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Effective Coaching


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This Power Point presentation shares the various methods to provide professional development to teachers and teacher assistants. The presentation also discusses the effects of quality coaching and the components of practice-based coaching. And finally, the Power Point presentation provides the three Ps of programmatic support to educational staff -- preparation, policies, and processes.

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Effective Coaching

  2. 2. STROLL AND SHARE • Walk around the room and share your successes and struggles by placing a blank post-it note under a statement that matches your experience (or anticipated experience)!
  3. 3. PROFESSIONAL DEVELOPMENT Technical Assistance Study Groups Co-Teaching Materials Practice-Based Coaching Consultation Mentoring Communities of Practice
  4. 4. EFFECTS OF QUALITY COACHING • All coaches use research-based strategies to support adult learning and professional development Quality Coaching Quality Teaching • All teachers and staff use effective curricula and research-based teaching practices • All children learn important skills and are ready for kindergarten Quality Learning
  5. 5. PRACTICE-BASED COACHING Practice-based coaching is a cyclical process for supporting teachers’ use of effective teaching practices that lead to positive outcomes for children
  6. 6. Components of Practice Based Coaching
  7. 7. “Adoption of coaching as a form of professional development is a complex endeavor that requires careful planning, system-wide changes, and ongoing support and review.” (Loyd & Modlin, 2012)
  8. 8. THE “3Ps” OF PROGRAMMATIC SUPPORT Programs must prepare to implement coaching and prepare coaches and teachers for the coaching process. Policies Preparation Processes Successful coaching programs are grounded in effective processes such as using data to support coaching and connect coaching to child outcomes. Sustained Quality Coaching Grantee policies, such as providing sufficient time for coaching and training for coaches and teachers, are critical and lay the foundation for effective coaching.
  9. 9. PREPARATION Preparation Practice Based Coaching
  10. 10. PREPARATION: GRANTEE-WIDE Stakeholders should: • work together to determine the goals and design of the coaching program. • agree on the allocation of resources to support and sustain coaching.
  11. 11. PREPARATION: COACHES • Provide training and ongoing support for coaches – Adopt a set of coaching competencies – Train coaches in coaching strategies, adult learning principles, administrative tasks and content as needed – Community of coaches
  12. 12. PREPARATION: TEACHERS • Provide training for teachers and other participants – Focus on expectations for coaching – Explain coaching procedures and purpose – Discuss the teacher’s roles and responsibilities in coaching – Any specific equipment or documentation needed for the coaching process
  13. 13. PREPARATION: PROGRAMMATIC SUPPORTS • Coaching Competencies • Coaching Contracts • Supervision Policy Statement
  14. 14. POLICIES Policies Preparation Practice Based Coaching
  15. 15. POLICIES • Establish coaching as a “Safe Place” – The teacher is able to try new things, get supportive and corrective feedback, and ask for help in a non-evaluative environment – When supervisors serve as coaches, roles are clearly defined – Data collected are clearly identified for coaching or for evaluation
  16. 16. POLICIES • Provide the time and supports needed for both teachers and coaches – Reasonable caseloads – Additional personnel for support – Time for all aspects of coaching
  17. 17. PROCESSES Processes Policies Preparation Practice Based Coaching
  19. 19. PROCESSES • Data guides coaching – At the classroom level – At the program level – Before, during, and after coaching
  20. 20. PROCESSES • Gathering information on coaching processes and progress regularly – Ensure sustainability by: • Review the strengths and needs of the coaching model • Gather input from all stakeholders
  21. 21. LET’S TAKE A LOOK AT PROGRAMMATIC SUPPORTS… • “Unpacking Coaching Success Stories” • Case Study
  22. 22. PROGRAM LEADERS’ GUIDE • Integrating Feedback • Refining the Guide
  23. 23. For more Information, contact us at: NCQTL@UW.EDU or 877-731-0764 This document was prepared under Grant #90HC0002 for the U.S. Department of Health and Human Services, Administration for Children and Families, Office of Head Start, by the National Center on Quality Teaching and Learning.