Efficient Classroom Coaching for Teacher Success

1. ClassroomCoaching: Supporting Teacher Use of Classroom Management Strategies Keywords: coaching, classroom, PBIS foundations University of Oregon, College of Education Michelle Massar, Ph.D. Kathleen Conley, M.Ed. Angus Kittelman, Ph.D.

2. Objectives • To identify the four mechanisms of effective coaching • To understand the effects of coach-delivered prompting and performance feedback on teacher and student outcomes • To describe efficient and effective ways to provide classroom coaching to teachers

3. Background

4. Coaching Research in Education • Coaching has been considered a critical feature of staff development for decades • Relation between coaching and desired outcomes • Teacher fidelity of implementation • Teacher use of academic evidence-based practices (EBPs) • Teacher use of behavior management EBPs student outcome variables • Structured literature review (n = 29) on effects of social behavioral interventions with a coaching component found that in 86% of studies, coaching supported desired teacher behavior change

5. The Research Gap Research studies on coaching commonly… • Limit coaching to performance feedback • Conflate training and coaching • Fail to operationally define coaching • Evaluate coaching as an auxiliary component of a larger intervention When studies directly evaluate link between coaching and outcomes, coaching is typically a packaged intervention and the research is often “lacking the rigor of true scientific development” (Cornett & Knight, 2009, p. 209)

6. Turn and Talk • What is coaching? • What makes coaching effective? • What makes a good coach?

7. Defining the Logic Model • Traits of coaches • Knowledgeable • Trustworthy • Effective communicator • Able to build rapport • Four functions of coaching • Prompting • Performance feedback • Fluency building • Adaptation Definition of coaching based on observable and measureable behaviors • Coaching: The supportive activities conducted after initial training that increase the speed and precision with which practices are implemented under typical conditions • Training: Process by which new skills and knowledge are taught to individuals

8. Research Questions • Secondary research questions: • Does teacher use of evidence-based classroom management strategies decrease levels of classroom disruption? • Do level, trend, and variability of un-coached classroom management practice remain the same across baseline and intervention phases? Is there a functional relation between the use of coach-delivered… • prompting and an increase in teacher use of the targeted evidence-based classroom management practice? • performance feedback and an increase in teacher use of the targeted evidence-based classroom management practice? • prompting and performance feedback versus only prompting or only performance feedback and an increase in teacher use of the targeted evidence-based classroom management practice?

9. Coaching Research Study

10. Baseline Prompting + Performance Feedback Prompting Teacher 1 10-second partial intervals Study 1 Design Teacher 2 Teacher 3 Teacher 4 Sessions

11. Baseline Prompting + Performance Feedback PF Teacher 5 10-second partial intervals Study 2 Design Teacher 6 Teacher 7 Teacher 8 Sessions

12. Participants

13. Turn and Talk – The What • If you are a coach… how would you select the target skill(s) to focus on with a teacher? • If you are a teacher… how do you know what skills to ask for support with? • If you work at an LEA/SEA… how do you train and support coaches on what to coach with teachers?

14. Turn and Talk – The What • If you are a coach… how would you select the target skill(s) to focus on with a teacher? • If you are a teacher… how do you know what skills to ask for support with? • If you work at an LEA/SEA… how do you train and support coaches on what to coach with teachers?

15. Procedures: Baseline Phase • Baseline was business as usual • Direct observation and data collection • Trained observers collecting data 3 times per week, 15-min sessions • Data collected on one targeted EBP, one un-coached EBP per teacher, and student behavior

16. Turn and Talk – The What • If you are a coach… how would you select the target skill(s) to focus on with a teacher? • If you are a teacher… how do you know what skills to ask for support with? • If you work at an LEA/SEA… how do you train and support coaches on what to coach with teachers?

17. Procedures: Single Coaching Intervention Phase (B - PF) • Coach-delivered performance feedback only • One 15-min observation and one, 10-min coaching session per week • Every session included delivery of (a) reinforcing feedback and (b) corrective feedback • No prompting was delivered • No feedback on any skill other than the targeted skill was provided • Trained observers collecting data • Three times per week, 15-min sessions

18. Procedures: Single Coaching Intervention Phase (B - PF)

19. Procedures: Single Coaching Intervention Phase (B - PF)

20. Procedures: Single Coaching Intervention Phase (C - P) • Coach-delivered prompting only • One 15-min observation and one email prompt per week • Prompt delivered to increase rate of use of targeted skill • No performance feedback was delivered • No prompting on any skill other than the targeted skill was provided • Trained observers collecting data • Three times per week, 15-min sessions

21. Procedures: Single Coaching Intervention Phase (C - P) Hi _________,  Thanks so much for letting me observe your reading block this morning. We are working on increasing your delivery of behavior specific praise throughout the lesson. Praise can be delivered in many ways and to many different types of student groups (i.e., individual students, small table groups, whole class). For example, when you transition your students from their desks to the carpet, you could say “I see Maddie walking quietly and sitting in her assigned carpet spot – well done!” or “I noticed that Table Group 2 followed directions immediately – good work!”.   I really enjoy being in your classroom and am looking forward to our next observation on Tuesday, February 7 at 9:30.  

22. Procedures: Combined Coaching Intervention Phase (BC) • Coach-delivered prompting with performance feedback (Coach 1 and 2) • One, 15-min observation, one 10-min in-person meeting, and one email prompt per week • Held prompting procedural elements constant with Phase C • No performance feedback or prompting on any skill other than the targeted skill was provided • Trained observers collecting data • Three times per week, 15-min sessions • Two to four weeks

23. Turn and Talk – The How • If you are a coach… what strategies do you use with teachers? How do you know when to use one strategy (e.g., corrective feedback) and not the other? • If you are a teacher… can you identify what strategies or practices have been more or less effective in changing your practice? • If you work at an LEA/SEA… how do you ensure that the strategies being used with teachers are effective and efficient?

24. Results

25. Did performance feedback alone make a difference in teacher use of a newly trained skill?  Did the addition of prompting to performance feedback make any additional difference?

26. Did the trained skills that did not receive coaching remain unchanged?

27. Did prompting alone make a difference in teacher use of a newly trained skill?  Did the addition of performance feedback to prompting make any additional difference?

28. Did the trained skills that did not receive coaching remain unchanged?

29. Did student behavior change?

30. Did student behavior change?

31. Results Summary – Primary Research Questions 1. Is there a functional relation between prompting and an increase in teacher use of targeted EBPs? • Yes 2. Is there a functional relation between performance feedback and an increase in teacher use of targeted EBPs? • Yes 3. Is there a functional relation between prompting and performance feedback versus only prompting or only performance feedback and an increase in teacher use of targeted EBPs? • No (interaction effect)

32. Results Summary – Secondary Research Questions 4. Does teacher use of evidence-based classroom management strategies decrease levels of classroom disruption? • Yes (cascading effect, but no functional relation in Study 1) 5. Do level, trend, and variability of un-coached classroom management practice remain the same across baseline and intervention phases? • Yes (specificity of effect)

33. Implications for Practice • Coaching is effective • Low dose, low intensity • Prompting and performance feedback are mechanisms of coaching • Prompting builds stimulus control and increases rate • Performance feedback improves precision • Distinction may be more theoretical than practical • Regular but episodic coaching produces change • Multiple coaching events needed after training • Differentiated coaching across levels of support • Support needs may change over time and depend on contextual factors

34. Questions? Contact Information: michelle.massar@washougalsd.org kconley1@uoregon.edu angusk@uoregon.edu

35. References • Duchaine, E. L., Jolivette, K., & Fredrick, L. D. (2011). The effect of teacher coaching with performance feedback on behavior-specific praise in inclusion classrooms. Education and Treatment of Children, 34, 209-227. • DiGennaro, F. D., Martens, B. K., & Kleinmann, A. E. (2007). A comparison of performance feedback procedures on teachers’ treatment implementation.integrity and students’ inappropriate behavior in special education classrooms. Journal of Applied Behavior Analysis, 40, 447-461. • Filcheck, H. A., McNeil, C. B., Greco, L. A., & Bernard, R. S. (2004). Using a whole-class token economy and coaching of teacher skills in a preschool classroom to manage disruptive behavior. Psychology in the Schools, 41, 351-361 • Jager, B., Reezigt, G. J., & Creemers, B. P. (2002). The effects of teacher training on new instructional behavior in reading comprehension. Teaching and Teacher Education, 18, 831-842. • Joyce, B., & Showers, B. (1980). Improving inservice training: The age of research. Educational Leadership, 37, 379-385. • Joyce, B., & Showers, B. (1981). Transfer of training: The contribution of "coaching". Journal of Education, 163, 163-172. • Joyce, B., & Showers, B. (1982). The coaching of teaching. Educational Leadership, 40, 4-10. • Knight, J. (2000). Another damn thing we've got to do: Teacher perceptions of professional development. Paper presented at the American Educational.Research Association, New Orleans.

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