Everybody Needs a Coach: Lessons Learned about Professional Development

1. Everybody Needs a Coach: Lessons Learned about Professional Development Jan Thelen & Jeanine Huntoon Nebraska Department of Education Lincoln, Nebraska M’Lisa Shelden & Dathan Rush Orelena Hawks Puckett Institute Morganton, North Carolina

2. Traditional Paradigm • Treatment models • Expertise models • Deficit-based models • Service-based models • Professionally-centered models (Dunst, 2000)

3. New Paradigm • Promotion models • Capacity-building models • Strengths-based models • Resource-based models • Family-centered models (Dunst, 2000)

4. Coaching is... Coaching in early childhood is an interactive process of observation and reflection in which the coach promotes the learner’s ability to support the child (and family) in being and doing. (Hanft, Rush, & Shelden, 2004; Rush, Shelden, & Hanft, 2003)

5. Being and Doing For the child, this means being with the partners in life who the child wants and needs to be with and doing what he wants and needs to do. (Rush, Shelden, & Hanft, 2003)

6. For the Learner... Coaching develops the competence and confidence to implement strategies to increase the child’s learning opportunities and participation in daily life, knowing when the strategies are successful and making changes in current situations, as well as, generalizing solutions to new and different circumstances, people, and settings.

7. The Model The Personal Development and Ongoing Continuous Improvement Model

8. Purpose of the Model To support early childhood teachers, therapists, and services coordinators in using evidence-based practices in natural and least restrictive environments by developing and supporting teams of recognized leaders from across the state to function as personal development facilitators (coaches).

9. The Role of Personal Development Facilitators (PDF) To engage early childhood staff and families within their region in an interactive and ongoing learning process related to providing support in natural and least restrictive environments using the process of coaching.

10. Criteria for Selection of PDF • Function in a leadership role • Have knowledge of state policies, procedures, and guidelines • Be competent in own discipline and in the area of early childhood • Be well respected by staff and parents

11. Criteria for Selection cont. • Be able to function as a coach • Be interested in serving as a coach for others in the region • Have time to provide coaching within the region

12. Expectations of PDF • Participate in the Personal Development Facilitator Institute (PDFI) • Provide coaching to staff and families • Work with staff and families to create a Team Development Plan • Participate in quarterly follow-up meetings

13. Purpose of the Personal Development Facilitator Institute Tocoach leaders how to engage early childhood staff and contractors within their region in an interactive andongoing learning process related to providing supports in natural and least restrictive environments through the useofclassroom-based training curricula, just-in-time learning, and the process of coaching.

14. Objectives of the Institute 1) To obtain knowledge of the content (what) and process (how) to provide ongoing support to early childhood staff and families to ensure that supports are provided in accordance with the Individuals with Disabilities Education Act (IDEA).

15. Objectives cont. 2) To demonstrate skills in coaching and training for early childhood staff and families.

16. Objectives cont. 3)To establish a support network among early childhood leaders for the purpose of coaching and training how to effectively provide supports.

17. Institute Training Process • Provide overview of module content • Key issues • Materials • Practice coaching based on key issues & module content • Demonstrate knowledge of policies & procedures • Challenge bowl • Provide opportunities for practice

21. Institute Content Modules • The Process of Coaching • Natural and Least Restrictive Environments • Gathering Information • Evaluation & Assessment • Report-Writing • IFSP

22. Institute Content Modules cont. • Learner-Focused Intervention • Primary Coach Approach • Supporting Teachers in Preschool & Child Care Settings

23. The Coaching Process • Initiation • Observation • Action • Reflection • Evaluation of the Coaching Process

24. Training and Related Supports • 3 day institute • 1 day annual follow-up meeting • Quarterly web-based meetings or conference calls • Regional awareness-level training • Administrators’ training • Summer institute

25. Support Level One State-level early intervention and early childhood special education program staff, regional teams of early childhood leaders from across the state, and other selected key stakeholders serve as personal development facilitators (coaches).

26. Support Level Two Early childhood staff receive ongoing coaching by the personal development facilitators.

27. Support Level Three Families and other care providers who participate in early childhood programs receive coaching from service coordinators, therapists, and teachers.

28. Coaching A View from Nebraska

29. Nebraska’sSuccesses and Challenges • Resources needed and provided • Changes on the PDFI teams • Data obtained • Building the capacity of Nebraska’s system • Team stories

30. Lessons Learned 1. Coaching promotes accountability for individual learning and continuous improvement. 2. Coaching in an organization is multi-tiered and requires administrative involvement and support. 3. Training initiatives at the state and local levels must be synchronous.

31. Lessons Learned 4. Coaching has multiple applications. 5. Effective coaches understand and use evidence-based practices.

32. One Trail, Many Journeys Where do we go from here?

33. Think about this... “Effective coaches focus on what they can do now to make what they want to happen in the future happen.” -Jim Stanley

34. We leave you with this… “(Change) is a time for new imaginings, of windows opening even if some doors close. We need not stumble backwards into the future, casting longing glances at what used to be; we can turn around and face a changed reality. It is, afterall, a safer posture if you want to keep moving.” (Handy, 1989)

35. For more information... Visit our website at: http://www.coachinginearlychildhood.org

36. Questions & Discussion

37. References Hanft, B.E., Rush, D.D., & Shelden, M.L. (2004). Coaching families and colleagues in early childhood. Baltimore, MD: Paul H. Brookes Publishing Company. Rush, D.D., Shelden, M.L., & Hanft, B.E. (2003). Coaching families and colleagues: A process for collaboration in natural settings. Infants and Young Children, 16(1), 33-47.