Establishing Sustainable Coaching Capacity at District and State Levels

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Establishing Sustainable Coaching Capacity at
District and State Levels

• Marla Dewhirst
• Don Kincaid

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Agenda

• What do we know about coaching?
• What do coaches do?
• What are the models of coaching?
• What are the training and technical assistance
  activities that support a network of coaches?
• What systems issues impact the development of a
  state-wide coaching network?

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Research on Coaching

• Coaching in general
• Most critical factor in successful implementation
  (Denton, et al, 2003)
• Expert in content, techniques and rationales
• Characteristics (McCormick and Brennan, 2001)
• Encouraging, supportive, committed, sensitive,
  flexible, respectful, enthusiastic, diplomatic,
  patient, willing to share

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Research on Coaching

• Coaching in general (cont.)
• Impacted by(McCormick and Brennan, 2001)
• Time allotted
• Reluctance to seek information
• Role confusion
• Feeling of inadequacy
• Poor match
• Lack of availability

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Experimental Research on Coaching

• Implementation in educational settings occurs
  when training is combined with coaching (Joyce
  Showers, 1996)
• Staff training of little impact on performance
  without coaching (Ager OMay, 2001)
• Coaching increased sustainability of practices
  from 24 to 84 (Fixxen Blase, 1993)

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Experimental Research on Coaching

• Some basic research on direct behavioral
  consultation shows promise in producing
  treatment integrity and increases in teacher
  skills at Tier 3 (Sterling, et al, 2002, Moore,
  et al, 2002)
• No experimental analyses of functional components
  of coaching in general (Fixxen et al, 2007)
• No research on coaching in SWPBS

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Roles of a Coach

• Four main roles (Spouse, 2001)
• Supervision
• Teaching while engaging in practice activities
• Assessment and feedback
• Provision of emotional support

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Florida Coaching Prerequisites

• Fluency with knowledge use of PBS concepts
• District endorsement
• Agreement to work with a school leadership team
  that is committed to completing the 3-day
  School-wide PBS Training
• Agreement to collaborate with and meet within the
  district for monthly Coaches Meetings
• Agreement to collaborate with and meet regionally
  at least once per year with others in a
  coaching/facilitation role (for state-wide FL-PBS
  Training)
• Demonstrated experience capacity to problem
  solve, collaborate, communicate, etc. with adults

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Floridas Basic Coach Skill Requirements

• Experience conducting small group skill training
  sessions with adults.
• Familiarity with typical classroom and school
  structures, operations, policies, etc.
• Familiarity with general discipline, classroom,
  behavior and instructional management, and
  curriculum
• History of consistent, accurate, and effective
  follow through with commitments
• Experiences working with individuals or groups
  from diverse backgrounds (e.g., parents,
  students, agency representatives, community
  members, educators)
• Experience with facilitating team meetings
• Rudimentary computer hardware and software skills
  

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Floridas Roles and Responsibilities

• Describe and promote the features, practices,
  systems of the PBS approach across 3 Tiers
• Facilitate the strategic problem-solving of PBS
  teams
• Help identify team member roles
• Attend and participate in trainings and meetings
• Guide implementation efforts with fidelity
• Assist in data collection/analysis and
  evaluations

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Models of Coaching

• Internal
• External
• 1 per school vs multiple schools
• External and Internal
• Dual Coaches/Assistant Coach
• Coach vs Team Leader

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Training of Coaches

• Assessment
• ID potential coaches
• Identify needs
• Coaches Self Assessment
• Coaches Questionnaire 2008

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Training of Coaches

• Matching Training and TA to State/District
• Professional Development Systems
• Model of coaching may impact training
• State, district and school training

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Number of Illinois Schools Districts Adopting
PBIS FY99-FY08 
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Number of Illinois Districts Adopting PBIS
Number of External Coaches as of June 30, 2008 
227
150
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Capacity Building Where did these new coaches
come from?

• Letter of Commitment required them
• District Readiness Checklist documented them
• .2 FTE (1 day per week) per 5 Schools
• looking outside of the district to Special
  Education Coops, Regional Offices of Education
  when necessary and logical

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Guidance IL External Coach Rubric of Skill
Competencies

• Tasks Daily Activities
• Training Topics Build Fluency
• PBIS University Courses Skill Building
• Resources Foundation

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Training Course Description Document

• Training Sequence
• Course Descriptions
• Offer two training sequences per year of all
  courses

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Integrity Phases of Implementation

• Schools determine their placement in Tier 1 /
  Universal, Tier 2 / Secondary and Tier 3 /
  Tertiary with progress monitoring and evaluation
• External Coaches and PBIS State Technical
  Assistant Coordinators provide support in
  determining Phases

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Activity

• Review the handout material
• Turn to your shoulder partner
• Discuss 2 strengths and 2 needs of your system
  for developing Coaches
• Ask another pair close to you for their insights
  on your needs
• Write down a next step to share with your team

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Training of Coaches

• Curricula in Florida
• Preparation packets for new coaches
• Meetings during initial SWPBS training
• Annual Training
• Intervention Resources RtI How to use a
  problem-solving strategy and data to determine
  Tier 1-3 interventions. Emphasis is on how to
  select interventions and use available resources.
  
• Effective Coaching Topics covered include
  Talking about PBS, Facilitating team meetings,
  Training options for your team, Evaluation
  procedures and tools, Next steps with your team.
  Resources for continuing professional development
  will be provided.
• Skill-Building Team Dynamics Skill-building
  for effective coaching. Creating a culture of
  positive relationships.
• Coaches Forum problem-solving and Q A

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Training of Coaches

• Coaches meetings
• August                         Getting started on
  the right foot (kick-off, training, rewards,
  etc.)
•                                     Review end of
  year BOQ or Action plan for new school
•                                     Do yearly
  Implementation schedule
• September                   Effective Coaching
•                                     Data systems
  for Tiers 1-3
• October                       Training on
  Mid-year 1 evaluations
•                                     Using Data to
  make decisions
• November                    How to use the
  Mid-year report to provide feedback to team
•                                     Review
  problem-solving process
• December                    Team facilitation
  strategies
•                                     Providing
  input to DC regarding District Planning Meeting
• January                        Review training on
  Mid-Year 2 evaluations
•                                     Review DVD on
  RtI and Behavior                                
• February                      Roles of coaches in
  Tiers 1-3
•                                     Preparing for
  the FCAT
•                                     How to use
  the Mid-year report to provide feedback to team
• March                          Model School
  application process
• April                             Sustaining PBS
  efforts

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Technical Assistance to Coaches

• Florida
• Initial attendance at district coaches meeting
• Format and process for monthly meeting
• Direct TA and practice at school site
• Web-based training and TA
• http//flpbs.fmhi.usf.edu/

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Systems Issues

• Coaches Turnover
• Fiscal Support
• RtI and PBS Coaches