1 / 16

Coaching for Impact

Enhance competence and impact through ongoing professional development coaching. Adapt skills to real-world settings, develop judgments, and support systemic change. Foster teamwork to implement Tier 1 TFI successfully.

pricillae
Download Presentation

Coaching for Impact

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Coaching for Impact Susan Barrett sbarrett@midatlanticpbis.org Director, Mid-Atlantic PBIS Network Implementer Partner, Center on PBISSheppard Pratt Health System Credit Michelle Duda, Rob Horner, Midwest PBIS

  2. Coaching CascadeBuilding Capacity and Sustainability • Project Leadership Team School Staff, Families, Transportation, Communities • State Implementation Team • Regional Implementation Team • District Coordinators • Coaches Team Leaders • Problem-Solving Teams

  3. Competence and Impact Coaching for Competence refers to an ongoing professional development process designed to… • Ensure Implementation and Fidelity • Acquire and improve the skills and abilities needed to implement an EBP with fidelity, another well-defined innovation as intended and hold fidelity to implementation processes • Generalize new and fragile skills to real world settings (e.g. move from successfully demonstrating skill in training to demonstrating skill in the real world). • Develop  Professional Judgment • Developing a conceptual understanding of the core elements of the EBP processes or the core elements of the practices associated with the innovation (focus on function of program features).

  4. Organizing the Work at the Building Level Types of Coaching • Coaching for Individual Change: focus on skill development, support and performance feedback (content specific: academic, behavior) • Coaching for Team/Group Change: focus on collaboration and facilitation, group dynamics • Coaching for Systems Change: focus on organizational change

  5. Coaching Teams to Implement Tier 1 TFI: Professional Learning Roadmap

  6. PBIS NOT in place if it is not in the ClassroomCoaching Classroom Teachers to Support Best Practice

  7. Coaching for Systems Change Funding Stakeholder Support Policy & Systems Alignment Workforce Capacity Executive Functions LEADERSHIP TEAM(S) Implementation Functions Training Coaching Evaluation & Performance Feedback Behavioral Expertise Local Implementation Demonstrations

  8. Coaching: an activity that helps others achieve their goals Content Expert Mastering the “What” and the “How” Adjusting as needed Evaluation Clearly defined Goals Monitor and Adjust Check for Impact “Process” Training Application of knowledge in real life situations Relationship Support, Reinforce and Communicate Enablement Remove barriers Foster pathways Streamline and integrate

  9. Developing a Community that supports a Coaching System How do we ensure that all students have access to effective practices that are implemented with fidelity and sustained over time? Building Capacity through Coaching Units:Admin, Team Leader, District Coach, other • Focus on skill development of individual educators • Organization Capacity-Learn and be adaptive Focus on strong collaborative work cultures

  10. 10% 5% 0% 30% 20% 0% 60% 60% 5% 95% 95% 95% Joyce & Showers, 2002

  11. Coaching Defined“Goal is to give skills away” • Coaching is the active and iterative delivery of: • (a) prompts that increase successful behavior, and • (b) corrections that decrease unsuccessful behavior. • Coaching is done by someone with credibility and experience with the target skill(s) • Coaching is done on-site, in real time • Coaching is done after initial training • Coaching is done repeatedly (e.g. monthly) • Coaching intensity is adjusted to need

  12. Outcomes of Coaching • Fluency with trained skills • Adaptation of trained concepts/skills to local contexts and challenges • And new challenges that arise • Rapid redirection from miss-applications • Increased fidelity of overall implementation • Improved sustainability • Most often due to ability to increase coaching intensity at critical points in time.

  13. Where do I fit in? • PBIS Network • Do for • Do with • Cheer on • District Based Coach • Do for • Do with • Cheer on • Building Based Coach • Do for • Do with • Cheer on • Students & Families

  14. Resources • www.midwestpbis.org • www.midatlanticpbis.org • www.pbis.org • Tools • Practice Profiles • Implementation Snapshots • PBIS Blueprints (Implementation, PD, Evaluation)

More Related