COLLABORATION
AND COACHING FOR
INCLUSIVE PRACTICES
Building Collaborative
Partnerships through
Coaching and UDL
Principles for Effective
Implementation of Inclusive
Practices
PRESENTATION TAKEAWAYS
1. Overview of Implementation Science
2. Coaching and Collaboration Scalability
3. Video Applications for Professional
Development
4. Universal Design For Learning
Resources
5. Inclusive Practices Scalability
IMPLEMENTATION SCIENCE
Adapted from Kiser,
Blase, & Fixsen, 2013
WHAT IS COACHING?
A COACH BUILDS
UPON …
Knowledge
Confidence
Action/Practice
Reflection
Rush & Sheldon, 2005
COLLABORATION AND
COACHING
Research –evidenced based
Definition
Tell me, I forget.
Show me, I remember.
Involve me, I
understand.
Chinese Proverb
IMPORTANCE OF
JOINT PLANNING
Engaged
Learner
Active
Involvement
Participation
Throughout
Process
Trivette, 2009
BUILDING THE
COACHING
RELATIONSHIP
Develop
trust and
rapport
Listen
Facilitate
selfreflection
Effective
Feedback
– both
Coach and
Partner
MOTIVATION AND
EMPOWERMENT
How do we motivate others?
Why is empowerment so critical?
OBSERVATION AND
ACTION/PRACTICE
The Coach
observes the
team member in
action
The Team Member
may observe the
coach demonstrate
additional
strategies
The Team Member
practices use of
new strategies or
incorporates new
knowledge into
action.
ACTIVE INVOLVEMENT IN
THE LEARNING PROCESS
Try out new Practice
Evaluation/Assessment
Multiple
Collaborative
sessions
Reflection
VIDEO FOR
REFLECTION
COACHING WITH VIDEO
SELF-MONITORING
Enhances reflection
process
Can be used to build
self-reflection skills
Allows for repeated
observation and review
of action/practices
UDL IN EARLY
CHILDHOOD
UDL in early childhood is the intentional design 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.
MULTIPLE MEANS OF
REPRESENTATION
MULTIPLE MEANS OF
REPRESENTATION
MULTIPLE MEANS OF
EXPRESSION
MULTIPLE MEANS OF
EXPRESSION
MULTIPLE MEANS OF
ENGAGEMENT
VIDEO OF DAVID (UDL
EXAMPLE)
I. Multiple Means of
Representation
II. Multiple Means of
Expression
III. Multiple
Means of
Engagement
1. Provide options for
perception
4. Provide options for physical
action
7. Provide options for
recruiting interest
2. Provide options for
language, mathematical
expressions, and symbols
5. Provide options for
expression and
communication
8. Provide options for
sustaining effort and
persistence
3. Provide options for
comprehension
6. Provide options for
executive functions
9. Provide options for
self-regulation
MESSAGE TO
COMMUNITY PARTNERS
“
I think it’s truly
important to know
that there are success
stories out there.”
Patti Adkins,
Wicomico County
”
SCALABILITY
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
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.
KEY COMPONENTS
1. Trainer of Trainers Model
2. Personalized to the needs of each
jurisdiction
3. Online Toolkit
4. Video Modeling and Reflection
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
PROJECT ACT
PARTNERSHIP
INCLUSIVE
PRACTICES
Video Demonstration (project ACT
Example of Little big Girl) – have sharon
do this piece and talk about how they
support inclusive strategies)
ALLEGANY
• Building a Core
Group of
Experts in
Coaching and
Inclusive
Practices
• Coaching for
Transitions
ANNE ARUNDEL
Collaboration
Academy
Collaboration for
Successful
Transitions
WICOMICO
• Professional Development in Coaching
and Inclusive Practices
• Applying the Use of Video into Practice
• Transdisciplinary Days – Building in
Reflective Opportunities
• Hanen Training
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
TECHNOLOGY TOOLS
DROPBOX FOR
STORAGE
PANOPTO FOR COACHING
SUMMARY AND REVIEW
Visit us:
http://education.jhu.edu/PD/newhorizons/ITPC/UDL
CONTACT US
John Castellani
jcastellani@jhu.edu
Beth Boyle
beth.boyle@jhu.edu
Linda Tsantis
tsantis@jhu.edu
• 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 Young Children, 16, 33-47.
• Rush, Shelden, & Raab. (2008). A framework for
reflective questioning when using a coaching interaction
style. CASEtools, 4(1).
• 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.