Leadership & Coaching for PBIS

1. Leadership & Coaching for PBIS Summer Institute, July 26-27, 2012

2. Role of THE In-School Coach

3. Exceptional Children Division Behavior Support & Special Programs Positive Behavior Intervention & Support Initiative

4. 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

5. 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.

6. 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

7. Who we are…………

8. 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.

9. Use of the Wiki • How to do this…… http://ncec.ncdpi.wikispaces.net/Positive+Behavior+Intervention+and+Support

10. 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

11. 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?

12. 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)

13. Coaching Model (Gaunt, et al., 2012)

14. Leadership + Coaching Leadership Characteristics Coaching Responsibilities • 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 (Gaunt, et al., 2012)

15. Functions of an In-School Coach Roles Components • Coach • Mentor • Consultant • Facilitator • Skill Developer • Problem solver • Systems • Practices • Data

16. Social Competence and Academic Achievement OUTCOMES Supporting Decision Making Supporting Staff Behavior DATA SYSTEMS PRACTICES Positive Behavior Intervention & Support Supporting Student Behavior

17. SYSTEMS FOR EFFECTIVE COACHING

18. Social Competence & Academic Achievement OUTCOMES Supporting Decision Making DATA Supporting Staff Behavior SYSTEMS PRACTICES Supporting Student Behavior Positive Behavior Intervention & Support

19. 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

20. 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.

21. Systems for Effective Coaching: District Level Support • Leadership 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.

22. 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

23. Systems for Effective Coaching: Develop an Effective Coach Network • Leadership Support • 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

24. 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)

25. 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)

26. Systems for Effective Coaching: Meeting Foundations • Meeting starts and ends on time • Consistent attendance by team members • Agenda is used to guide meeting topics • Process is in place to monitor progress of implemented solutions (review previous meeting minutes) • System is used for documenting decisions • Team members prepare for and meet responsibilities during meeting • Next meeting is scheduled • All team members (absent or present) are given minutes within 24 hours of the meeting • Decision makers are present when needed • Protocol is established for when administrator is unable to attend • Efforts are making a difference in the lives of children/students • Problem-Solving Facilitation Skills (Newton, Horner, Algozzine, Todd, & Algozzine, 2010)

27. 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)

28. Systems for Effective Coaching: Continuum of Decision Making (Interaction Associates, 1998)

29. 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

30. 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

31. Professional Development 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. • Content Knowledge

32. 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.

33. PRACTICES OF EFFECTIVE COACHES

34. Social Competence and Academic Achievement OUTCOMES Supporting Decision Making DATA PRACTICES Supporting Student Behavior Supporting Staff Behavior SYSTEMS Positive Behavior Intervention and Support

35. 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

36. 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.)

37. 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.

38. 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

39. Practices of Effective Coaches:Teams • Develop team goals • Set an example • Expect accountability • Encourage team suggestions • Train employees • Problem-Solving Facilitation Skills

40. 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

41. Practices of Effective Coaches:Applying Adult Learning Theory • Professional Development • 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)

42. Professional Development 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)

43. 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

44. 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. • Content Knowledge • Problem-Solving Facilitation Skills (Interaction Associates, 1998)

45. Practices of Effective Coaches: Fostering Teacher Leaders • Leadership Support • 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.

46. 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

47. Professional Development 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

48. 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.

49. USING DATA FOR EFFECTIVE COACHING

50. Social Competence and Academic Achievement OUTCOMES Supporting Decision Making DATA PRACTICES Supporting Student Behavior Supporting Staff Behavior SYSTEMS Positive Behavior Intervention & Support