Coaching for
Competence & Impact
The SISEP TA Center
Frank Porter Graham Child Development Institute
University of North Carolina at Chapel Hill
Who are We?



National Implementation Research
Network-UNC-Chapel Hill
Center for State Implementation and
Scaling-up of Evidence-Based
Practices (SISEP)
SISEP Coaching for Competence and
Impact Community

© 2010 Karen A. Blase and Dean L. Fixsen
Coaching experts representing Oregon, Minnesota,
Illinois, Michigan, Missouri, Virginia
2
Coaching for Competence
and Impact
I.
II.
What is Implementation Science?
Function of the Coaching for
Competence and Impact Workgroup
III. Coaching for Competence
IV. Coaching for Impact
V. Future Outcomes
© 2010 Karen A. Blase and Dean L. Fixsen
3
Science “to” Service
SCIENCE
IMPLEMENTATION
GAP
SERVICE
Implementation Gap

Individuals cannot benefit from
interventions they do not
experience
Implementation Gap
Interventions are not used as intended
and with good outcomes
Interventions are not sustained for a
useful period of time
Interventions are not used on a scale
sufficient to impact social problems
Implementation Science
Implementation
Research:
A Synthesis of the
Literature
Fixsen, D. L., Naoom, S. F., Blase, K. A., Friedman, R. M. & Wallace, F. (2005).
Implementation Research: A Synthesis of the Literature. Tampa, FL: University of
South Florida, Louis de la Parte Florida Mental Health Institute, The National
Implementation Research Network (FMHI Publication #231).
Download all or part of the monograph at:
http://www.fpg.unc.edu/~nirn/resources/detail.cfm?resourceID=31
Implementation Science


Implementation science is universal
(like physics, chemistry)
A trans-disciplinary approach to
using evidence-based programs and
other innovations fully and effectively
in practice
Implementation Science




Common frameworks to guide
research and practice
Common language & concepts to
promote communication
Common measures to assess
important variables
Cope with (embrace) complexity
Implementation Frameworks
Practice, program and systems
change through…
Multi-dimensional, Fully integrated




Implementation Drivers
Implementation Stages
Implementation Teams
Improvement Cycles
Implementation Science
INTERVENTION
IMPLEMENTATION
Effective
NOT Effective
Effective
NOT Effective
Actual
Benefits
Inconsistent;
Not Sustainable;
Poor outcomes
Poor outcomes
Poor outcomes;
Sometimes harmful
(Institute of Medicine, 2000; 2001; 2009; New Freedom Commission on
Mental Health, 2003; National Commission on Excellence in
Education,1983; Department of Health and Human Services, 1999)
Implementation Science
Longitudinal Studies of a Variety of Comprehensive School Reforms
Effective
Interventions
Actual Supports
Years 1-3
Outcomes
Years 4-5
Every Teacher
Trained
Fewer than 50% of
the teachers
received some
training
Fewer than 10% of
the schools used the
CSR as intended
Every Teacher
Continually
Supported
Fewer than 25% of
those teachers
received support
Vast majority of
students did
not benefit
Aladjem & Borman, 2006; Vernez, Karam, Mariano, & DeMartini, 2006
Implementation Science


An intervention is one thing
Implementation is something
else altogether
www.implementationconference.org
I. First Global Implementation
Conference




Great Success!
Over 780 participants
17 Countries Represented
Future: 2020
 Global Implementation Initiative
© 2010 Karen A. Blase and Dean L. Fixsen
14
Implementation Science

Letting it happen
 Recipients are accountable

Helping it happen
 Recipients are accountable

Making it happen
 Implementation teams are
accountable
Based on Greenhalgh, Robert, MacFarlane, Bate, & Kyriakidou, 2004
Making it Happen

Implementation Drivers
 Common features of successful
supports to help make full and
effective uses of a wide variety
of innovations
View from the Balcony
Function of the Coaching for Competence Workgroup
© 2010 Karen A. Blase and Dean L. Fixsen
C4C Defined



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

© 2010 Karen A. Blase and Dean L. Fixsen
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).
18
State Leaders…
How do we ensure that all students have access to
effective practices that are implemented with fidelity and
sustained over time?
**2 Key Components for School Improvement:
1.Professional Development –
Focus on skill development of individual educators
2.Organization Capacity-Learn and be adaptive
Focus on strong collaborative work cultures
System Change
“For every increment of performance I
demand from you, I have an equal
responsibility to provide you with the capacity
to meet that expectation”
(R. Elmore, 2002)
Training Outcomes Related to Training Components
Training Outcomes
Training
Components
Presentation/
Lecture
Knowledge of
Content
Skill
Implementation
Classroom
Application
10%
5%
0%
Plus
Demonstration
30%
20%
0%
Plus
Practice
60%
60%
5%
Plus Coaching/
Admin Support
Data Feedback
95%
95%
95%
Joyce & Showers, 2002
Big Ideas





Implementation is not a single event
A mission-oriented process involving
multiple decisions, actions, and
corrections- Continuous Improvement
Uses stages to make the process of
change doable
Anchored to tiered framework
Always connected to strategic plan
Implementation Drivers

Best Practices for Coaching
EBP or Innovation: __________________________
Position: ___Coach__________________________
In
Place
Partially
In Place
Not In
Place
Notes:
1. Recruitment and Selection:
Job description clarity re: accountability and expectations
Pre-Requisites are embedded in the role/job description
related to:
a)
The EBP or innovation (skills and knowledge)
a)
Required coaching experience and skills
© 2010 Karen A. Blase and Dean L. Fixsen
23
Funding
Visibility
Political
Support
Policy
LEADERSHIP TEAM
(Coordination)
Training
Coaching
Evaluation
Local School/District Implementation
Demonstrations
Behavioral
Expertise
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
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 missapplications
Increased fidelity of overall
implementation
Improved sustainability
»
Most often due to ability to increase coaching
Coaching for Competence

© 2010 Karen A. Blase and Dean L. Fixsen
Moving Practice Profile Data to
Driver Analysis/Action Planning
27
Practice Profile




Defining “it” Through the Development and
Use of Practice Profiles
Guiding Principles identified
Critical Components articulated
For each critical component:

Identified gold standard

Identified acceptable variations in practice

Identified ineffective practices and
undesirable practices
Hall and Hord, 2010 Implementing Change: Patterns, Principles, and Potholes (3rd
Edition) and Adapted from work of the Iowa Area Education Agency
Practice Profiles:
Pay Now or Pay Later

Identifies Critical Components




For each Critical Component:



Identified “gold standard” activities
Identified acceptable variations in practice
Identified ineffective practices and undesirable practices
Your Implementation Support
Capacity
Building

Guiding Principles
Critical Components Match the Guiding Principles
Core Activities to Achieve the Critical Components
»
»
»
»
Identify and Support Implementation Team
Provide Conceptual Overview and Rationales
Provide Resources, Worksheets, Templates
Facilitate Consensus Building
Practice Profiles for Coaching



Each critical component is a heading
Levels of performance are defined for
each critical component
The development of the Practice Profile
enables the functional use of
Implementation Drivers
Critical Component
Critical Component 1:
Description
Desired
(GOLD
STANDARD)
Description of
practitioner
behavior
Acceptable
Variation
Unacceptable
Variation
Harmful
Variation
Coaching for Individual Change
Critical Component
Ideal
Implementation
Critical Component 1:
Description
Description of
implementer
behavior
Acceptable
Variation
Unacceptable
Variation
Harmful
Variation
Focused Practice
•Content Fluent (academic, behavior, mental health)
•Data collection
•Performance Feedback
•Behavioral Consultation
•Communication
•Other “soft skills”
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education
Agency Directors of Special Education, 1994
Coaching for Individual Change
Critical Component
Ideal
Implementation
Critical Component 1:
Description
Description of
implementer
behavior
Acceptable
Variation
Unacceptable
Variation
Harmful
Variation
Focused Practice
•Content Fluent (academic, behavior, mental health)
•Data collection
•Performance Feedback
•Behavior Consultation
•Communication
•Other “soft skills”
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education
Agency Directors of Special Education, 1994
Example: Individual Coaching
Performance Feedback as a Critical
Component
Critical Component
Ideal
Implementation
Critical Component 1:
Performance
Feedback: Coach
providing direct,
specific, observable
feedback to core
behavior of individual
•Intervention
match to core
belief, values
•Feedback
provided in
timely manner
•Fidelity tool in
place
Acceptable
Variation
Unacceptable
Variation
Harmful
Variation
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education
Agency Directors of Special Education, 1994
Example: Individual Coaching
Performance Feedback as a Critical
Component
Critical Component
Ideal
Implementation
Critical Component 1:
Performance
Feedback: Coach
providing direct,
specific, observable
feedback to core
behavior of individual
•Intervention
match to core
belief, values
•Supportive
relationship in
place
•Feedback
provided in
timely manner
•Intervention
tracked for
fidelity and
impact
Acceptable
Variation
Unacceptable
Variation
Harmful
Variation
•Intervention
•Intervention
•Intervention
match
•Supportive
relationship
in place
•Baseline
info
collected
•Intervention
tracked for
fidelity and
impact
not consistent
with
individual’s
belief system
•Feedback
provided
without data
•Fidelity
measure not in
place
unethical
•feedback
delivered/
viewed as
punitive
Professional Practices in Problem Solving: Benchmarks and Innovation Configurations Iowa Area Education
Agency Directors of Special Education, 1994
Example: Individual Coaching
Performance Feedback as a Critical
Component
Critical Component
Critical Component:
Performance
Feedback
Ideal and/or
Acceptable
Knowledge,
Skills, and
Abilities
Driver
Analysis
•Intervention match
to core belief,
values
•Feedback provided
in timely manner
•Fidelity tool in
place
We know
what is
necessary
to put “it”
in place.
This is how
we ensure
that “it” is in
place!
Areas of
Impact
(outcomes)
We can
prove that
we’ve
“got it”!
Benefits of Using Practice Profiles
for Coaching







Improves everyone’s Innovation Fluency
Creates and requires a permanent product of
performance
Allows total knowledge and control by the user
(usually user-selected cases) LIMITATIONS
De-Personalizes Feedback: the conversation can
be about the data
Allows acknowledgement of components that did
not go well without penalty (for coaching)
One key goal is accuracy of the observation (at
least to start)
Ground work for functional “reflective” supervision
Example: Individual Coaching
Critical Component: Performance Feedback
Critical Component
Critical Component:
Performance Feedback
Coach providing direct,
specific, observable
feedback to core
behavior of individual
Ideal and/or
Acceptable
•Intervention match
to core belief,
values
•Supportive
relationship in
place
•Feedback provided
in timely manner
•Intervention
tracked for fidelity
and impact
Knowledge,
Skills, and
Abilities
Driver
Analysis
Content
fluency and
application
•Data collection
and analysis
•Problem
Solving and
Communication
How to ensure
that “it” is in
place?
….we’ve “got
it”!!
•
Areas of
Impact
(outcomes)
•Fidelity
of
intervention 80%
•Impact of
intervention
demonstrated
(student outcome
achievedacademic or
behavior)
•Satisfaction
survey indicates
positive/supportiv
e
Teacher/Coach Competence
Performance
Assessment (Fidelity)
Systems
Intervention
Coaching
Facilitative
Administration
Training
Integrated &
Compensatory
Selection
Decision Support
Data System
Leadership
Technical
Adaptive
© Fixsen & Blase, 2007
Competent Coaching
Fluency and Coaching Embedded in Each Driver





Selection of Coaches
Training of Coaches
Coaching for Coaches
Fidelity Assessments of Coaching

Did Coaching Occur as Intended?

What was the quality?
Outcome Measures of Coaching

Improved Teacher Competence, Adherence, Fidelity
Teacher/Coach Competence
Performance
Assessment (Fidelity)
Systems
Intervention
Coaching
Facilitative
Administration
Training
Integrated &
Compensatory
Selection
Decision Support
Data System
Leadership
Technical
Adaptive
© Fixsen & Blase, 2007
Organization Drivers to
Support Coaching

Facilitative Administration


Systems Intervention


Creating Job Descriptions, Funding, Time,
Space, Support for Coaches
Identifying Issues for the PEP - PIP cycles at
school, District, and State levels
Decision-Support Data Systems

Using Teacher Fidelity Data to assess Coaching
Impact

Using Coaching Fidelity Data to assess Coaching
Teacher/Coach Competence
Performance
Assessment (Fidelity)
Systems
Intervention
Coaching
Facilitative
Administration
Training
Integrated &
Compensatory
Selection
Decision Support
Data System
Leadership
Technical
Adaptive
© Fixsen & Blase, 2007
“Leadership” Challenges
Related to Coaching

Technical Challenges and Strategies
 Practice Profile Development
 Execution of the Coaching Plan

Adaptive Challenges and Strategies
 Practice Profile
 Execution of the Coaching Plan
Exploration and Periodic Assessment of Implementation Drivers:
Discussion Tool
Critical Components of Problem-Solving –
Individual Coaching: Performance Feedback
Competency
Drivers for
Performance
Feedback
Ideal/Acceptable:
Coach providing direct, specific,
observable feedback to core behavior
of individual
•Intervention match to core belief, values
•Supportive relationship in place
•Feedback provided in timely manner
•Intervention tracked for fidelity and impact
Selection
What “unteachables” should be assessed? How?
What behavior rehearsals might be developed? To tap into what areas?
Training
What behavior rehearsals might be used to begin skill development?
What pre/post measures will tell us if we trained well?
Coaching
Who might provide feedback after decision-making meetings? How often?
Fidelity/
Performance
Monitoring
System
What might you measure to see if teachers are engaging in the skills and activities to
implement specific intervention with fidelity?
Exploration and Periodic Assessment of Implementation Drivers:
Discussion Tool
Individual Coaching: Performance Feedback
Competency Drivers for Ideal/Acceptable:
Teachers Engaged in
Skill Development
Selection
Training
Coaching
Fidelity/Performance
Monitoring System
Implementation Snapshot




Used during training to clearly define each critical feature
and the research that supports use and potential benefit to
overall school climate.
The trainer facilitator will provide training slides for each
feature. Teams will have an opportunity to use their
guidebook and items brought to the training to use during
action planning sessions. Roles of each participant are
clearly described each snapshot to ensure clear
expectations.
Administrators are expected to play an active role. Coaches
are expected to guide process, communicate with the district
coordinator and share implementation products and
examples as needed.
Teams will walk away from the training with an annual action
plan that will help guide the effort.
© 2010 Karen A. Blase and Dean L. Fixsen
46
Competent Coaching

Developing Competent Coaches
 Acquiring Innovation Fluency
 Use of the Drivers
»
»
Fluency
Coaching Skills and Processes
 Defining the Coaching Process
»
Best Practices to Support Competent
Coaches
 Common Foundation Skills
across EBPs and innovations
Summary




We are more likely to be successful if we “get it”
We “get it” when we have a Practice Profile
»
Guiding Principles
»
Critical Components
»
Activities – Ideal, Acceptable, Not acceptable
When we “get it” we can use the Implementation
Drivers and ensure that “it” shows up and is
effective.
Continue this activity across all critical elements
Coaching for Impact
© 2010 Karen A. Blase and Dean L. Fixsen
50
Organizing Coaching Functions





Building Coaching Capacity
Types of Coaching
Coaching Cascade
Phases
New Tools
 Practice Profile
 Implementation Snapshots
© 2010 Karen A. Blase and Dean L. Fixsen
51
Building Coaching Capacity
Occurs at
ALL
Levels
State
Regional
District
Building
Classroom
Staff
Student
Family
Systems
Conditions that support skill development
for staff
•Policy and Procedures alignment
•Budget Re-allocation
•Recruitment and Selection of Coaches
•Supervision of Coaching within Organization
•Training Curriculum and Scope and Sequence
•Access to certification
•Facilitative Administrator Supports
Practices/Skills
The technical skill set required to achieve fidelity
•Problem Solving (Team, Classroom, Staff, Student)
•Team Building/Collaboration
•Delivering Feedback
•Behavioral Consultation
Data
Information required to guide skill development process
•Action Plan with short/long term measurable goals
•Self Assessment
•Process Measures/Fidelity Checks
•Performance Feedback Measure
•Progress Monitoring Tools
•Evaluation Tools
•Student Outcomes
•Data used for continuous regeneration (PEP/PIP)
Coaching Cascade
Building Capacity and Sustainability
Project Leadership Team
State Implementation Team
Regional Implementation Team
District Coordinators
Coaches
Team Leaders
Problem-Solving Teams
School Staff, Families, Transportation, Communities
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
Types of Coaching
Systems
Practices/Skills
Conditions that support individual
The technical skill set required to impact
skill development
individual performance
•Job description match role/function
•FTE in budget
•Content Fluent (academic, behavior, mental health)
•Supervision and Support of Coach within Building
•Data collection
•Allocation of time and resources for observation,
•Performance Feedback
consultation, data analysis
•Behavioral Consultation
•Link to student outcomes
•“Soft skills”
•Link to staff satisfaction, teacher efficacy
and teacher retention
Individual
or
Content
Coach
Data
Information required to guide skill development process
•Action Plan with short/long term measurable goals
•Self Assessment
•Process Measures/Fidelity Checks
•Performance Feedback Measure
•Student Outcomes
•Data used for continuous regeneration (PEP/PIP)
Types of Coaching
Systems
Team or
Group
Practices/Skills
Conditions that support professional The technical skill set required to achieve fidelity
learning communities
•Administrative Support and Participation
•Team Initiated Problem Solving
•Link to School Improvement
•Team Building/Collaboration
•Clearly defined role and function
•Data Analysis
with building level authority, leverage
•Team Facilitation
•“Soft Skills”
Data
Information required to guide team development process
•Action Plan with short/long term measurable goals
•Self Assessment
•Process Measures/Fidelity Checks
•Performance Feedback Measure
•Progress Monitoring Tools
•Evaluation Tools
•Student Outcomes
•Data used for continuous regeneration (PEP/PIP)
Phases of Coaching
(adapted from Situational Leadership. Blanchard and Hersey)
Coach needs to adjust to situation (teams skill set, knowledge and commitment to change)
C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and
supervise them closely. Decisions are made by the coach/facilitator and announced, so communication is
largely one-way. Team will lack fluency who but are enthusiastic and committed. They need direction
and supervision to get them started.
C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and
suggestions from the team. communication is much more two-way. For people who have some
competence but can lack commitment. They need direction and supervision because they are still
relatively inexperienced. They also need support and praise to build their self-esteem, and involvement in
decision-making to restore their commitment.
C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such
as task allocation and processes, to the team. The leader facilitates and takes part in decisions, but
control is with the team. For people who have competence, but lack confidence or motivation. They do
not need much direction because of their skills, but support is necessary to bolster their confidence and
motivation.
C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving,
but control is with the team. The team decides when and how the coach will be involved. For people who
have both competence and commitment-they are able and willing to work on a project by themselves with
little supervision or support.
57
Development of the Team
D4 – High Competence, High Commitment –
Fluent and experienced with innovation, and comfortable
with their own ability to do it well. May even be more
skilled than the coach .
D3 – High Competence, Variable Commitment –
Experienced and capable, but may lack the confidence to
go it alone, or the motivation to do it well / quickly.
D2 – Some Competence, Low Commitment –
May have some relevant skills, but won’t be able to do
the job without help. The task or the situation may be
new to them.
D1 – Low Competence, High Commitment –
Generally lacking the specific skills required for the job in
hand, but has the confidence and / or motivation to tackle
it.
58
Types of Coaching
Systems
Systems
Practices/Skills
Conditions that support organizational change The technical skill set required
•Commitment to Continuous Regeneration
•Facilitative Administrator Supports
•Implementation Science
•PEP/PIP Cycle
•Organizational Behavior Management
•Recruitment and Selection Process
•Applied Behavior Analysis
•Curriculum Development
•Standards of Professional Learning
•Certification Requirements
Data
Information required to guide change process
•Action Plan with short/long term measurable goals
•Self Assessment
•Process Measures/Fidelity Checks
•Performance Feedback Measure
•Progress Monitoring Tools
•Evaluation Tools
•Student Outcomes
•Data used for continuous regeneration (PEP/PIP)
Future Directions
© 2010 Karen A. Blase and Dean L. Fixsen
60
Develop a Creating and Sustaining
“Systems Coaches” Guidebook



How to Develop a Cascading Framework for
Coaching/Teaming (who is coaching whom) – not
what is the Cascade – How to develop the Cascade
(Guidelines for Developing a Cascade, Functions,
Rationales/Benefits, Outcome, Examples) –
The overall SYSTEM of both types of coaching will
to be knit together
Operationally define Generic Roles and
Responsibilities of Coach, provide rationales,
propose outcomes (Guidelines to Develop “job
description” Template, Rationales/Benefits, How to
Use It, Examples
© 2010 Karen A. Blase and Dean L. Fixsen
61
Develop a Creating and Sustaining
“Systems Coaches” Guidebook (Cont.)



Create an improved “Driver Assessment” for
Guiding the Development of a Coaching System
and engaging in Action Planning (Denote
generic non-negotiables)
Recommend Generic Stage-Based Activities for
Development of the Coaching System (How to
create your own Stage-Based Template,
Functions of the Template, Rationales, How to
Use the Template, Examples)
State-based exemplars
© 2010 Karen A. Blase and Dean L. Fixsen
62
Engaging in the GII





Join Practice Group
Check GIC website for news and
networks
Continuing the work of
implementation science
Sharing results
NEXT GIC: 2013
© 2010 Karen A. Blase and Dean L. Fixsen
63
For More Information
State Implementation and Scaling up of Evidencebased Practices (SISEP)
Dean Fixsen, Karen Blase, Rob Horner, George Sugai
www.scalingup.org
 Concept paper
 Annotated bibliography
 Data on scaling up
 Scaling up Briefs