Si coaching07 11-2012hr

LEADERSHIP & COACHING FOR PBIS

Summer Institute, July 26-27, 2012

ROLE OF THE IN-SCHOOL COACH

Exceptional Children DivisionBehavior Support & Special Programs

Positive Behavior Intervention & Support Initiative

Participant Expectations Be Responsible

• Return promptly from breaks• Be an active participant• Use electronic devices appropriately

Be Respectful• Maintain cell phone etiquette• Listen attentively to others• Limit sidebars and stay on topic

Be Kind• Enter discussions with an open mind• Respond appropriately to others’ ideas

Attention Signal

Please make note of time limits and watch your clocks!

Trainer will raise his/her hand.

Finish your thought/comment.

Participants will raise a hand and wait quietly.

Desired Outcomes

By the end of the session you will…

Understand the use of effective systems, practices and data of coaching

Practice using tools to assist your coaching

Who we are…………

Regional Coordinator

Email Address

Cayce McCamish, Region 5

[email protected]

Correy Watkins, Region 3

[email protected]

Laura Winter, Region 6

[email protected]

Who are you?

For the next 10 minutes, we will play “In-School Coach Bingo!”

Find people in the room who fit the descriptions on the activity sheet.

Use of the Wiki

How to do this……

http://ncec.ncdpi.wikispaces.net/Positive+Behavior+Intervention+and+Support




Review of PBIS

Total staff commitment to managing behavior

School-wide, clearly defined expectations

Teaching component for behavior System to recognize and acknowledge

appropriate behavior Clearly defined, effective consequences

for problem behavior that exist on a continuum

Plan to support students with chronic, challenging behaviors

Use of data in all aspects

Activity 1: Definitions

Read the definitions of each of the following and discuss with the people at your table: Facilitator Coach Mentor Consultant

How do these definitions match up with your experiences as an in-school coach?

Coaching Definition

Coaching (v.): a set of activities that provide dynamic support and facilitation to develop the capacity of school/district leadership teams to implement initiatives aligned with the school/district improvement plan in order to enhance student outcomes.

Tenets include: Not necessarily a person, but a set of skills and

activities

There are some essential skills sets required of the leadership team to support & complete the activities (Gaunt, Dorman, & March, 2012)

Coaching Model

Professional Development

Leadership SupportProblem-Solving Facilitation Skills Content Knowledge

(Gaunt, et al., 2012)

Leadership + Coaching

Vision, focus, consistent message

Focus on schools Relationships based on

respect and shared responsibility

Expert problem-solving Investment in

professional development

Effective interpersonal communication

Data-based problem-solving

Content Knowledge Team Facilitation Support leadership Provide professional

development Evaluate impacts

Leadership Characteristics Coaching Responsibilities

(Gaunt, et al., 2012)

Functions of an In-School Coach

Coach Mentor Consultant Facilitator Skill Developer Problem solver

Systems Practices Data

Roles Components

SYSTE

MS

PRACTICES

DATA

SupportingStaff

Behavior

SupportingDecisionMaking

SupportingStudent Behavior

OUTCOMES

PositiveBehavior Intervention & Support

Social Competence andAcademic Achievement

SYSTEMS FOR EFFECTIVE COACHING

SYSTE

MS

SupportingStaff Behavior

DATA


PRACTICES


PositiveBehaviorIntervention & Support

OUTCOMES

Social Competence &Academic Achievement

Systems for Effective Coaching

In this section: Expectations for In-School Coaches District Level Support Integrating With Other Initiatives Networking Team Dynamics and Dysfunctions Meeting Foundations Making Decisions Problem Solving and Conflict Resolution Methods for Ongoing Learning

Systems

Expectations for In-School Coaches Can facilitate effective team conversations. Can provide effective consultation and

technical assistance to school teams. Able to effectively communicate within and

across schools. Can assist schools in establishing systems to

support staff and increase sustainability of PBIS implementation efforts.

Knowledgeable of local, regional, and state contacts for consultation and support.

Systems for Effective Coaching: District Level Support

Coaching is most effective when supported by a school system.

District leadership is key in providing funding, support for program goals, visibility of schools implementing and inclusion in other district initiatives.

District level leadership team provides oversight and ensures all stakeholders are represented in development of program practices.

Leadership Support

Systems for Effective Coaching: Integration with Other Initiatives

Ensure that PBIS is part of discussions as other related initiatives are being implemented. Responsiveness to Instruction (RtI) School Improvement Planning Student Support and Special Education Common Core and Essential Standards Data Literacy

Content Knowledge

Systems for Effective Coaching: Develop an Effective Coach Network

System-wide team of coaches needs to utilize the same effective team practices asked of school teams.

These include procedures for: Understanding team dynamics Guiding crucial conversations Making decisions Problem solving and conflict resolution Methods for ongoing learning

Leadership Support

Systems of Effective Coaching: Understanding Team Dynamics

Personality differences can have a major impact on team dynamics and effectiveness.

Team members should be familiar with typical team challenges and discuss strategies for addressing them.

Five Dysfunctions of a Team provides a framework for understanding and employing methods for improving team functioning.

Problem-Solving

Facilitation Skills

(Lencioni, 2002)

Systems for Effective Coaching: Strategies for Addressing Team Dysfunction

Regularly assess team functioning through surveys.

Provide opportunities to build trust.

Create environments that address the needs of all personality types.

Utilize meeting processes that encompass a variety of opportunities for maximum participation.

Employ decision making methods that allow team members to honestly commit to proposals.

Use action plan to ensure accountability.

Problem-Solving

Facilitation Skills

(Lencioni, 2002)

Systems for Effective Coaching: Meeting Foundations

1. Meeting starts and ends on time

2. Consistent attendance by team members

3. Agenda is used to guide meeting topics

4. Process is in place to monitor progress of implemented solutions (review previous meeting minutes)

5. System is used for documenting decisions

6. Team members prepare for and meet responsibilities during meeting

7. Next meeting is scheduled

8. All team members (absent or present) are given minutes within 24 hours of the meeting

9. Decision makers are present when needed

10. Protocol is established for when administrator is unable to attend

11. Efforts are making a difference in the lives of children/students

Problem-Solving

Facilitation Skills

(Newton, Horner, Algozzine, Todd, & Algozzine, 2010)

Systems for Effective Coaching: Making Decisions

Coaching team needs to have a framework for making decisions.

Different decisions require different methods depending on the stakeholders present and the time frame.

The following continuum of options for decision making allows the coaching team to ensure maximum possible participation.Problem-

Solving Facilitation

Skills(Interaction Associates, 1998)

Systems for Effective Coaching: Continuum of Decision Making

•Delegate without constraints•Consensus of meeting attendees

Least restrictive-most amount of input from group

•Delegate with constraints during meeting•Gather input and decide

•Decide and announce during meeting•Decide and announce after meeting

Most restrictive-least amount of input from group

(Interaction Associates, 1998)

Systems for Effective Coaching: Making Decisions

Tools for reaching agreement Proposals followed by thumbs

up/thumbs down

Fist to five

Disagree and commit

Problem-Solving

Facilitation Skills

Systems for Effective Coaching: Problem Solving/Conflict Resolution

Conflict is a normal part of working in teams. Productive conflict allows for voicing of

different opinions without personal attacks. Problem solve using the following guidelines:

Stay focused on the common goal. Check for understanding before disagreeing. Table discussions if conflict can not be resolved. Allow team members time to reflect and come

back to the problem later.

Problem-Solving

Facilitation Skills

System for Effective Coaching: Methods for Ongoing Learning

Coaches need ongoing learning opportunities. Focus on improving coaching practices and

school team outcomes. Team approach to learning can maximize use of

new ideas. Team professional growth plans Book studies Professional development

Work with your district and regional coordinators to access ongoing learning opportunities for PBIS in your region.Professional

DevelopmentContent

Knowledge

Activity 2: Systems of Effective Coaches

Find a partner.Each pair has a scenario to read.After reading the scenario, try to

resolve the conflict in the scenario.

PRACTICES OF EFFECTIVE COACHES

SYSTE

MS


DATA


PRACTICES


PositiveBehavior Intervention and Support

OUTCOMES


Practices for Effective Coaching

In this section: Expectations for In-School Coach Practices of Effective Coaches and Fatal

Flaws Building Relationships Applying Adult Learning Theory Giving Feedback Fostering Teacher Leaders Linking Teams to Other Resources Coach Learning Opportunities

Practices of Effective Coaches: Expectations

Expectations for In-School Coaches Can facilitate effective team conversations. Can provide effective consultation and

technical assistance to school teams. Able to effectively communicate within and

across schools. Can assist schools in establishing systems

to support staff and increase sustainability of PBIS implementation efforts.

Knowledgeable of local, regional, and state contacts for consultation and support.(North Carolina Department of Public Instruction, n.d.)

Practices of Effective Coaches

Facilitates team work toward goals. Delegates effectively. Enjoys using praise and uses it often. Speaks loudly and often of team’s

achievements. Strives to help employees reach their fullest

potential. Continuously seeks innovative strategies to

increase effectiveness of PBIS implementation.

Practices of Effective Coaches:Fatal Flaws

Lack of delegation Inability to modify old

relationships Misuse of authority Lack of commitment Inability to recognize potential Failure to motivate

Practices of Effective Coaches:Teams

Develop team goals Set an example Expect accountability Encourage team suggestions Train employees

Problem-Solving

Facilitation Skills

Practices of Effective Coaches:Building Relationships with Teams

Relationship with team must be established and nurtured.

Coaches may take different approach depending upon team.

Process checks may be needed, at times, to ensure that coach is meeting needs of the team.

Problem-Solving

Facilitation Skills

Practices of Effective Coaches:Applying Adult Learning Theory

Allow teams to be self-directed. Rely on expertise and experience of team

members to drive implementation. Assist team members with relating learning to

their role in the school. Support team in balancing immediate

implementation and planning. Connect internal motives and personal goals of

team members to PBIS.


Content Knowledge

(Knowles, Holton, & Swanson, 2005)

Practices of Effective Coaches:Applying Adult Learning Theory

Trust is essential. Consider Four Principles of Adult

Learning: Collaboration with dialogue Problem posing Action orientation Reflective practice


Content Knowledge

(Knowles et al., 2005)

Practices of Effective Coaches:Giving Effective Feedback

Provide ongoing feedback on shortcomings and successes.

Present in a supportive, honest, sincere and non-accusatory manner.

Make it timely.

Problem-Solving

Facilitation Skills

Content Knowledge

Practices of Effective Coaches:Building Independence Through Inquiry

Facilitative Leadership authors suggest that coaches spend at least 70% of the time in inquiry mode, which….

leads to personal learning and builds problem solving skills, which……….

leads to stronger integration of knowledge and increases likelihood of sustainability, which……..

leads to life-long learners who seek out new ideas and alternate perspectives.

Good coaches understand the difference between hearing what is actually said and hearing what the person means. Problem-

Solving Facilitation

Skills

Content Knowledge

(Interaction Associates, 1998)

Practices of Effective Coaches: Fostering Teacher Leaders

Goals of Positive Behavior Intervention and Support include creating sustainable change and decreasing reliance upon outside sources that ensure implementation.

Leaders must emerge from within the school.

Coaches should foster in-school leaders by encouraging and providing further learning in areas of strength and/or interest.

Leadership Support

Practices of Effective Coaches:Linking Teams to Other Resources

Gaining access to other resources and other PBIS schools will build capacity and independence.

Content Knowledge

JPBIwww.ncpublicschools.org/positivebehaviorState trainings/conferencesBlogsWebsitesPosters

www.pbis.orgDistrict/regional coach meetingsNewslettersSocial mediaWikisPresentations to staff

http://www.ncpublicschools.org/positivebehavior

http://www.ncpublicschools.org/positivebehavior

http://www.pbis.org/

Practices of Effective Coaches: Coach Learning Opportunities

LEA/District Coach Meetings Regional Coach Meetings State Trainings (ex: Summer

Institute, State Recognition Ceremony)

Exceptional Children’s Conference


Content Knowledge

Activity 3: Practices of Effective Coaches

Find a partner. Each person has been given a “problem.” Take turns being the coach. When you are

the coach, you are listening to the other person describe the problem, then you are spending 3.5 minutes asking questions about the problem before spending the last 1.5 minutes advocating a solution.

Switch roles.

USING DATA FOR EFFECTIVE COACHING

SYSTE

MS


DATA


PRACTICES


PositiveBehavior Intervention& Support

OUTCOMES


Data for Effective Coaching

In this section: Expectations for In-School

Coaches Guiding Teams to Use Data

Planning Implementation Developing New Strategies Evaluating Effectiveness of Strategies

Tailoring Training

Using Data for Effective Coaching: Expectations for In-School Coaches

Support team Data Manager as he or she: Becomes familiar with multiple types of

data and their uses (e.g. ODRs, SET, Surveys, Achievement Scores, etc).

Assists team in locating or summarizing data as needed for problem-solving (e.g. NCWISE, Excel Spreadsheets, etc).

Can teach and support team's use of data to guide decision-making.

Using Data for Effective Coaching: Guiding Teams to Use Data

Coaches need to help teams create simple and easy ways to collect, summarize and use behavioral data.

Goal is to create systems where data is easily entered and accessed by all staff.

Climate needs to be safe in order for teams to look at data in a non-judgmental way.

Creating a safe climate may require ongoing conversations with administrators, teams and school staff.


Data becomes more useful when it is used to answer key questions.

Coaches teach teams to formulate questions and then model how to use data to generate answers.

Teams should teach all teachers to follow the same process in problem solving teams, in classrooms and for individual students.


Key questions fall into three categories: Planning implementation Developing new strategies Evaluating effectiveness of strategies


Key questions for planning implementation: What are our biggest areas of concern? What are our goals as a school? What is the vision we have for the

school? What is currently working that we want

to keep doing?

Leadership Support


Data sources for planning implementation: PBIS Self Assessment Survey Implementation Inventory School-wide Evaluation Tool Climate survey Discipline data Formative and summative academic

assessments Attendance data

Leadership Support


Key questions for developing new strategies: Can we create a specific statement as to

the problem we are trying to solve? Can we make a hypothesis as to the

reason for the problem? What research based strategies best fit

the problem?Problem-Solving

Facilitation Skills


Data sources for developing new strategies: Office referral data Classroom level behavioral data

Problem-Solving

Facilitation Skills


Key questions for evaluating effectiveness: Did we do what we said we were going

to do? Does the data analyst have the skills,

knowledge and time to facilitate the process?

Do we have evidence that we met (or are meeting) our goals?

Leadership Support


Data sources for evaluating effectiveness: PBIS Self Assessment Survey Implementation Inventory Climate surveys Discipline data SET

Leadership Support

Using Data for Effective Coaching: Tailoring Training/Coaching Needs

Coaches need to use data in the same manner in which we have guided our teams

Key questions coaches need to be asking: Are we providing the best quality training that

meets the needs of participants? Are teams meeting their goals for implementation? Are teams satisfied with my support and guidance? Are teams becoming increasingly independent over

time? Professional Development

Content Knowledge

(Lewis-Palmer, Barrett, & Lewis, 2004)

Using Data for Effective Coaching: Tailoring Training/Coaching Needs

Data Sources for tailoring training/coaching needs: Training Evaluations Coach surveys Team action plans School level outcome data Frequency of meetings/training at the school

level Coach self-assessment


Content Knowledge

(Lewis-Palmer et al., 2004)

Activity 4: Data for Effective Coaching

Using the graphs, create a plan for professional development for the staff and a plan for teaching expectations for the students.

EFFECTIVE COACHING: EXPECTED OUTCOMES

SYSTE

MS

PRACTICES

DATA

SupportingStaff

Behavior



OUTCOMES

PositiveBehavior Intervention & Support


Outcomes of Effective Coaching Improvement in overall fidelity of PBIS

implementation Improved PBIS fluency

Ability to apply and adapt PBIS concepts/skills to novel problems

Able to quickly identify and correct if off-course

Improved ability to problem-solve Improved sustainability

(Horner, 2012)

Activity 5: Effective Coaching Action Plan

Complete the Coach Self-Assessment.

Thinking about the expectations for in-

school coaches around data, systems, and

practices, what are your next steps as a

coach?

Write a couple of action plan steps about

additional training or support needed from

your LEA Coordinator or Regional

Coordinator.