ALABAMA STATE PERSONNEL DEVELOPMENT GRANT
“Improving the Performance and Success of Alabama’s
Children and Youth With Disabilities
Through Implementation of
Scientifically Based Curricula/Interventions
Provided by Qualified Personnel”
Dr. Pam Howard
Susan Williamson
Dr. Marci Rock
PRESENTERS
Theresa Farmer
Ann Hoffman
2
Who’s
been to
some of
these
places
before?
3
Where
are we
and
where
are we
going?
2
1
A project is like taking a trip:
3 Big Questions
So far,
what
has
been
learned?
3
Poll #1:
How many of you have implemented some
level of online coaching?
1. Implemented
2. Not Implemented
4
Poll #2:
Which of these categories best fits your online
coaching implementation level:
1. Not planning to implement
2. Considering the possibility, but uncertain
3. Developed a plan, but have not
implemented
4. Some degree of implementation
5. Proficient implementation
5
Poll #3:
If you are not planning to implement online
coaching, is it primarily because of:
1. Logistical barriers (e.g., time, resources)
2.Personnel barriers (e.g., insufficient
personnel for coaching, reluctance of teachers)
3. Lack of information about online coaching
4. Other reason
6
Where are we and where are we going?
7
Where are We?
State Implementation & Scaling-up of Evidence-Based
Practices (SISEP) Assessment of Implementation Stages
 National Implementation Research Network
1. Exploration Stage – Actively considering, but still
undecided.
2. Installation Stage – Decided and in progress, but real
world practitioners have not yet put the innovation
into practice.
3. Initial Implementation Stage – First attempts at
translating the innovation into practice have been
made.
4. Full Implementation Stage – 50% of allocated
practitioners implement with fidelity. (SISEP, 2011)
8
Adolescent Literacy Project (ALP)
The implementation of research-based
strategies [i.e., Strategic Instructional Model
(SIM)] supported by effective professional
development and on-going support through
 access to persons with expertise in the
strategies
 online instructional coaching
 online consultation.
9
Strategic Instruction Model (SIM)
Developed and researched at the University of Kansas Center for
Research on Learning (KU-CRL):
 Teacher-Focused Interventions:
Content Enhancement Routines
 Critical features of the content are selected and
transformed to promote learning
 Student-Focused Interventions:
Learning Strategies Curriculum
 Curriculum is divided into strands or categories of
skills (e.g., reading, storing information, expressing
information, demonstrating competence)
(Lenz, Deshler, & Kissam, 2004)
10
Instructional Coaching
 Job-embedded professional development
 On-site professional developers and/or coaches
who coach on how best to implement strategies
 Equal partnership between teacher and coach
 Shared respect of teachers’ professionalism
 Valuable knowledge provided at the time when
teachers most need it
(KU-CRL, n.d.)
11
Online Coaching
 Online connection between a classroom teacher and
a coach through a Voice over Internet Protocol (VoIP)
(e.g., Skype) during instruction
 Teacher being observed
 wears a Bluetooth enabled earpiece
 points a webcam toward the area of instruction
 Coach
 talks to the teacher during instruction in real-time
 coaches through instructional, positive, and
corrective feedback
(Rock et al., 2009)
12
Coaching is
NOT JUST
Observing
Coaching is
NOT Evaluating
Online
Instructional
Coaching is…
…To view or note
…To judge or
an occurrence for
some purpose
determine the
significance, worth,
or quality of;
assess.
…To give
instruction or
advice in the
capacity of a coach;
instruct (includes
observing for the
purpose of
coaching)
(paraphrased).
She observed him while
he taught and offered
suggestions at a later
time based on her
notes.
She watched and
judged him teaching
using a rating scale
which was provided to
him as soon as it was
convenient to do so.
(Dictionary.com)
(Dictionary.com)
While he was teaching,
she observed and
coached him through it
by offering specific
instructions, as needed.
13
Online Consultation
 Online connection between a classroom teacher and a
consultant through a Voice over Internet Protocol
(VoIP) (e.g., WebEx, Skype) during a planning period
 Teacher
 sits (usually) at a desk facing a webcam or built-in camera
 wears a Bluetooth enabled earpiece, typical microphone
headset, or uses the microphone built into a computer
 Consultant
 talks to the teacher in a video-chat format
 advises or confirms based on their expertise with the
subject discussed
14
Coaching is
NOT JUST
Observing
Coaching is
Online
NOT Evaluating Consulting
is…
…To view or note
…To judge or
an occurrence for
some purpose
(paraphrased).
She observed him
while he taught and
offered suggestions at
a later time based on
her notes.
(Dictionary.com)
...To consult is to
determine the
give professional
significance, worth, advice to those
or quality of;
practicing the
assess.
profession.
She watched and
judged him teaching
using a rating scale
which was provided to
him as soon as it was
convenient to do so.
(Dictionary.com)
During his planning
period, he consulted
with the educational
consultant about the
specific steps he
needed to take to
sustain fidelity to the
strategy.
15
Who’s been to
some of these places before?
Implementation
Of Research-Based
Strategies
Online
Coaching
Professional
Development
Research
Base
Strategic
Instruction
Model (SIM)
Instructional
Coaching
16
Research: Selected SIM*
Acquisition
Storage
Expression &
Demonstration
Word Identification
First-Letter Mnemonics
Test-Taking
Paraphrasing
Paired Associates
Assignment Completion
Self-Questioning
Listening/Note-taking
Error Monitoring
Visual Imagery
LINCS Vocabulary
Proficiency of Sentence
Writing
Fundamentals of
Paraphrasing &
Summarizing
Fundamentals of
Sentence Writing
Word Mapping
Essay Test-taking
Inference
Theme Writing
*Research conducted by the University of Kansas Center for Research on Learning (KU-CRL), has shown positive
effects of the use of SIM Strategies. All research conducted by the Center for Research on Learning has been critically
reviewed by scientific panels in the U.S. Department of Education and other federal and foundation funding agencies.
17
Research: Implementation of ResearchBased Strategies in the Classroom
Factors needed:
1. Initial awareness
2. Professional development
3. Access to experts
4. On-going support
(Elias et al., 2003; Han & Weiss, 2005; Howard, 2007)
18
Research: Professional Development
Knowledge and skills are improved by quality of PD
(Gallagher, 2002; Lyons & Pinnell, 2001).
The most effective PD is
-authentic
-job-embedded (personalized)
-on-going (sustained)
-task oriented (focused)
-collaborative
-supported by coaching, modeling, observation and
feedback
(Cochran-Smith & Lytle, 1999; Darling-Hammond & McLaughlin, 1995; Joyce &
Showers, 1996; Lieberman, 1995; McLaughlin & Talbert, 2001; Wei et al., 2009).
19
Research: Instructional Coaching
When taught a new strategy during an afterschool workshop, teachers more likely to…
 implement new strategy when supported by an
instructional coach compared to only attending the
after-school workshop.
 self-selected to use the new strategy at a higher
quality when supported by instructional coaching as
opposed to only attending the workshop.
(Cornett & Knight, 2009)
20
Research: Online Coaching
to provide instructional coaching to promote
research-based strategies in classrooms…
While at the University of Alabama, Dr. Marcia Rock taught
selected research-based practices through
(a) modeling,
(b) providing concrete examples, and
(c) having teachers practice the strategies while being
supported with online real-time coaching. *
[*Project TEEACH, an OSEP Personnel Preparation Grant,
was in partnership with the Alabama State Department of
Education (ALSDE) and parts are being sustained through
the ALP].
21
Real-Time is the actual time during which a process
takes place or an event occurs (dictionary.com)
My Bluetooth is working well. Today, I
am teaching subtraction using selfmonitoring checklists.
Great strategy
researched by
Uberti et al.,
2004. Go
ahead and I
will offer
support when
needed.
22
Research: Implementation of
selected research-based strategies
supported by online coaching
Teachers increased number of…
 Verbal/Nonverbal Choral Response strategies
implemented
 Partner strategies implemented
 Cloze Reading strategies implemented
(Rock et al., 2009)
23
The Bridge from Project TEEACH
to ALP:
Like Project TEEACH, while using a wireless Bluetooth,
online instructional coaching is provided in real-time
while the classroom teacher who is implementing the
learning strategies (SIM) is
making the connection before the lesson,
2. talking to students,
3. providing instruction
4. silent (e.g., monitoring students), and/or
5. ending the connection after the lesson
1.
(Rock et al., 2009)
24
Online Coaching has not remained exclusive to Alabama
Marcia Rock, UNCG
Maya Israel, UC
Pam Williamson, UC
Bob Gable ODU
Rick Brigham GMU
Naomi Zigmond, Pitt
Mary Catherine Scheeler, PSU
PaTTAN
Earle Knowlton, KU
Project TEEACH, UA
Susan Williamson, ALSDE
Theresa Farmer, ALSDE
Pam Howard, ALSDE
Lisa Dieker, UCF
Wanda Wade, UWF
Fran Warkomski, FL Tech
25
Equipment Needs:
Classroom Teacher Coach/Consultant
Host status for VoIP
Computer with internet
access
Computer with internet
access
USB Web Camera
(wide-range)
USB Web Camera
(or built-in)
Wireless Bluetooth
(hands free)
USB Bluetooth Adapter
USB Microphone Headset
26
Initial preparation routine
suggested by Rock et al.
(2009)
Initial procedural steps taken by ALSDE ALP as
suggested by Rock et al (2009)
1. Obtain, assemble,
and test
Consultant provided list of equipment needs to schools
to purchase; Consultant collaborated with school IT
personnel to assemble and test equipment.
2. Conduct practice
Consultant consulted online with teacher (1+) face-toface session(s) during planning period(s); When teacher
comfortable, consultant notified the instructional
coach.
online sessions
3. *Acclimate the
students (optional)
4. Predetermine day
and time of coaching
or consultation
*If requested by the teacher, consultant conducted
online sessions during instructional periods to acclimate
students; When teacher comfortable and students were
ready, consultant notified instructional coach.
Consultant learned the teachers’ instructional and
planning schedule and transmitted the information to
the instructional coach.
27
SPDG Capacity Building Component:
Grow Them
Project TEEACH
ALP
 Of the six cohort systems,
 One ALP teacher (year 3) has
two employ teachers who
experienced multiple hours of
online coaching as part of
Project TEEACH and are
available to provide peer
support to the
ALP teachers.
achieved KU-CRL
Professional Developer
Certification.
 Upon request, she has
provided online modeling for
other ALP teachers.
28
ALSDE’s Online Web Conferencing site
(VoIP) of choice is WebEx (webex.com):
Known Benefits
1.
2.
3.
4.
5.
6.
7.
8.
9.
No hardware installation
No software maintenance
Works with PC or Mac
Upgrades are automatic
Sends email reminders for scheduled
sessions with a link
Recording capabilities
On screen presentation capabilities
(e.g., PowerPoint slides, smart board)
Instant messaging available
Tutorials are available
a. Self-paced
b. Instructor led (live)
Known Barriers
1. Monthly or yearly fee
involved
2. Some incompatibility
with Bluetooth devices
Special note:
Rock et al. (2009)
used Skype, a free
Service.
29
So far, what has been learned?
Procedural
Political
Equipment
Leadership
Personal
30
Bridging it all together for ALP
Implementation
Of ResearchBased Strategies
Online
Coaching
Professional
Development
ALP
Strategic
Instruction
Model (SIM)
Instructional
Coaching
31
Next Steps: Bridging the Gap To
Get to Stage 3
 National Implementation Research Network
1. Exploration Stage – Actively considering, but still
undecided.
2. Installation Stage – Decided and in progress, but real
world practitioners have not yet put the innovation
into practice.
3. Initial Implementation Stage – First attempts at
translating the innovation into practice have been
made.
4. Full Implementation Stage – 50% of allocated
practitioners implement with fidelity.
((SISEP, 2011)
32
.
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40