Transcript Embedded Ins - University of South Florida

Supporting Implementation Fidelity:
Coaching Early Educators
Lise Fox, University of South Florida
Mary Louise Hemmeter, Vanderbilt University
Pat Snyder and Tara McLaughlin, University of Florida
Two Intervention-Based Projects
Embedded Instruction
for Early Learning
Tools for Teachers (TfT)
Helping preschool teachers
in early learning
programs learn how to
use effective supports
and instruction for young
children with disabilities
Evaluating the Efficacy
of the Teaching
Pyramid Model: Using
the TPOT
Helping early childhood
practitioners use
classroom prevention and
intervention strategies
that promote young
children's social-emotional
development and prevent
challenging behavior
According to NPDCI, the key components of
professional development include:
• (a) the characteristics and contexts of the learners (i.e., the "who"
of professional development, including the characteristics and
contexts of the learners and the children and families they serve);
• (b) content (i.e., the "what" of professional development; what
professionals should know and be able to do; generally defined by
professional competencies, standards, and credentials); and
• (c) the organization and facilitation of learning experiences
(i.e., the "how" of professional development; the approaches,
models, or methods used to support self-directed, experientiallyoriented learning that is highly relevant to practice).
Rationale for Coaching Approaches
• High-quality materials and PD workshops not sufficient
for use of evidence-informed practices in practice settings
• Difficult to define impacts of coaching in EC PD
• Variants and descriptions of coaching not well
distinguished in the literature
• Some empirical support for efficacy of performance
feedback in relation to implementation fidelity
• Few studies focused on self-monitoring as a form of
“coaching” and in relation to implementation fidelity
Two forms of coaching
On-site Coaching
Self-Coaching
Similar components; different delivery
On-site Coaching
(Teacher and Coach)
Self-Coaching
(Teacher and Web-based Supports)
Entry and relationship building (First 3 sessions)
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 (1-hour orientation)
Learn about the website and self-coaching process,
explore website features and how to use the webbased supports to coach.
Goal setting
Work with teacher to identify personal
development goals and weekly implementation
goals.
Goal setting
Use the online forms to identify personal development
goals and graphing tool plan weekly implementation
goals.
Observation
Observe in the classroom, engage in coaching
strategies as needed.
Self-monitoring
Work toward personal development goals and collect
and record data on 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)
Identify weekly goals, develop a plan for successful
implementation , and provide resources and
supports as needed.
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.
On-site Coaching
Evaluating the Efficacy of the Teaching
Pyramid Intervention
 Who
– Preschool teachers in classrooms that include children
with and without disabilities
– Teachers in preschool classrooms
 What
– Teaching Pyramid practices
 How
– High quality workshops
– Provision of classroom materials
– Coaching with performance feedback in classroom
The Pyramid Model:
Promoting Social and Emotional Competence and Addressing
Challenging Behavior
Few
Children
Some
Children
All
Children
Coaching Teachers in Implementing
the Pyramid
Hearing
about it in
training
Implementing
it in daily
practice
Teaching Pyramid Coaching Process
• Preparing for Coaching
– Conduct baseline observations using the TPOT
– Meet with teacher to review TPOT and develop action plan
• Observe teacher with a focus on action plan items
– Use specific TPOT items
– Use 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
Use a variety of strategies (e.g., video, problem solving)
• Follow-up:
– Provide email feedback following meetings
– Provide materials as needed
• Support teacher around developing plans for
children at the top of the Pyramid
Let’s look at it—written debrief
Hi ----,
I enjoyed observing in your classroom today. I can¹t believe how well Mary is doing with
her writing. She picked several words from the word wall today and wrote them on the dry erase
board. She did a great job! I was able to read all of the letters and she was able to tell me each
word. I continue to be amazed at her progress.
You did a great job of embedding many learning trials into small group and centers.
Almost all of the trials were complete with an antecedent, behavior, and consequence or error
correction. I observed 4 trials for engagement, six for counting/matching numerals, and two social
bids. I also observed Ms. Rogers providing two engagement trials. You have done an excellent job
of instructing your paraprofessionals in delivering complete learning trials. You make such good use
of their expertise in the classroom. Having them as support I am sure makes your job a little easier.
I noticed that today you delivered several trials for the counting/matching numeral goal.
This was great and Mary seemed to respond well. I did notice, however, that by the time she got to
the center where she was counting chicks she did not seem as interested in counting. I don¹t think
there is anything wrong with the activity, but perhaps because it came right after the counting at
the sensory table she seemed to lose interest quickly. One suggestion might be to separate those
activities so that they are not back to back. This will give her time to complete other activities in
between and increase her interest level when she works on counting again.
Just to follow-up on our conversation on Wednesday regarding embedding sequencing
trials, you do have many natural opportunities to do this throughout your day. Anytime Mary
completes a multi-step activity you could have her tell you how she completed the activity. I have
observed you doing this with puzzles, art projects, and in dramatic play.
Other activities that require a sequence of steps occur multiple times throughout the day.
One strategy I used to use is having children tell me the centers they visited each day in the correct
sequence. This is just one idea. It is just a matter of taking advantage of naturally occurring
opportunities and this is something you do very well. You might try planning some activities with
this focus.
I will be in around 9:00 on Wednesday. I am planning to stay to meet with you at 1:15. I
would like to discuss your progress on data collection and any other issues or concerns that you
have.. You are doing a fabulous job. Please feel free to email or call if you have any questions.
I look forward to seeing you next week.
open the e-mail
provide supportive
performance
feedback
provide corrective
performance
feedback
provide
targeted
support
support planned
actions
end the e-mail
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
Action Steps
1. Create and post a
visual schedule, teach
the schedule to the
children, and refer to
it throughout the day.
1a. List the parts of a
typical classroom day.
Notes:
Materials or Resources
Needed
Coach will create
schedule pieces for:
 Morning Work
1b. Decide what format
 Calendar Group
the pictures should be
 Bathroom (3)
(Boardmaker, photo) and
 Literacy Group
the size of the schedule
 Centers
pieces.
 Music &
Movement (2)
1c. Post the schedule on
 Math
the magnetic shelf in the
 Science
Circle Time area
 Lunch
 Social Studies
1d. Teach the schedule
 Recess
in large group time by
 Nap
showing the class the
 Snack
schedule, modeling its
 Story
use, and reminding
 Dismissal
children to check it
throughout the day.
 Special Activity
Pieces will be approx
1e. Refer children to the 3.5”X3.5”
schedule when an
Laminated cardstock;
unusual event is about to sized to fit magnetic
occur (use the “Special
frames
Activity” card)
Save to MS Word and
burn to CD
Timeline
My goal is met when…
Coach will
drop materials
off by Tuesday
11/11.
I have posted the schedule
in my classroom.
Can begin
teaching and
using schedule
by 11/12 or
11/17.
I review the schedule during
most routines. I move a
magnet to let the children
know that a routine is
finished.
I encourage children to
“check the schedule” when
they seem confused or offtask.
I use the special activity
cards to prepare children for
an unusual or special event
(assembly, field trip,
birthday, playing in the gym
instead of the playground).
Date Action
Step
Completed
The Teaching Pyramid Observation
Tool (TPOT)
• The TPOT was developed to measure the
extent to which the Teaching Pyramid
practices are being implemented in a
classroom
• Provides information that can be used to
identify training needs of teachers
Using the TPOT
• Observations
– Conducted for a minimum of 2 hours
• Must observe centers or free play and at least one
teacher-directed activity
– Focus of observation is lead teacher’s behavior
• Interviews
– For those practices that cannot be observed in a
2-hour observation
Format of the TPOT
• Three types of Items
– Environmental items (Items 1-7) - yes/no based on
observation
– Ratings of practices (items 8-22) - ratings based on
observation and/or teacher report
– Red Flags (items 23-38) - yes/no based on
observation
Environmental Arrangement Items
- Clear boundaries
- Move easily around room
- Lack of large open spaces
- Adequate number of centers
- Materials support play
- Preparation of centers
- Classroom rules
TPOT Items Based Primarily on
Observations
•
•
•
•
•
•
•
•
•
•
•
Schedule and Routines
Transitions between activities
Teachers engage in supportive conversations with children
Promoting children’s engagement
Teaching children behavior expectations
Providing directions
Effective strategies to respond to problem behavior
Teaching social skills and emotional competencies
Teaching children to express emotions
Teaching problem solving
Supporting friendship skills
TPOT Items Scored Based on
Teacher Report
• Supporting children with persistent problem behavior
• Communication with families to promote involvement
• Involving families to support social emotional development
and addressing problem behavior
• Strategies to build collaborative teaching with other adults
Red Flag Items
• Represents issues related to teacher training,
support, or program practices
• Indicates areas for immediate attention and
training/support
Sample Item
11.
Promoting children’s engagement
0
A
classroom
receives a
score of
“0” if all
behaviors
under a
score of
“1” are
not
observed
1
__Y __N (1.1) Teacher
3
offers
general guidance to children to
select activities or use materials
to promote engagement*
__Y __N (3.1) Structured large-group
__Y __N (1.2) Teacher
__Y __N (3.2) Teacher
provides
fun activities that will support
the engagement of almost all of
the class *
__Y __N (1.3) Teacher
communicates with children on
eye level almost all of the time
*
Notes:
2
(e.g., circle)
activities are structured so that children are actively
engaged (responding, interacting) almost all of the
time
assists individual children in
selecting center activities and becoming actively
engaged*
__Y __N (3.3) Children
are provided with multiple
opportunities to make meaningful choices within
activities (choosing center, choosing how to use
materials, choosing where to sit, etc.)
__Y __N (3.4) Teacher
frequently comments positively
on
children who are engaged in activities
4
5
__Y __N (5.1) Teacher
assists
individual
__N/O children who are
exhibiting problem behavior within
an activity become actively
engaged (score N/O if no
opportunity to observe) *
__Y __N (5.2) Teacher
modifies
instruction or activity when
children lose interest in large- and
small-group activities
Sample Item
11.
0
A
classroom
receives a
score of
“0” if all
behaviors
under a
score of
“1” are
not
observed
Promoting children’s engagement
1
__Y __N (1.1) Teacher
3
offers
general guidance to children to
select activities or use materials
to promote engagement*
__Y __N (3.1) Structured large-group
__Y __N (1.2) Teacher
__Y __N (3.2) Teacher
provides
fun activities that will support
the engagement of almost all of
the class *
__Y __N (1.3) Teacher
communicates with children on
eye level almost all of the time
*
Notes:
2
(e.g., circle)
activities are structured so that children are actively
engaged (responding, interacting) almost all of the
time
assists individual children in
selecting center activities and becoming actively
engaged*
__Y __N (3.3) Children
are provided with multiple
opportunities to make meaningful choices within
activities (choosing center, choosing how to use
materials, choosing where to sit, etc.)
__Y __N (3.4) Teacher
frequently comments positively
on
children who are engaged in activities
4
5
__Y __N (5.1) Teacher
assists
individual
__N/O children who are
exhibiting problem behavior within
an activity become actively
engaged (score N/O if no
opportunity to observe) *
__Y __N (5.2) Teacher
modifies
instruction or activity when
children lose interest in large- and
small-group activities
Ellen's 3yr Class Pre TPOT Graph
8
7
Key
1-7. Environment
8. Schedules
9. Transitions
10. Conversations
11. Promote Engagement
12. Behavior Expectations
13. Proving Direction
14. Problem Behavior
6
15. Social Skills
16. Express Emotions
17. Problem Solving
18. Friendship Skills
19. Persistent Problem Behavior
20. Communication w / Families
21. Involving Families
22. Relationships w / Adults
23 – 38. Red Flags
Series1
Series2
5
4
3
2
1
0
Env
(#1-7)
#8
#9
#10
#11
#12
#13
#14
#15
#16
ENV = 7
Anchor= 2.87
Red Flags = 0
#17
#18
#19
#20
#21
#22
Red
Flags
Mallory's Pre-K Pre/Post TPOT Graphs
Key
7
1-7. Environment
8. Schedules
9. Transitions
10. Conversations
11. Promote Engagement
12. Behavior Expectations
13. Providing Direction
14. Problem Behavior
6
5
4
15. Social Skills
16. Express Emotions
17. Problem Solving
18. Friendship Skills
19. Persistent Problem Behavior
20. Communication w / Families
21. Involving Families
22. Relationships w / Adults
23 – 38. Red Flags
Series1
PRE
3
2
Series2
1
POST
0
Env
(#1-7)
#8
#9
#10
#11
#12
#13
#14
#15
#16
#17
#18
ENV = 7/ 5
Anchor= .733 / 1.0667
Red Flags = 4 / 6
#19
#20
#21
#22
Red
Flags
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
• We may need a process for rolling out coaching
Self-Coaching
Embedded Instruction
for Early Learning
Tools for Teachers (TfT)
“Coaching” in
Tools for Teachers
Impact of Professional Development on Preschool
Teachers’ Use of Embedded Instruction Practices
Institute of Education Sciences
Project Number R324A070077
Embedded Instruction for Early
Learning: Tools for Teachers
 Who
– Preschool teachers in classrooms that include children with
disabilities
– Certified teachers, at least 2 years experience
 What
– Embedded instruction
– Plan, implement, and evaluate embedded instruction practices
with fidelity
 How
– High quality workshops and support materials
– Coaching with performance feedback in classroom
– Self-coaching with web-based supports
Two forms of coaching
On-site Coaching
Self-Coaching
Research Design
• Phase II: Feasibility study
– Multiple baseline across teachers
– 3 variations
• Phase III: Potential efficacy trial
– Preschool teachers randomly assigned to
conditions
– Three conditions
• Business-as-usual (no intervention)
• Tools for Teachers workshops plus on-site coaching
• Tools for Teachers workshops plus self-coaching
www.embeddedinstruction.net
Selecting Personal Goals
Creating an Action Plan
Self-Coaching Checklist
The Graphing Tool
Features of the Graphing Tool
Daily Schedule
Child Roster
Adding New Learning Targets
Trial Plan
Trial Implementation
Teacher Performance Report
Reports for Child’s Learning Target
“Using the self-coaching process you have the
tools for improving your practice, however, it is up
to you to take the time to use the tools.”
What are we learning about on-site
and self-coaching coaching?
• It may be important for teachers to have some
experiences with on-site coaching before selfcoaching.
• It takes time for teachers to learn embedded
instruction practices and implement them
with fidelity.
• The importance of a foundational curriculum
in the classroom and the development of
functional and generative learning targets.