Welcome Activities 1. Register and Sign-in 1. Grab some coffee 1. With the people at your table: Discuss your experiences with coaching 1
http: //miblsi. cenmi. org U. P. MTSS Conference Supporting Coaching Across the Cascade: Systems and Practices Guest Presenter: Tanya Ihlo, Ph. D. October 27, 2015
• Group Expectations To make this day the best possible, we need your assistance and participation • Be Responsible – Attend to the “Come back together” signal – Active participation…Please ask questions • Be Respectful – Please allow others to listen • Please turn off cell phones • Please limit sidebar conversations – Share “air time” – Please refrain from email and Internet browsing • Be Safe – Take care of your own needs 3
Housekeeping 1. SCECHs 1. Facility Logistics 1. Find an elbow partner for discussion activities 4
Today’s Agenda • Setting the Stage • Coaching – What it is – Rationale – Research • Translating Research into Practice • Building an Infrastructure for Coaching • Next Steps 5
Intended Outcomes By the end of the day, participants will be able to: • Distinguish between system level coaching and practice level (instructional) coaching • Understand the unique factors that impact coaching in rural settings and ways to maximize available resources • Recognize the key features and components in building the infrastructure for instructional coaching • Identify next steps in the development of a coaching plan matched to the (district or building) stages of implementation 6
Setting the Stage 7
Mi. BLSi Michigan’s Integrated Behavior and Learning Support Initiative (Mi. BLSi) provides a statewide structure to create local capacity for an integrated behavior and reading Multi-Tier System of Support (MTSS) that can be implemented with fidelity, is durable over time and utilizes data-based decision making at all levels of implementation support. 8
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Multi-Tier System of Supports (MTSS) Intensity of intervention based on student need Intensive Intervention For few students Universal Prevention For all students Targeted Intervention For some students All students in school 10
Key Elements of MTSS • Universal Screening • Data-Based Decision Making and Problem Solving • Continuous Progress Monitoring • Continuum of Evidence-Based Practices • Focus on Fidelity of Implementation George Sugai, 2008 11
Stages of Implementation Focus Stage Description Decision regarding commitment to adopting the program/practices and supporting successful implementation. Installation Set up infrastructure so that successful implementation can take place and be supported. Establish team and data systems, conduct audit, develop plan. Initial Implementation Try out the practices, work out details, learn and improve before expanding to other contexts. Elaboration Should we do it? Exploration/A doption Expand the program/practices to other locations, individuals, times- adjust from learning in initial implementation. Continuous Improvement/R egeneration Make it easier, more efficient. Embed within current practices. Work to do it right! Work to do it better! 12
Turn & Talk What is your experience with MTSS? Consider: – How you support MTSS – The stage of implementation that your organization is at – Academics, behavior, or both 13
First Distinction: Training vs. Coaching Two Different Functions Training: Present material to develop new knowledge and skills Coaching: Provide support on-site [to teams] for using the new knowledge and skills under typical conditions Rob Horner, 2014 14
Just say “No” to “Train and Hope” React to a problem Wait for a new problem Hope for implementation Select and add a practice Hire an expert to train 15
What Type of Coaching? • Systems Level Coaching • Work with a team to build local capacity for problem solving • Help to build the infrastructure • Practice Level Coaching • Work to improve instruction with “first responders” • Focus on building knowledge and skills 16
Critical Features of Systems Level Coaching • • • Communication Reinforcement Organization Technical Assistance Participation in Leadership Team Activities • Deepening Personal Knowledge of Multi-Tier System of Supports (MTSS) 17
Guiding Principles for Effective Coaching Build local capacity – Become irrelevant…but remain available Maximize current competence – Never change things that are working – Always make the smallest change that will have the biggest impact Focus on valued outcomes – Tie all efforts to the benefits for children 18 18
Which Track Are You On? 19
Supporting Coaching Across the Cascade: Systems and Practices Tanya Ihlo, Ph. D University of Nebraska-Lincoln 20
Today’s focus • What is coaching? • Rationale for coaching • Research on coaching – various coaching models • A coaching study in rural settings: Project READERS • Translating research into practice: Lessons learned and suggested considerations for coaching • Building an infrastructure for coaching 21
What is coaching? 22
What is instructional coaching? • Coaching aims to reinforce teachers’ development of evidence-based instructional strategies and apply these desired skills in relevant instructional contexts (Fixsen et al. , 2005) • “A strategy for implementing a professional support system for teachers, a system that includes research or theory, demonstration, practice, and feedback” (Mc. Kenna & Walpole, 2008) • Instructional coaching is a research-based, job-embedded approach to instructional intervention that provides the assistance and encouragement necessary to implement school improvement programs. (Knight, 2008) • Instructional coaching is a systematic approach to providing support for teachers with the focus on directly improving skills/quality of instruction and in turn, results for students 23
Coaching assumptions 1. Teachers, principals, all adults in schools as capable of changing practices – people can learn, change, and improve 2. The instructional methods teachers employ influence student achievement 3. There is considerable variation in the methods teachers use and in the quality of teacher implementation 4. Consistent implementation of empirically-validated instructional methods is key 5. Coaching can help teachers implement specific methods and abandon others; coaching can help teachers improve the quality of their work 6. The effects of coaching can be gauged by changes in student achievement as a result of this altered practice Adapted from Mc. Kenna & Walpole, 2008 24
Rationale for coaching 25
Successful Student Outcomes Program / Initiative Set of practices that are implemented with fidelity Feedback Coaching Resources Training Integrated and Compensatory Information Decision Support Data System Selection Facilitative Administration Adapted from Fixsen & Blase, 2008 Vision Management/ Coordination 26
Training Outcomes Related to Training Components Training Outcomes Training Components Presentation/ Lecture Knowledge of Content Skill Implementation Classroom Application 10% 5% 0% Plus Demonstration 30% 20% 0% Plus Practice 60% 5% Plus Coaching/ Admin Support Data Feedback 95% 95% Joyce & Showers, 2002 27
Some hypotheses on why professional development often fails • Lack of focus guiding decisions about selection of professional development opportunities • Lack of quality of PD to begin change in practice – PD on a program, strategy, practice should include a majority of time spent on practicing and receiving feedback • Lack of clear expectation and monitoring for application of learning taken from a training or workshop • Lack of plan for on-going follow-up support 28
Considerations before planning or attending professional development opportunity • Setting criteria for professional development: • Does it align to an identified need or focus? • Does it provide content and development of instructional skills that have a high likelihood of improving results for students (based on research)? • Can we plan for/have the resources to provide support to lead to deep implementation that includes clear expectations for implementation, follow-up support, and monitoring of implementation using clear indicators of use? 29
Think-Pair-Share • How are decisions about professional development typically made at you site – either what’s attended or what’s provided? • If you are typically a participant, what might need to change in your decision making process • If you are a provider of PD, consider how you determine what to provide and how you can assist potential participants in planning ahead of time to increase the likelihood of implementation 30
Research on coaching 31
Need for more empirical evidence supporting coaching • Lack of randomized trials studying impact of coaching on student outcomes • Difficult to isolate coaching effects • Most studies focus on teacher outcomes (e. g. , perceptions, knowledge, practice) • Varying definitions of coaching and no common key components of coaching identified 32
Additional research needed • Effectiveness of various coaching strategies and when they should be used • Which coaching strategies may be effective in different modes • One-to-one interaction, small, or large groups • Distance • Dosage of coaching – if frequency and duration of interaction has an impact • Development and validation of tools to measure coaching effectiveness 33
Promising practice • Even with continued need for research, coaching is a promising practice • Identified as a key driver for building competency • Research on various coaching models 34
Some common coaching models • New teacher mentoring/coaching • Cognitive coaching • Peer coaching • Content- or subject-specific coaching • Instructional coaching 35
New teacher mentoring/coaching programs Typical characteristics • Districts provide several days of initial training for new teachers and assign a coach/mentor to meet with and possibly observe the new teacher throughout the year • Establishes a relationship between a new teacher and a seasoned educator from the district Impact/issues with mentoring • Generally fail because they tend to reproduce the status quo • A downfall is the flexibility • Doesn’t typically specify exactly how the mentor will provide support • Typically doesn’t involve use of systematic coaching strategies 36
Cognitive coaching Typical characteristics • Coach meets with teacher for a planning conference to: • Have the teacher identify goals, • Collaborate with the teacher to choose evidence that goals are met, • Facilitates discussion of strategies that might help the teacher achieve the goal, • Establish a self-assessment net • Coach observes teaching and gather evidence to document use of the strategies • Coach and teacher reflect Impact/issues with cognitive coaching: • Encourages relationship building and reflection on teaching • Does not specify anything about what or how to teach – may not select appropriate goals or research-based strategies • Positive results on teachers knowledge, perceptions, and practice • More rigorous research needed to draw conclusions regarding Impact on student achievement 37
Peer coaching Typical characteristics • Varying definitions and models of peer coaching • Teachers act as coaches for one another • Coaching teams meet to discuss goals, develop specific lesson plans, and observe one another • Teacher is the coach teaching/modeling the lesson, the observer is being coached by observing and no feedback is provided Impact/issues with peer coaching • Unlikely to be perceived as threatening, inexpensive to implement, creates cohesive relationships with instructional team • Evidence of effectiveness in impacting teachers’ use of strategies • More rigorous research needed to draw conclusions of impact on outcomes for students • Often relatively few quality controls on implementation of the strategy: • Are there meaningful goals being set? Do observers know what to look for, know if it's happening or not? How do you know teachers are best models? 38
Content- or subject-specific coaching Typical characteristics • Subject specific coaching (e. g. , Math, literacy) • No set of common behaviors or practices Impact/issues with content- or subject-specific coaching • Some potential positive results, however, research is not rigorous enough to draw conclusions 39
Instructional coaching Typical characteristics • Focused on instruction • May include examination of use of various instructional strategies, planning and preparation, behavior management, use of student data, content of instruction • Popular clearly-defined model – Jim Knight Impact/issues with instructional coaching • Positives results found from some preliminary studies; most results are teacher related • Need more research examining impact on student achievement • Follows a systematic process • Many practitioners and researchers use the term instructional coaching, but don’t use the same processes or key characteristics – further definition required 40
Studies of coaching in practice How coach time was spent • Time identified as a key challenge for coaches (Bean & Zigmond, 2006; Schwartz & Mc. Carthy, 2003) • Coaches from RF schools spent 28% percent of their time actually coaching K– 3 teachers (Duessen et al, 2007) • Coaches in Delaware spend only about 15% of their work week working directly with teachers (Roller, 2006) • Coaches in Tennessee reported working long hours, but spent the majority of their time tutoring children, conducting intervention groups, and assisting with school/district tasks (Thigpen) 41
Why was coach time not spent in coaching? Defined role & process • When the coach role is vague and there is no systematic coaching process • Focusing on work directly with students; allowing themselves to get pulled into unrelated work; struggling with resistance Readiness • The majority of coaches were strong teachers who demonstrated mastery of content and pedagogy • While content and pedagogy are foundational knowledge for a coach, there are many more skills and capacities required for working with adults • Most coaches receive little professional development 42
5 categories of coaches • Data-oriented • Student-oriented • Managerial-oriented • Teacher oriented – Group • Teacher oriented – individual (Duessen et al. , 2007) 43
Think-Pair-Share School/district teams & individuals • If you currently have coaching in your district/school, which categories do your coaches most typically fall into and why do you think that is? • If most of the coaching is not teacher-oriented (individual), why do you think that may be the case? ISD • Which categories do you currently support in schools and why do you think that is? 44
Project READERS 45
Evaluating Professional Development with Distance Coaching for Early Reading RTI 46 This project is funded by the U. S. Department of Education’s Institute of Education Sciences, award number R 305 C 090022
Project Contributors Principal Investigators: Todd A. Glover, Ph. D, & Tanya Ihlo, Ph. D (University of Nebraska) Edward Shapiro, Ph. D (Lehigh University) Project Managers: Michelle Howell Smith, Ph. D (University of Nebraska) Stacy Martin, Ph. D (Lehigh University) 47
Additional Project Contributors Coaches: Denise Burbach, April Green, Lyn House, Patty Smith, Meghan von der Embse, and Shelly Wright Coaching Consultants: Sara Kupzyk and Danielle Parisi Graduate Research Assistants: Whitney Strong, Julia Roeling, Laura Jackelen, and Mackenzie Sommerhalder Project Staff: Kelsey Baldrige, Erin Brown, Stacy Hecker, Arah Kleinschmidt, Junjie Liu, Molly Mc. Laughlin, Wei Wang, and Rebekah Whitham Methodological Collaborators: Jim Bovaird, Ph. D, Carina Mc. Cormack, and Charong Wu Previous Project Managers: Fran Chumney, Michelle Hammack, and Sara Kupzyk 48
Project READERS • Response to Effective Assessment Driven Early Reading Supports 49
Project Rationale • Majority of students with reading difficulties in 3 rd grade continue to be poor readers in 9 th grade (e. g. , Francis et al. , 1996) • Identifying all students’ needs and intervening early is critical to ensuring students’ success in school (Torgesen, 2009; Wanzek & Vaughn, 2007) and to promoting social justice • Many schools have begun to adopt a Response-to-Intervention (RTI) approach for the early prevention of reading difficulties • Within an RTI framework, teachers: o Use data to identify students at risk of reading difficulties o Plan, implement, and evaluate instruction and interventions to promote student reading 50
Project Rationale (cont. ) • Although developing research base on RTI, additional research is needed to assess the utility of efficient and effective approaches for supporting teachers in the RTI process • Many rural sites have unique needs and lack resources for onsite coaching. Distance/online professional development activities have gained attention as a potential solution. However, little empirical research exists on the use of distancemediated supports 51
Purpose of Project • To evaluate the impact of teacher professional development with web-based coaching in the use of student data and the implementation of interventions to prevent and remediate reading difficulties 52
Proposed Theory of Change 53
Research Questions • What is the impact of professional development with web-based coaching on teacher/ interventionist knowledge, perceptions, and practice? • What is the impact of professional development with web-based coaching for teachers on students’ early reading skill performance? 54
Research Design • Randomized experimental design, with schools assigned to: • PD with coaching • Business as usual (control) 55
Participating Schools • Inclusionary criteria: o Elementary school serving K-3 students o Classified as rural o Commitment to: o Use DIBELS Next o Have teachers engage in data-based decision making o Provide staff and time for intervention implementation o Use project’s intervention toolkit o Internet capability 56
Participating Schools • 61 participating schools o From 8 states in the Midwest and Northeast • Differing levels of Rt. I readiness o Awareness and understanding of Rt. I o Beliefs about universal screening and CBM o Time and resources dedicated to core reading instruction and reading intervention o Personnel responsible for universal screening/assessment and reading intervention 57
Participants • 206 Teachers • K-3 general education teachers • Some familiar with data-based decision making • Ranged from 1 -4 teachers per school • 184 Interventionists • Varying roles within school • Difficulty in many schools finding personnel • Ranged from 1 -4 teachers per school • Approximately 6000 K-3 students 58
Procedure • Teachers and interventionists in PD schools participated in onsite institute-based trainings and ongoing web-facilitated coaching from one of six RTI coaches • Professional development focuses on: • using data to identify students with reading difficulties and to plan and evaluate interventions • implementing effective instructional practices and specific reading interventions • Distance coaching occurred outside of class time (teachers) or during intervention delivery via a “bug-in-the-ear” approach (interventionists) • The impact of PD with coaching on teacher and student outcomes was assessed via multiple measures 59
Teacher/Interventionist Data Collection & Outcome Measures • Teacher/Interventionist Knowledge (pre-post) • Data-Based Decision Making Knowledge for Reading (Ihlo, Parisi, & Glover, 2009) (33 items) • Teacher Knowledge of Reading and Reading Practices (Carlisle, Johnson, Phelps, & Rowan, 2008) (13 items) • Teacher/Interventionist Perceptions (rated 1 -4; pre-post) • Importance of DBDM and reading instructional components • Skills related to DBDM and reading instructional components (self-efficacy) • Teacher Logs for DBDM • Coded based on 13 -item DBDM rubric 60
Student Data Collection/ Outcome Measures • DIBELS Next (Fall, Winter, & Spring) • Woodcock Johnson Tests of Achievement – Reading (Pre-Post) • Randomly selected 4 intervention students/classroom 61
Project READERS Professional Development Institutes 62
Training for Teachers & Interventionists • Teacher institutes included didactic training and active participation through the use of scenarios and real students data and provided content around: • Effective instructional practices and content for core reading instruction • Rationale and “how to” of data-based decision making for students struggling with reading • Intervention trainings provided support in effective delivery of reading interventions • Included training on effective teaching practices as well as training on specific intervention protocols • Included modeling and opportunity for practice of intervention delivery with feedback 63
Teacher Institute • Day 1 • Rationale for Project READERS & Data-based Decision Making • DIBELS Next Administration & Scoring • Days 2 • What & Why of RTI • Effective Instruction – delivery • Effective Instruction – content (Big 5) • Differentiating core instruction • Overview of Problem Solving and Intervention Planning Process • Day 3 • Using screening data to identify students who may need additional support/intervention • Conducting Survey Level Assessment to determine level for progress monitoring • Informal analysis of error patterns to further analyze reading concern & identify skill area needs for intervention 64
Teacher Institute (cont. ) • Day 4 • Key elements of effective intervention • Flexible grouping practices • Monitoring fidelity of intervention • Documenting intervention • Preview of interventions used within Project READERS • Day 5 • Data needed for decision making • Analyzing intervention data – 5 -point rule, examining trend & growth rate, and examining level of progress • Potential decisions • Alterable components for strengthening and/or intensifying intervention 65
Interventionist Training Intervention Institute (4 days of training) • Content • Managing small group instruction/behavior • Explicit instructional techniques (e. g. , pacing, signaling, error correction) • Delivery of each intervention used in Project READERS • Intervention documentation (including self assessment of fidelity) • Structure • Didactic instruction related to rationale for explicit instructional techniques • Preview of intervention materials • Model of specific formats/aspects of lessons from each intervention • Practice with feedback 66
Characteristics of Intervention Programs Used in Project READERS • Empirically-supported programs • Comprehensive, systematic scope & sequence, scripted • Explicit instructional delivery methods • Emphasis on mastery • Included in-program assessments 67
Suggested Guidelines for Intervention Delivery • Deliver 5 days per week for at least 30 minutes • Groups of 3 -5 students • Complete self assessment of fidelity • Complete intervention documentation (lesson progress, student attendance, intervention duration, student accuracy & engagement in intervention) 68
Explicit Instruction • Clear objective • Modeling • Ample opportunities for student responding • Immediate corrective feedback: • Modeling the correct answer • Leading, if necessary • Testing the group on the missed skill, then alternating between missed skill and other skills in lesson • Retesting, later in the lesson, individual students who make an error • Brisk pacing 69 Carnine, Silbert, Kame’enui, Tarver
Project READERS Coaching 70
Coaching in the Literature • Thoughts on coaching in the literature • Coaching is not well-defined • Lack a systematic process for coaching • Most studies don’t link coaching to results for students 71
Project READERS Coaching • One-to-one coaching • Focus on application of training content • Systematic, protocol-driven process • Assisting teachers in effectively using a data-based decision-making process • reviewing data • using data to differentiate instruction • developing intervention plans • evaluating student progress • planning for adjustments of intervention • Assisting interventionists in • implementing high quality interventions with fidelity 72
Training and Support for Coaches • Content training • Protocol practice • Coaching the coaches – video feedback • Coach group meetings • Coach self reflection and peer feedback 73
Project READERS Coaching DBDM visits • Conducted with general education teachers • Outside of classroom instruction • Protocol driven • Walk teachers through process of using data to inform instruction and intervention Coaching Calls • Check in with teachers and interventionists • Answer questions between coaching sessions • Give teachers reminders about sending in paperwork Interventionist Implementation visits • Observe intervention implementation live • Provide feedback during instruction • Debrief following the session Outside of coaching sessions • Attend training • Read articles • Review teachers’ data, logs, plans, videos • Answer emails 74
Coaching Visits 75
DBDM Coaching 76
DBDM Coaching Sessions Focused on application of content covered in the most recent Teacher Institute session Structure of sessions: 1. Updates on progress/tasks from previous coaching session 2. Review of content from the Institute relevant to next step in the process 3. Review of relevant data (e. g. , screening, progress monitoring) 4. Guided practice a. Coach walks through next step with the teacher using 1 student from the class b. Teacher walks through next step with a second student 5. Preview next coaching visit 6. Set teacher & coach next steps 77
Intervention Coaching 79
Side-by-side coaching: Preparation • Initial discussion with the instructor • Set a date/time • Describe the process (e. g. , you may interrupt instruction; you will be sitting/standing beside them) • Give ideas for what to tell the students about your visit • Get Lesson # for the day you will be coaching • Prepare for the lesson you will be coaching • Review the coaching protocol 80
Intervention Implementation Coaching Visits (Bug-in-Ear) What coaches are looking for: Student behaviors • Responding in unison on cues • Engagement in lesson • Accuracy of responses Teacher behaviors to consider (based on student behavior) • Adherence to the intervention script • Pace • Signals • Effectiveness of interventionist modeling • Provision of ample opportunities for students to respond • Provision of immediate corrective feedback for student errors in “I do, we do, you do” format • Effectiveness of individual turns 81
Intervention Implementation Coaching (cont. ) Additional look fors in side-by-side coaching • How were the students seated? • How did the interventionist start the lesson? • How did the interventionist “handle” off-task behavior? • Were any students too high/low for the group? Are the students placed correctly in the program? • What specific praise statements did you hear? 82
Intervention Implementation Coaching: Bug-in-Ear Protocol • Provide positive feedback – interventionist and students • Provide brief assignment for students • Quickly and softly describe the concern • Provide rationale for suggested change • Praise students for working & quickly ask about task • Model suggested change for the interventionist • Have interventionist continue by repeating the activity where you stopped him/her • Provide positive feedback for interventionist 83
Video example of intervention implementation coaching (bug-in-ear)
Intervention Implementation Coaching: Debriefing and Reflecting protocol Have interventionist discuss her/his implementation in focus area (i. e. , modeling, providing corrective feedback, etc. ) • Use fidelity checks as a guide Provide positive feedback from coaching session • Begin with positive feedback on what went well • Focus on how interventionist behavior impacted student behavior 86
Intervention Implementation Coaching: Debriefing Protocol (cont. ) • Coach for improvement • Review focus area for improvement based on sideby-side coaching • Review and model suggested practice • Review rationale for the change (grounded in student response) or why that item needs to be implemented • Have interventionist practice suggested change • Provide feedback on practice 87
Video example of intervention implementation debriefing session
Data Analysis & Results • What is the impact of professional development with web-based coaching on teacher/ interventionist knowledge, perceptions, and practice? • What is the impact of professional development with web-based coaching on students’ early reading skill performance? 90
Data Analysis & Results • 3 -level multilevel model (time points within teachers within schools) examined the fixed effect of time by treatment interaction 91
Data Analysis & Results • What is the impact of professional development with web-based coaching on teacher/ interventionist knowledge, perceptions, and practice? • What is the impact of professional development with web-based coaching on students’ early reading skill performance? 92
Data Analysis & Results – Knowledge & Beliefs • Teachers participating in coaching condition had a greater increase in: o Data-based decision-making knowledge o Perceived skills pertaining to data-based decision making • Interventionists participating in coaching condition had a greater increase in: o Reading instructional knowledge o Perceived skills pertaining to reading instruction 93
Data Analysis & Results – Practices • Teachers participating in PD exhibited greater data-based decision making than control teachers (based on coded logs) • Interventionists participating in PD exhibited higher quality reading instructional practices (based on coded videos of interventionists’ instruction) 94
Data Analysis & Results – Student Outcomes • DIBELS-Next • Kindergarten students in PD schools with coaching performed better than controls at end of year on Nonsense Word Fluency-Correct Letter Sounds • 1 st grade students in PD schools with coaching had a greater increase on Nonsense Word Fluency-Correct Letter Sounds • 2 nd and 3 rd grade students in PD schools with coaching had a greater increase on Oral Reading Fluency -Words Correct • Woodcock Johnson Tests of Achievement – Reading • Students in PD schools with coaching performed better than controls at end of year on Letter/Word Identification and Word Attack 95
Participant Perspectives Comments from Teachers • “Being able to converse on one and ask questions and get immediate feedback was priceless!” • “I really liked getting ideas on what to do with different groups of kids, help on how to group kids, what materials to use for small groups, and having [my reading coach] as a sounding board for ideas!” Comments from Interventionists • "My coach listens to my concerns and helps me become a better interventionist. “ • "When I have questions [my reading coach] is always willing to answer them right away or show me how to do better with the students. ” • "Having the coach give me feedback on what I was doing right and what I needed to change. ” • "The immediate feedback gave me the opportunity to see my coach model certain skills. ” 96
Conclusions • Teachers and interventionists who received PD with coaching exhibited a greater increase in knowledge, perceived skills, and practice (as hypothesized) • Growth and end of year performance was greater for students in PD schools with coaching than controls, especially on early reading skills (i. e. , phonemic awareness, phonics, and oral reading fluency) that were the focus for the struggling readers in this study • PD with distance coaching appears to be an efficient/effective approach for supporting teachers in implementing RTI and promoting student performance • This distance-mediated approach may be useful when local expertise is not available 97
Next Steps • Future investigations of the implementation process and school stakeholders’ integration of RTI into service delivery systems would also be a useful complement to this study • Additional research on specific coaching components and contextual influences (mediating/moderating variables) would be helpful for advancing knowledge • Longitudinal examination of teacher and interventionist practices 98
References Al Otaiba, S. & Torgesen, J. (2007). Effects from intensive standardized kindergarten and first grade interventions for the prevention of reading difficulties. In S. R. Jimerson, M. K. Burns, & A. M. Van der Heyden (Eds. ), The Handbook of Response to Intervention: The Science and Practice of Assessment and Intervention (pp. 212 -222). New York, NY: Springer. Felton, R. H. , & Pepper, P. P. (1995). Early identification and intervention of phonological deficits in kindergarten and early elementary children at risk for reading disability. School Psychology Review, 24, 405 -414. Francis, D. J. , Shaywitz, S. E. , Stuebing, K. K. , Shaywitz, B. A. , and Fletcher, J. M. (1996). Developmental lag versus deficit models of reading disability: A longitudinal, individual growth curves analysis. Journal of Educational Psychology, 88(1), 3 -17. Joyce, B. , & Showers, B. (2002). Student achievement through staff development (3 rd ed. ). Alexandria, VA: Association for Supervision and Curriculum Development. Juel, C. (1988). Learning to read and write: A longitudinal stuffy of 54 children form first through fourth grades. Journal of Educational Psychology, 80, 437 -447. Shaywitz, S. E. , Fletcher, J. M. , Holahan, J. M. , Schneider, A. E. , Marchione, K. E. , Stuebing, K. K. , Francis, D. J. , Pugh, K. R. , and Shaywitz, B. A. (1999). Persistence of dyslexia: The Connecticut longitudinal study at adolescence. Pediatrics, 104(6), 1351 -1359. Torgesen, J. K. (2002). The prevention of reading difficulties. Journal of school psychology, 40, 726. Vaughn, S. , Wanzek, J. , & Fletcher, J. M. (2007). Multiple tiers of intervention: A framework for prevention and identification of students with reading/learning disabilities. In B. M. Taylor & J. E. Ysseldyke (Eds. ), Effective instruction for struggling readers, K-6 (pp 173 -195). New York: Teacher’s College Press. 99
Translating research into practice 100
Improving results for students… Requires focusing efforts on improving instruction 101
Key features of instructional coaching • Requires focus – clearly defined practice(s), skills, programs of which you want deep implementation • Clearly defined coaching cycle or process – effective initial training (includes ~70% practice), observation, coaching (varying activities based on identified need), continued observation and coaching • Relies on a systematic process of using use of data to identify coaching needs • Recognizes there are many possible reasons why someone may not be implementing as desired and adjust coaching strategies accordingly • Utilizes indicators of coaching effectiveness to continuously improve the coaching system over time 102
Key assumptions an effective coaching model • Systemic core belief that everyone can grow and improve. So, coaching is not optional • Administrator plays an active role in the coaching process • Student learning is always at the heart of the work • Must go beyond examination of student data alone and focus on instructional data • Defined coaching procedures – the process and strategies – should be used • Differentiation of supports/strategies used for teachers should be based on data 103
A culture of coaching • Leaders, district and building, are only as strong as the weakest teacher • District should identify excellent instruction looks like and provide necessary coaching support for all teachers to achieve it • Actions create a culture of coaching • District and building administrators in classrooms! • Administrators learning alongside teachers • Decisions clearly aligned to the goal of improved instruction • Everyone is focused on the goal of improved instruction • Restructuring group work with a clear focus on instruction – less discussion of student data alone and no discussion of things over which the school/teachers have no control • Communicating that everyone will participate in coaching, scheduling it, and monitoring its occurrence 104
Think-Pair-Share Discuss the key features and assumptions of an effective coaching model. Schools/districts & individuals • Do educators in your district share these assumptions? • What are some things you could do in your district to begin laying the foundation for a culture of coaching? ISDs • Do districts with whom you work share these assumptions? • What are some things you could do to talk with your districts about laying the foundation for a culture of coaching? 105
An instructional coaching model in action 106
Instructional coaching process • Collect instructional data to identify needs • Group coaching • Individual coaching 107
Group coaching Times to consider group coaching: • After new learning for all (e. g. , teachers participate in EI training) • Re-tooling a key practice/strategy/program you want deeply implemented, but don’t have deeply implemented yet • Observations indicate an area of need for the majority • When resources are limited 108
Group coaching process • Instructional data collection & need/focus area identification • Group coaching strategies • e. g. , Demonstration, instructional planning & preparation sessions, practice sessions • Instructional data collection – targeted observations in need/focus area • Cycle repeats • Individual needs may be identified during the process 109
Individual coaching Times to consider individual coaching: • For new hires • For all as ongoing refinement and improvement to achieve/sustain deep implementation • Following group coaching activities when targeted observations indicate need for a few • When instructional and/or student data indicate need 110
Individual coaching process • Instructional data collection & need/focus area identification • If an individual has an implementation concern – Analysis of why s/he is not implementing as expected • Initial meeting • Individual coaching strategies • e. g. , Demonstration, instructional planning & preparation sessions, practice sessions, video reviews, side-by-side • Debriefing and reflection meeting • Instructional data collection – strategic observations in need/focus area • Cycle repeats 111
District A example Focus: Achieve deep implementation of Explicit Instructional practices during core reading instruction Plan: • Systematic roll out of Explicit Instruction strategies • Train coach to provide ongoing support 112
District A: Rationale for Change 3 rd Grade Ne. SA before 100 90 80 70 64 60 55 50 40 36 30 20 10 0 All Students Free/Reduced SPED
District A: Rationale for change Instructional Data (Beginning) 100 90 78 80 70 61 60 50 40 30 20 10 2. 1 0 Engagement Responses/minute Accuracy
District focus District established and communicated clear expectations for: • Use of core materials in all classrooms • Use of effective instructional practices to deliver critical content (explicit instruction) • Maximization of instructional time • Participation by all in coaching District committed resources to hiring a coach District eliminated competing PD that was required for all staff (excused them from trainings that were not directly related to implementing the core program using the district’s instructional model) Established indicators of implementation (quarterly) 115
Sample indicators 116
Professional Development: Administrators • Participated in all PD with teachers • Participated in initial training with coaches • Participated in training and coaching (gradual release) on use of instructional data to identify needs • Training in data collection (included practice with videos) • Co-observations with trainer then trainer led discussion of data and identification of need/focus area • Co-observations with trainer and administrator lead identification of need/focus area (# of sessions varied by administrator based on need) 117
Training: Teachers • Participated in initial Explicit Instruction foundations training • Participated in series of trainings on specific EI practices • E. g. , Active participation – verbal responding; Active participation – action & written responding; effective feedback; explicit vocabulary instruction 118
Group coaching example Initial observations after the 1 st training indicated a need for support for all on choral responding Coaching • Group meeting to review key features of choral responding, practice, and prepare for choral responding within lessons • In-class demonstrations (3 teachers at a time) by the trainer, followed by 1 teacher re-teaching the demonstrated portion of the lesson Targeted observations after demonstrations • Additional practice and preparation meetings 119
Individual coaching example • During strategic observations, individual teacher was identified for additional support • Initial meeting • Shared and discussed instructional data – identified need for preparation • Selected coaching strategies: co-preparation & co -teaching • Conducted co-prep. and co-teaching • Debriefing & reflection • Discussed the lesson • Identified next steps for coach check-ins on planning • Follow-up strategic observations 120
Coach training • Attended train-the-trainer for EI • Attended instructional observation training with administrators • Coach training series including conducting initial meetings, implementing various coaching strategies, providing effective feedback, working with resistance, • Gradual release opportunities • trainer and coach discuss preparation of group coaching activity and trainer led initial group sessions and demonstrations and some individual sessions • trainer and coach discuss preparation of group coaching activity and coach led group sessions and demonstrations with support from the trainer; same for individual sessions • Ongoing support for coach • Videotaped coaching sessions – trainer provided feedback 121
District A: 3 rd Grade Ne. SA over time 100 87 90 83 80 70 67 64 60 55 50 40 36 30 20 10 0 2010 -2011 2013 -2014 All Students 2010 -2011 2013 -2014 Free/Reduced 2010 -2011 2013 -2014 SPED
District A: Average Engagement, Accuracy, Responses 100 95 91 88 90 85 78 80 75 70 65 61 60 55 50 45 40 35 30 25 20 15 10 7 2. 1 5 0 Beginning Current Engagement Beginning Current Responses/minute Beginning Current Accuracy
Coaching in rural settings • Same need for coaching to achieve and sustain deep implementation of effective instructional practices as urban or suburban settings • Common challenges • Resources to fund coaches • Applicant pool • Individuals with multiple roles • Access to training • District geography – distance between buildings 124
Considerations for distance coaching • Use of distance coaching may address some barriers/challenges • Logistics • Quality of technology resources • Individuals’ level knowledge and comfort with technology 125
Think-Pair-Share • Reflect on the common barriers rural schools/districts face regarding implementation of coaching • Have you identified any additional barriers? • Discuss ideas for breaking down the barriers • Discuss your thoughts on the possibility of distance coaching as an option for rural schools • ISDs: What are some steps you could take to explore the possibility of providing coaching supports to districts via distance? • School/district: What are some steps you could take to explore the possibility utilizing distance coaching? 126
Building the infrastructure for an effective coaching system 127
Building the infrastructure: Key planning components 1. Rationale for coaching support in your school or district 2. Content area(s), program, practices to be coached 3. Coaching process 4. Roles within the coaching process 5. Selection of coaches 6. Planning for coach time 7. Professional development support for coaching 8. Monitoring & evaluating the coaching system 9. Plan for communicating about coaching 128
Building the infrastructure: Rationale for Coaching 129
Why do you want to implement coaching in your district? Common aspects to explore for rationale statements • District data • Do any student data suggest a need for improved instruction? • Do any instructional data suggest a need for improved instruction? • Evidence that coaching could be effective for improving instruction (though more research is needed, there is evidence that coaching is a promising practice) • Are you familiar with any coaching research? 130
Think-Pair-Share ISDs & Higher Ed • Providing coaching supports: discuss your rationale for those supports. Have you established a clear, written rationale for supports? What next steps might you take in establishing your rationale? • Assisting districts with developing a coaching plan: How can you help your districts explore and develop their rationale for coaching? • Training coaches District/school teams • Have you established a clear, written rationale for supports? • Yes, Any revamping needed? • No, What next steps might you take in establishing your rationale? Individuals (coaches, teachers, administrators) • Has your district established a clear, written rationale for supports • Yes, Any revamping needed? • How might you take this information back to share with others and plan next steps in establishing your rationale? 131
Building the infrastructure: Content area(s), program, practices to be coached 132
Identifying what will be coached • Describe the content area(s), practices, programs, strategies to be deeply implemented and around which coaching will occur • E. g. , Explicit instructional practices, data-based decision making processes, an intervention program, etc. • Components should be clearly outlined and expectations for implementation shared 133
Building the infrastructure: Coaching model/process 134
Coaching model/process • If there will be initial professional development provided prior to beginning coaching, describe the PD (who, what, when, etc. ) • How will coaching be initiated? What data will be used to inform the coaching process? • Describe the coaching model/cycle/process • Describe coaching strategies that may be used as part of the process 135
Think-Pair-Share • If you have a identified or are already using a coaching model/process, do you have clear, written description? Any updates needed? • If you are just beginning, what are some steps you might take to explore coaching models/processes? 136
Building the infrastructure: Defining the roles within a coaching system 137
Describe the roles Coach • What types of activities will the coach be engaging in? • What activities will not be part of the coach’s role? Administrator • What types of activities will the administrator be engaged in as part of the coaching process? Teachers • What types of activities will the teachers be engaging in as part of the coaching process? 138
Carefully defining the roles of coaches is a necessary first step … to assessing their impact on teaching and learning (Walpole & Blamey, 2008) 139
Common roles of a coach § Works with the administrator to establish priorities for coaching § Prepares and provides large- and small-group professional as needed based on data (minimal time) § Provides individual coaching support following the district coaching process (majority of time) § Conducts initial coaching meetings with teachers to discuss coaching focus and plan in-classroom coaching strategies 140
Common roles of a coach (cont. ) • Conducts a variety of in-classroom coaching activities (e. g. , side-by-side, demonstration, observation)based on teacher need § Conducts debriefing and reflection meetings with teachers following in-classroom coaching activities § Establishes a schedule/calendar for coaching that includes ongoing time for all teachers (coaching meetings and in-classroom coaching activities) § Keeps a log of coaching activities and meets with the administration to reflect on the work 141
Common roles of a coach (cont. ) • Work with teachers to ensure that research based programs and instructional strategies are implemented with fidelity § Spends the majority of time in the classrooms § Analyzes data and student work with teachers to assist in planning instruction and professional development § Participate in coaching professional development to aid in increasing knowledge and skill 142
Instructional Coaches should not • Perform administrative functions (such as evaluation) that would confuse his/her role for teachers • Spend a large portion of time administering or coordinating assessments, as these tasks prohibit the coach from impacting classroom instruction and therefore student achievement • Model in a class where the classroom teacher is not an active participant • Provide direct supports for students on a permanent basis (not an interventionist) 143
Common roles of administrators in the coaching process • Attend professional development with the teachers • Establish the foci for improvement for the building • Collect instructional data to inform coaching • Provide ongoing monitoring of the coaching process and meet with the coach for reflection and problem solving 144
Common roles of administrators in the coaching process (cont. ) • Communicate the coaching process and roles within the process to staff • Communicate about the progress of the coaching supports and celebrate successes • Ensure protection of coach time • Ensure necessary resources are allocated for coaching 145
Common roles of teachers in the coaching process • Participate in professional development as identified by administrator • Actively participate in the coaching process • Engage with the coach through coaching meetings and in-classroom supports • Reflect, refine and implement effective instructional practices to increase student achievement based on the identified focus • Participate in data conversations that influence instructional decisions. 146
Think-Pair-Share Reflect on the common roles of coaches, administrators, and teachers in the coaching process Discuss any aha’s or additional roles you think are missing 147
Building the infrastructure: Selecting coaches 148
Selection of coaches • A crucial decision for success of the coaching process • Don’t “appoint” a coach • Don’t ignore the “unteachable” qualities • If process is not focused on selecting the best candidate, the burden will be on the professional development supports for the coach 149
Coach characteristics • Successful teacher with a proven track record of student achievement • Understands the needs of struggling students • Deep knowledge of what they will be coaching (e. g. , effective instruction) • Ability to effectively demonstrate what they are coaching • Excellent presenter familiar with presenting to and/or leading groups of teachers 150
Coach Characteristics • High expectations for staff and students – believes that everyone can learn and grow with the right support • Deep interest in working with adults • Understands adult learning and has the ability to inspire and motivate adults • Strong communication and interpersonal skills, particularly listening skills • Ability to provide direct, constructive feedback to adults 151
Selection activities to consider • Scenarios – provide the coach candidate with scenarios and ask what she/he would do • Role-play – have the coach provide feedback to an interviewer • Before the interview process is over, be sure the candidate is very clear about the expectations of the coach, the instructional focus of the district/building, the coaching process, and expectations for professional growth 152
Some sample questions 1. What draws you to coaching? 2. Have you participated in any coach training? 3. Have you ever been coached? If yes, what worked for you? What didn’t work? 4. What coaching skills do you feel are strengths for you? 5. Areas you need to develop? 6. What does a really good classroom look like to you? 7. How would you measure the impact of your coaching? 8. How would you coach a teacher with poor classroom management? 9. How would you approach a teacher who is resistant to coaching? 153
Considerations for rural settings • Resources for full-time coach • Part-time coach with teaching responsibilities • Administrator as coach • Opportunity for distance coaching • Pooling resources with other buildings/districts 154
Think-Pair-Share Reflect on the selection of coaches • What do you consider the key characteristics of effective coaches? • How can you have coaching with limited resources? 155
Building the infrastructure: Protecting coach time 156
Planning time for coaching • Describe expectations for time in classrooms and coaching meetings • Description of when the coach is going to be available/assignment to buildings based on need (if not full-time in your building), describe how coaching time will be protected) • Description of when/how outside class coaching meetings will occur • Guidelines regarding coaching calendars (ensuring coaching support for all) and logs (time audit) of coaching support 157
Building the infrastructure: Professional learning for coaching 158
Training for administrators • Describe the professional development and ongoing support that will be provided to build the capacity of the administrator to participate in the coaching process • Skills/knowledge coaches need • Who will provide support, when, how 159
Example of professional development for administrators • Participate in all PD with teachers • Participate in initial training with coaches • Participate in training and coaching (gradual release) on use of instructional data to identify needs • Training in data collection (included practice with videos) • Co-observations with trainer leading discussion of data and identification of need/focus area • Co-observations with trainer and administrator leading identification of need/focus area (# of sessions varied by administrator based on need) 160
Training for coaches • Describe the professional development and ongoing support that will be provided to build the capacity of the coach • Skills/knowledge coaches need (include items related to program content, delivery, assessment, provision of feedback, specific coaching methods, responding to resistance, etc. ) • Who will provide support, when, how • Plan for observation/support of coaches • Who will “coach the coach? ” 161
Example of training for coaches Training related to: • Areas in which s/he will be providing coaching • Instructional observation • Coaching model/cycle/process • Providing effective feedback • Gradual release opportunities • Co-presenting with trainers • Co-planning and coaching 162
Think-Pair-Share ISDs • What type of training have your coaches participated in? • Are there additional area(s) of need for PD for your coaches? Districts/schools • As you think about building your coaching model, identify some of the skills/knowledge in which administrator(s) and coach(es) in your district may need PD support 163
Building the infrastructure: Monitoring & evaluating your coaching system 164
Monitoring & evaluating • Describe the process for evaluating the effectiveness of the coaching plan and making adjustments as needed • How will you know coaching is effective? • What types of data will be collected and what are criteria for determining effectiveness? • Who is responsible for collecting the data? • Input from all participating – teachers, coach – to reflect on the process • Develop • Indicators of implementation • Documentation of coaching support 165
Documenting coaching Teacher Initial meeting date Coaching strategy Debrief date Positives Area of focus Evidence of progress 166
Building the infrastructure: Communication plan 167
Communication regarding coaching • How will the coach role be communicated, by whom, when? • How will the coaching process (collection and use of instructional data and the types of coaching support to be provided) be communicated, by whom, when? • How will instructional data be shared with staff, by whom, when? • How will progress with coaching be communicated? 168
Next Steps 169
Activity • Consider whether your focus is systems level or practice level coaching. • Review the key infrastructure planning components and develop next steps. 170
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