Use self-coaching checklist to guide evaluation and
reflection of goals, and use graphing tool to
evaluate implementation .
Action plan (problem solving) & Resource seeking
Select weekly goals, develop an action plan for
weekly goals, and use available resources on web
site to problem solve when situations arise.
Self-monitoring
Work toward personal development goals and
collect and record data on implementation goals.
On-Site Coaching: “Dosage”
• 16 coaching sessions per teacher
• Mean duration coaching observation
– Early sessions 75.2 min (SD = 24.8)
– Latter sessions 72.6 min (SD = 14.2)
• Mean duration coaching debrief
– Early sessions 39.8 min (SD = 12.3)
– Latter sessions 38.8 min (SD = 11.8)
Coaching Logs:
Observation - Early Sessions
Coaching Logs:
Observation – Latter Sessions
Coaching Logs:
Debrief and Feedback Example
Coaching
Fidelity:
Example from
Fidelity
Checklist
Coaching Fidelity Based on
Coaches’ Logs
Coaching Fidelity:
Interobserver Agreement
Self-Coaching Web Site
Note.
a Average number of visits and average time on site based on 10 weeks of data collection.
b Average time on site per visit estimated based on the difference between time of log-in and time of
last page hit.
c Action plan form identified as key form to implement self-coaching process.
Evaluating the Potential Efficacy of the
Teaching Pyramid Model
• Public school classrooms
• Randomized controlled trial group
experimental design
• 20 intervention and 20 control teachers
• Intervention teachers receive training and
weekly coaching
• Control teachers receive training at end of
study
• Four waves of data collection
The Pyramid Model:
Promoting Social and Emotional Competence
and Addressing Challenging Behavior
Few
Children
Some
Children
All
Children
TPOT Study:
Theory of Change
Professional
Development
Guides
&
Materials
Workshops
Coaching
Contextual
Variables
Teachers’
Frequent and
Accurate Use
of TPOT
Practices
Children’s
Social
Competence
Evaluating the Potential Efficacy of the
Teaching Pyramid Model
• Measures
– Fidelity (TPOT)
– Classroom climate, teacher child interactions
(CLASS)
– Classroom wide behavior incidences
(observation)
– Target child behavior incidences (observation)
– Social skills and problem behavior (SSIS)
Training
• 3 days
• Implementation guides
• Classroom materials
Coaching “Dosage”
• Weekly
– Observation
– Debriefing meeting
– Follow-up e-mail
• Number of coaching sessions:
– Mean – 13.4
– Range – 7-17
iro
nm
en
ta
l
Ot
he
r
t
13.70%
15.07%
20.09%
39.84%
55.71%
96.80%
100%
ar
ra
ng
m
en
g
om
g
10.50%
21.92%
40%
Ob
se
rv
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cla
ss
ro
eli
n
n
n
er
sa
t io
M
od
on
v
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elp
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6.39%
20%
Ot
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Re
fle
isc
t
rt
po
r
su
pp
o
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su
p
60%
En
v
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stu
ra
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ev
so
lvi
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-d
ys
id
e
ys
id
lem
eb
eb
Pr
ob
Sid
Sid
Strategies Used During Classroom Observations – Session 3 and Beyond
Cross-Site, Years 1 & 2
80%
0%
lem
de
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lay
str
at
io
Gr
ap
h
m
on
ep
n
n
er
sa
t io
Ro
l
on
v
us
sio
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4.57%
1.83%
0.91%
1.37%
0.00%
15.07%
17.35%
20%
Ot
he
r
Go
ing
al
se
tt i
ng
Ve
-p
rb
la
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pe
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rm
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lp
db
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ac
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Pr
ov
id
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En
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s
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la
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em
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44.75%
42.92%
81.74%
86.30%
80.37%
80%
Vi
d
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iv
vin
gd
so
l
de
m
on
0%
Re
fle
Pr
ob
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Strategies Used During Coaching Meetings
100%
60%
40%
Teaching Pyramid Observation Tool
(TPOT)
• Developed to measure the extent to which Teaching
Pyramid practices are being implemented in a
classroom
• Three types of Items
– Environmental arrangement items (items 1-7)
• Scored yes/no based on observation
– Ratings of practices (items 8-22)
• Scored on Likert-type scale based on observation
and/or teacher report
– “Red flags” (items 23-38)
• Scored yes/no based on observation
Preliminary Data from
Potential Efficacy Study: TPOT
Range for TPOT Indicators: 0 - 118
TACSEI Capacity Building
Building a professional development system
for Pyramid implementation
(including the capacity to provide coaching
for implementation fidelity)
www.challengingbehavior.org
Capacity Building
• State Interagency Team
– Infrastructure
– Guide implementation, sustainability, and scale-up
• Master T/TA Cadre
– Mentored by TACSEI faculty
– Expertise in all aspects of model
– Will provide training (of additional trainers and practitioners),
external coaching, guide program-wide implementation, support
data collection
• Demonstration Sites
– Leadership teams for PW adoption
– Internal coaches
• Data System
– System and procedures for measuring implementation and
outcomes and using data for decision-making
External Train-the-Trainer (initially)
External Coaches/Trainers (for sustainability)
Pyramid
Coach/Trainer
External
Coaching
Program-Wide
Leadership Team
with internal
coach (team
member(s) is
internal coach)
Pyramid
Coach/Trainer
Pyramid
Coach/Trainer
External
Coaching
Program-Wide
Leadership Team
that includes
external Pyramid
coach as the
internal coach
Demonstration
Classrooms
(clusters within
center, single
classrooms
across centers)
Discussion
• When should coaching be a part of PD efforts?
• What are potential funding mechanisms ?
• What validated coaching frameworks are available for
use?
• What formats to deliver coaching show promise and
might be used (e.g., live, web-based, e-mail)?
• Who might provide coaching?
• Do we need different coaching frameworks/formats or
different dosages of coaching for targeted practices
(e.g., descriptive praise, pre-correction) versus multicomponent interventions?