Collaboration And Coaching For Inclusive practices

1. Collaboration And Coaching For Inclusive practices

2. Building Collaborative Partnerships through Coaching and UDL Principles for Effective Implementation of Inclusive Practices

3. Presentation TakeaWays Overview of Implementation Science Coaching and Collaboration Scalability Video Applications for Professional Development Universal Design For Learning Resources Inclusive Practices Scalability

4. Implementation Science Adapted from Kiser, Blase, & Fixsen, 2013

5. What is coaching?

7. A Coach builds upon … Action/Practice Knowledge Reflection Confidence • Rush & Sheldon, 2005

8. Collaboration And Coaching • Research –evidenced based • Definition

9. Tell me, I forget. Show me, I remember. Involve me, I understand. Chinese Proverb

10. Importance of Joint Planning Trivette, 2009

11. Building the Coaching Relationship

12. Motivation and Empowerment How do we motivate others? Why is empowerment so critical?

13. Observation and Action/Practice

14. Active Involvement in the Learning Process Try out new Practice Evaluation/Assessment Multiple Collaborative sessions Reflection

15. Video For Reflection

16. Coaching with Video Self-Monitoring

17. UDL in Early Childhood UDL in early childhood is the intentionaldesign of early intervention programs that enable all children to access, engage in, and learn. Universal design of early education means designing early education environment settings so all children may access and engage in all learning opportunities based on their individual strengths and abilities in multiple ways.

18. Multiple Means of Representation

19. Multiple Means of Representation

20. Multiple Means of Expression

21. Multiple Means of Expression

22. Multiple Means of Engagement

23. Video of David (UDL example)

25. Message to Community Partners • I think it’s truly important to know that there are success stories out there.” • “ • ” Patti Adkins, Wicomico County

26. Scalability

27. Research Background • Implementation Science Framework • Enhancing Professional Development Practices • Adult Learning Principles • Coaching and Collaboration • Video Enhanced Reflection • Evidenced-based Practices • Universal Design for Learning Principles • Inclusive Practices

28. Project Goals • To enhance practitioner skills in UDL and collaborative practice using job- embedded professional development activities to support the state’s goal to close the achievement gap for all children. • To establish a cadre of coaching trainers for each jurisdiction to promote and enhance professional development of early care and education providers in evidenced-based practices. • To promote inclusive opportunities in early care and education settings, specific to each jurisdiction’s needs, for children with disabilities, ages 3-5, using evidenced based coaching practices. • To build jurisdictional and state toolkits that are designed to support and sustain the professional development outcomes beyond the scope of the direct program involvement.

29. Key Components • Trainer of Trainers Model • Personalized to the needs of each jurisdiction • Online Toolkit • Video Modeling and Reflection

30. Project Steps • Planning meeting with the Jurisdictional Partners for Grant Development and Goals • Needs Assessment Survey • Implementing Training Support and Resources • Assessing Impact and Sustainability

31. PROJECT ACT Partnership

32. Inclusive Practices • Video Demonstration (project ACT Example of Little big Girl) – have sharon do this piece and talk about how they support inclusive strategies)

33. Allegany • Building a Core Group of Experts in Coaching and Inclusive Practices • Coaching for Transitions

34. Anne Arundel • Collaboration Academy • Collaboration for Successful Transitions

35. Wicomico • Professional Development in Coaching and Inclusive Practices • Applying the Use of Video into Practice • Transdisciplinary Days – Building in Reflective Opportunities • Hanen Training

36. Harford • Development of Year Three Workshops for Child Care Providers • Training of Trainers’ model for the CARA’s Kit • Training of Trainers’ model for coaching in informal care settings

37. Technology Tools

38. DropBox for Storage

39. Panopto for coaching

40. Summary and Review Visit us: http://education.jhu.edu/PD/newhorizons/ITPC/UDL

41. Contact US John Castellani jcastellani@jhu.edu Beth Boyle beth.boyle@jhu.edu Linda Tsantis tsantis@jhu.edu

42. Kiser, L., Blase, K.A., & Fixsen, D.L. (2013). The hexagon tool: Exploring context. Chapel Hill, NC: The National Implementation Research Network, FPGChild Development Institute, University of North Carolina at Chapel Hill • Rush & Shelden. (2005). Evidence-based definition of coaching practices. CASEinPoint, 1(6). • Rush, Shelden, & Hanft. (2003).Coaching families and colleagues: A process for collaboration in natural settings. Infants and YoungChildren, 16, 33-47. • Rush, Shelden, & Raab. (2008). A framework for reflective questioning when using a coaching interaction style. CASEtools, 4(1).

43. Trivette, C. M., Dunst, C. J., Hamby, D. W., & O'Herin, C. E. (2009). Characteristics and consequences of adult learning methods and strategies [Winterberry Research Syntheses, Vol. 2, Number 2]. Asheville, NC: Winterberry Press. • Trivette (2009). Participatory adult learning professional development strategy: Evidence and examples.