BUILDING COACHING CAPACITY
2013 PBIS LEADERSHIP FORUM
Susan Barrett
Don Kincaid
Amanda March
10.10.13
Advanced Organizer
• Systems Coaching
– Definitions, Models, & Skill Sets
• Building Internal Capacity
– Instructional Methodology
– MTSS PD Plan
• Building External Capacity
– The Coaching of Coaching Teams
– Next Steps
• Questions & Discussion
• Resources & References
Equal Priority
Academic Rigor
Social Emotional
Health/ Mental
Wellness/Physica
l Health
Socially
Significant
Outcomes
Adapted from © Fixsen and Blase 2013, Barrett
2013
Organizational
Health:
Workforce
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
Enablement
Remove barriers
Foster pathways
Streamline and integrate
Relationship
Support,
Reinforce and
Communicate
Coaching
Form of embedded, sustained professional
development through ongoing relationship and
cyclical process used to:
• Build and refine existing skills and/or acquire
new skills (individual and group)
• Support person or group’s ability to apply new
knowledge
• Use of problem solving method with focus on
data to inform practice (individual and group)
• Continuous improvement – encourage,
recognize and shape
Coaching for Systems Change
Organizational Structures that Create the Pathway
for Adult Learning
• Organizational health
• Effective use of personnel and resources
• Highly effective and efficient PD that yields
application of EBP at the school and classroom
level
• Teacher efficacy
• Increased use of EBP
• Fidelity of implementation
• Progressive Teacher Evaluation System
Organizing the Work
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
MTSS COACHING
DEFINITION & MODEL
“Coaching exists to
bring about change”
Sprick, Knight, Reinke, & McKale (2006)
FL’s Mission and Vision
The collaborative vision of the FL PS/RtI & FLPBS/RtI:B
Projects is to:
– Enhance the capacity of all Florida school districts to
successfully implement and sustain a multi-tiered system of
student supports with fidelity in every school;
– Accelerate and maximize student academic and socialemotional outcomes through the application of collaborative
data-based problem solving utilized by effective leadership
at all levels of the educational system;
– Inform the development, implementation, and ongoing
evaluation of an integrated, aligned, and sustainable system
of service delivery that prepares all students for postsecondary education and/or successful employment within
our global society.
MTSS Coaching Model
Development & Validation
Broad Literature Base
– Educational/SchoolBased Coaching
– Professional
Development
– Adult Learning
– Educational Reform
– Systems/Organizational
Change
– School-Based
Consultation
– Leadership
– Program Evaluation
– Teaming
Inter-Project Workgroup
– FL PS/RtI
– FL PBS
– FL Differentiated
Accountability (DA)
Expert Validation Panel
1) Tabathia Baldy (Program Specialist) Martin County, FL
2&3) Melissa Nantais (MiBLSi Professional Learning
Coordinator) & Kim St. Martin (MiBLSi Assistant
Director), Kalamazoo, MI
4) Lori Newcomer (Research Professor), Columbia, MO
5) Gina Dell'Aringa (Academic Achievement Coach), Des
Plains, IL
6) Lise Fox (Professor), Tampa, FL
7) BJ Weller (Integrated Supports Coach), SLC, UT
8) Sarah Brown (Unique Learners’ Manager), North Branch, MN
9) Charlene Einsel (Assist. Superintendent), Clearwater, FL
10) Susan Barrett (Director, PBIS Regional Training & TA
Center), Richmond, VA
11) Amelia Van Name Larson (District Supervisor), Pasco
Co, FL
12) Lisa Page (Prevention Specialist/District Coordinator
PBS), Sanford, FL
MTSS Coaching Definition
Systems Coaching (v.): application of a set of skills
that provides dynamic support and facilitation to
develop the capacity of school/district leadership
teams to implement MTSS aligned with the
school/district improvement plan in order to
enhance student outcomes.
Tenets include:
– Not necessarily a person, but a set of skills and
activities
– There are some essential skills sets required of the
leadership team to support and complete the activities
MTSS Coaching Components
• Coaching to facilitate MTSS capacity-building
across state, district and school systems:
Professional Development
Shared Leadership Support
Problem-Solving
Facilitation Skills
Content
Knowledge
Problem-Solving Facilitation Skills
• School-Based Consultation Activities
– Individual consultation
– Small group problem-solving consultation (Gutkin & Curtis, 2008)
– Systems-level consultation (Curtis, Castillo, & Cohen, 2008)
• Problem-Solving & Facilitation Skills
– Knowledge of empirically validated consultation
models/approaches
– Communication skills (i.e., questioning, listening,
summarizing, paraphrasing, delivering, integrating,
empathizing)
– Interpersonal collaborative skills (i.e., relationshipbuilding, trust, shared decision-making)
– Knowledge and skills to effectively facilitate the 4-step &
8-step problem-solving processes
1) Effective Communication
•Essential Communication Skills
• Active listening
• Appropriately empathic
• Open-ended questions for comprehensive collection
of information
• Paraphrasing, summarization, and ability to integrate
thoughts and ideas in a cohesive manner
• Comprehensive understanding of group dynamics
•
•
•
•
•
Tactfully challenge ideas
Negotiate and engage in conflict resolution
Manage direction of conversation
Maintain meeting momentum
Provide productive feedback and support
Levels of Communication
•PBS Team
•
•
•
•
Engages in the problem-solving process
Manages direction, maintains momentum, promotes consensus
Prompts and supports task completion
Attends all meetings and trainings with the team
•School-Based
•
•
•
•
Promotes PBS efforts with staff, families, and community
Models positive interactions and reinforces staff and students
Conducts and/or assists small group trainings on PBS
Completes PBSES implementation data
•District-Level
• Attends coaching meetings facilitated by DC
• Attends additional trainings, as needed
• Presents PBS data to district-level personnel
Communication Tools
• PBS Newsletter
• School Newsletter
• PBS success stories (teacher, student, events)
• Staff and student presentations
• videos, skits, bulletin boards, morning announcements
• RtIB Database graphs and charts
• School Events
• PBS presentations
• School-Board, PTA, Community groups
2) Teaming and Collaboration
•Coaching and PBS Team Relationship
• Non-hierarchical
• Facilitative vs. Expert Approach
• Mentor and Support vs. Assessment
•Structured and Supportive Environment
• Establish Meeting Norms (3-5 maximum)
• Team developed and agreed upon
• Reviewed each meeting
• Examples:
•
•
•
•
Be on time
All phones on silent
Tasks distributed equally among members
Everyone actively participates
• Roles and Responsibilities Assigned
• Team Leader, Recorder, Time-Keeper, Data Specialist, etc.
Teaming and Collaboration
•Effective Meetings
• Occur monthly
• When, where, time frame
• Agenda
• Prepared and delivered in advance
• Data Review
•
Who, what, where, when, sub-groups
• Problem-Solving
• Problem ID, analysis, intervention design, evaluation
• Action Planning
• Celebrate Accomplishments
Team Meeting Checklist
http://flpbs.fmhi.usf.edu/coachescorner.asp
Tier 1 Training Binder and Coaching
Team Meeting Evaluation Tool
http://flpbs.fmhi.usf.edu/the_team.asp
Teaming and Collaboration
•Action Planning and Implementation
• Teaching Critical Elements (initial and on-going)
• Expectations and Rules
• Rewards/Recognition System
• Discipline procedures and forms
• Training (determined by data)
• Faculty and staff (bus drivers, cafeteria, paraprofessionals)
• Students
• Families
• Sharing PBS data with staff and families
• Recognition Events/Activities
• Scheduling – when, where, how
• Responsible parties for implementing
PBS Action Plan – Part B
Teaming and Collaboration
http://flpbs.fmhi.usf.edu/coachescorner.cfm
•Consensus Building
• Review and discuss data
• Brainstorm ideas to address areas of concern
• Clarify all ideas/suggestions
• Prioritize suggestions generated by team members
• Determine ‘next’ steps
• Obtain verbal agreement from all team members
•Team decisions are supported by all team members
•The team presents a “united front” outside of meetings
2) Content Knowledge
Instruction & Pedagogy
Systems Issues
Evidence-Based Practices for
Academics & Behavior (Core,
Supplemental, & Intensive)
Systems Change Literature &
Stages of Concern
Classroom Management
Strategies
Multi-Tiered Systems of Support
Intervention Resources
Best Practices in Professional
Development
Curriculum & Instructional
Routine
Policies & Procedures at State &
District Level
Effective Teaming, Data-Based Problem-Solving, & Evaluation
Family & Community Engagement Practices
Treatment Acceptability, Social Validity, & Stakeholder Buy-In
3) Shared Leadership Support
• Coaching develops the leadership skills of teachers
and principals in order to address whole-school
organizational improvement, facilitate reallocation
and deployment of resources, and evaluate
outcomes (Neufeld & Roper, 2003)
• MTSS Leadership (Leithwood, 2010; Barnhardt, 2009; Crawford &
Torgeson, 2007)
– Establish a vision with a sense of urgency for change,
maintain focus and deliver a consistent message over time
– Focus on schools (districts are successful when schools are
successful)
– Create relationships with stakeholders based upon mutual
respect and shared responsibility
– Engage in expert problem solving
– Invest in professional development
4) Professional Development
• Educators need ongoing PD to obtain skills
necessary to implement any change effort (Sansosti,
Telzrow, & Noltemeyer, 2008). Examples of PD required of all
educators in MTSS include:
–
–
–
–
–
Developing and gathering data sources
Interpreting data
Matching interventions to student need
Presenting intervention outcomes to others
Engaging in problem-solving processes
• Coaching facilitates PD at the individual, small
group, and whole-school or district/regional levels
within an continuous improvement framework
(Borman, Feger, & Kawakami, 2006).
Coaching: As a set of
skills/activities by a “team”
1) Demonstrate effective interpersonal communication skills
2) Use multiple types and sources of data to answer a variety
of problem-solving questions
3) Disseminate evidence-based content knowledge
a. Organizational Change/Implementation Process
b. Integrated MTSS Three-Tiered Model
c. Best Practices in Reading, Math, Behavior Instruction
4) Facilitate team-based collaborative problem solving
5) Support capacity of leadership team and staff to sustain a
MTSS
6) Provide professional development training and technical
assistance
7) Evaluate the impact of coaching activities and supports
MTSS Coaching Guidebook
Content:
– Coaching Literature
Review
– Development of
Definition, Model, &
Skills
– Operational Definitions
of Terms & Procedures
– State, District, & SchoolLevel Application
– Guidance for Training,
TA, & Ongoing
Evaluation
– Resources & References
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Systems Coaching
BUILDING INTERNAL
CAPACITY
Instructional Methodology
Explicit
Instruction
Modeled
Instruction
Guided
Practice
Independent
Practice
with
Feedback
Joyce & Showers, 204; Learning Forward, 2011
Prong 1: MTSS Content
Knowledge & Awareness Webinars
Structure & Process
• Biweekly, 1 hour 15 mins
• Live & Recorded
• Common Structure
– Overview
– Definition, Models, Skill Sets
– Alignment with MTSS
Mission/Vision
– Research Support
– Readings & Support Materials
– Next Steps
– Q & A, Discussion
– Evaluation
Topics
• Leadership
• Coaching
• Data-Based ProblemSolving
• Program Evaluation
• Family & Community
Engagement (FACE)
• Educator Evaluation
Systems
• Student Engagement
• Unit Showcases
– Secondary, RC/RF,
Technology, PBS TA
Specialists
33
Prong 2: MTSS Inter-Project
Skill & Competency Development
Data-Based Problem-Solving &
Team Facilitation Competencies
•
•
•
•
•
•
•
•
Interpersonal Communication Skills
Leadership Skills
Problem-Solving Facilitation Skills
– Ex: 8-Step Model, 4-Step Model,
& Action Planning
Gradual Release Models & Skills
Job-embedded Professional
Development Designs
Best Practices in Teaming &
Collaboration
Peer Coaching & Feedback
Content Knowledge
– Ex: CCSS, DAPPS, specific
district initiatives
Structure & Process
•Tiered Model of Training & Supports
•PD Instructional Methodology
– Explicit Instruction, Modeled
Instruction, Guided Practice, &
Independent Practice with
Feedback
•Structures
– “Learning Partners”
• Dyads working with DAPPS
– “Learning Community”
• DIE Workgroup
– “Facilitation Coordination Team”
• Staff assigned to support
facilitators in need of
additional instruction and
practice
– “Structured Feedback Process”
• Peer & Supervisor Feedback
34
Prong 2 Focus: Problem-Solving
Facilitation Skills
Internal PD Modules
• Purpose
– Ensure Alignment of Basic Knowledge & Skills
– Common Language, Understanding, & Consensus
– Train the Trainer Development
– Tools for Building Capacity Across District & State
• Content Areas
– Interpersonal Communication Skills
– 8-Step Small Group Planning & Problem-Solving
Process
– Delivering & Receiving Feedback
– Best Practices in Teaming & Group Strategies
3 Level PD System
Knowledge Level (online modules)
1. Interpersonal Communication Skills
Explicit
(complete)
Instruction
2. 8-Step Problem Solving Process
(complete)
3. Giving and Receiving Feedback
(complete)
Modeled
4. Best Practices in Teaming
Instruction
Observation Level (online modules)
1. School-Level Example (complete)
2. District-Level Example (complete)
Guided
Practice Level (mock team)
Practice
1. Known Problem
2. Unknown (assigned) Problem
Independent Practice
*Continual Job-Embedded Practice
with Feedback
36
PD Plans & Rubric
Observation Leader
Feedback Meetings
Individual PD Plans
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Self-Managed Professional Development Plan:
Interpersonal Communications Skills
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Learner: ________________________
Observation Leader(s): _________________________
Date of Plan: ___________________
Directions: Based on your discussions with your observation leader(s) and team members, as well as
your self-identified areas in which to build capacity, use the following template to specify the
problem(s)/goal(s) you will focus on and record the problem-solving process you will use to improve the
selected interpersonal communication skill areas.
Planning & Problem-Solving Process
Goal 1
Problem/Goal Identification
Priority Selected:
_____________________________________________________________________________________
__________________________________ ___________________________________________________
Problem/Goal Identified:
_____________________________________________________________________________________
_____________________________________________________________________________________
Problem Analysis
Resources
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Barriers
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Systems Coaching
BUILDING EXTERNAL
CAPACITY ACROSS THE
STATE
Leaders as Coaches as Leaders…
System Alignment & Integration
We Coach
Student
(State)
Classroom
Leaders who
(District)
Coach
Building
Leaders who Coach
(Principals &
Coaches)
District
State
Leaders who Coach
(Teachers)
Students &
Parents 39
Florida DoE &
Discretionary Projects
Florida Bureau of Exceptional Education &
Student Services (BEESS)
• Differentiated Accountability (DA) Regional
Teams
• Florida Inclusion Network (FIN)
• Florida Diagnostic & Learning Resource
System (FDLRS)
• The Multiagency Network for Students with
Emotional/Behavioral Disabilities (SEDNET)
Systems Coaching
BUILDING EXTERNAL
CAPACITY WITHIN
DISTRICTS
District Coaching Needs
• District TA support has resulted in
developing capacity of DLT who then
teaches “coaching” skills to school-based
personnel
• State monitoring in ESE has identified 22
DLT who will be “coached” and replicate the
“coaching” skills sets in district and school
personnel
QUESTIONS & DISCUSSION
Suggestions for
Additional Readings
•
Adelman, H.S., & Taylor, L. (2007). Systemic change for school improvement. Journal of Educational and
Psychological Consultation, 17(1), 55-77.
•
Borman, J., Ferger, S., & Kawakami, N. (2006). Instructional coaching: Key themes from the
literature. The Education Alliance. Retrieved
fromhttp://www.alliance.brown.edu/pubs/pd/tl_coaching_lit_review.pdf
•
Curtis, M.J., Castillo, J.M., & Cohen, R.C. (2008). Best practices in systems-level change. In A. Thomas & J.
Grimes (Eds.), Best practices in school psychology V (223-234). Washington, DC: National Association of
School Psychologists.
Fullan, M. & Knight, J. (2011). Coaches as systems leaders. Educational Leadership, 69 (2), 50-53.
Gutkin, T.B., & Curtis, M.J. (2008). School-based consultation: The science and practice of indirect service
delivery. In T.B. Gutkin & C.R. Reynolds (Eds.), The handbook of school psychology (4th ed., pp. 591-635).
New York: John Wiley & Sons, Inc.
•
•
•
•
•
•
•
Killion, J. & Harrison, C. (2006). Taking the lead: new roles for teachers and school based
coaches. Oxford, OH: National Staff Development Council.
Lewis, T.J., & Newcomer, L.L. (2002). Examining the efficacy of school-based consultation:
Recommendations for improving outcomes. Child and Behavior Family Therapy, 24, 165-181.
Neufeld, B. & Roper, D. (2003). Coaching: A strategy for developing instructional capacity –
Promises and practicalities. Washington, DC: Aspen Institute Program on Education and
Providence, RI: Annenberg Institute for School Reform.
Steinbacher-Reed, C. & Powers, E.A. (December 2011/January 2012). Coaching without a
coach, Educational Leadership, 68-72.
Sugai, G. & Horner, R.R. (2006). A promising approach for expanding and sustaining schoolwide positive behavior support. School Psychology Review, 25(2), 245-259.
Thank You!
Don Kincaid
kincaid@usf.edu
Susan Barrett
sbarrett@pbismaryland.org
Amanda March
amarch@usf.edu