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Guiding Change Impacting Quality: Understanding Coaching and TA
- 2. Guiding Change, Impacting Quality TA COURSE 2
- 4. Topics Covered: Day Two ► Day One Revisited TA Processes Competencies Professional Conferencing Observation and Assessment Reflective Practice The Role of Evaluation in the TA Process Competencies Planning and Conducting Assessments Tracking TA Progress and Outcomes Using Data to Inform Revisions to the TA Process 4 Cultural Competence • Energize • Inspire • Stretch
- 5. Coaching Quotes Take a fortune cookie. Read & share your quote with others. Think about how the quote relates to your experiences as a coach or TA Specialist. Revisit Day One. Brainstorm a list of competencies needed to be an effective coach. 5
- 6. Effective Coaches Are responsive and reflective Share backgrounds, knowledge and experiences Adopt a professional code of ethics Are goal oriented and solution focused Define clear roles for themselves and mentees Work jointly on goal setting Provide timely feedback Use strategies to navigate conflicts Are empathetic-try to understand and validate mentee experiences and perspectives Build on strengths Embrace diverse culture and beliefs 6
- 7. The Coaching Process a. PRE-CONFERENCE b. THE CYCLE c. GOAL SETTING d. OBSERVATION e. FEEDBACK 7
- 8. Professional Conferencing Process TA Guide-Section 1, Subdomain 1.3 (page 16). Find competencies related to professional conferencing. 8 a. Pre-Conference b. The Cycle c. Goal Setting d. Observation e. Feedback
- 9. Pre-Observation Conference 9 Where should we go? How should we get there? What’s this ride going to be like?
- 10. Pre-Observation Conference What Coaches Can Do Learn more about the make- up, values and culture of the learners in the classroom Ease tension and anxiety about the observation Lay the groundwork for a productive post-observation conference. What Mentees Can Do Identify needs and goals Gain clarity about the observation. Coaches & Mentees Can Select a focus for the observation Agree on an approach, a recording method (observation, videotape) and a time Set time for post observation conference Build a trusting relationship 10
- 12. In Groups… Compare Handout and TA Guide 1.3 Continuous Improvement Process Cycle vs. GROW Protocol 3 Steps of Coaching 12
- 13. Continuous Improvement Process 1. NOTICE • Coaches document specific challenges and strengths 2.REFLECT • Coaches and Mentees reflect on what they notice, identifying patterns 3. BUILD KNOWLEDGE • Mentees learn about and/or design a strategy that addresses identified challenge 4. PLAN • Mentees plan how they will incorporate the new strategy in practice 5. TRY • Mentees implement their plans in classrooms 13
- 14. Goal Setting Think about the GROW: Shared Coaching Plan Handout discussed on Day One Read Step 1 in the Professional Conferencing Guide Watch the Video Reflect and Discuss 14
- 15. Professional Conferencing Guide ► Entry and Relationship Building ► Goal Setting and Action Planning ► Observation ► Debrief, Feedback & Reflection 15
- 16. Video Viewing In this video, Tyshawn talks about setting goals. 16
- 17. Goal Setting: Coaching Questions What result are you trying to achieve? Why are you hoping to achieve this goal? How can you word that goal more specifically? How can you word this goal using positive language? What outcome would be ideal? What do you want to change? What’s important to you at the moment? What challenges are you struggling with at the moment? What’s your ideal future? 17
- 18. Getting to Outcomes: Coaching Questions How can you measure that goal? What is the outcome you’re looking to achieve here? How will you know you have been successful? How can you break down that goal into bite-sized pieces? 18
- 19. Tips for Focusing on Goals Be explicit Make sure the steps to meet the goal are manageable Follow-up and encourage follow-through Restate the goal each time you meet to maintain a shared focus. Look for moments of effectiveness that are small steps towards the goal. Review what has come before Link coaching goals to other required goal setting. 19
- 20. Journal Reflection Identify 1 or 2 takeaways from the Goal Setting review. Describe 1 or 2 implications for your work as a coach or TA specialist. 20
- 21. 21
- 22. Step 2 Observation and Analysis 22
- 23. Video 23
- 24. Observation ► What are your experiences with observation and professional conferencing? ► How do they compare to those depicted in the video clips? 24
- 25. Observation Tips 25 STICK TO THE PLAN DOCUMENT CONDUCT ANALYSIS OF THE OBSERVATION
- 26. Post Observation It is tempting to provide immediate feedback at the conclusion of the observation; however, taking the time to analyze observation data and to think about the conference to follow increases the success and power of the ..cycle 26
- 27. Post Observation Analysis 23 Critical Incidents? Patterns? Missed Opportunities? Strengths? Messages? Accomplishments? Child/Adult Influence on each other? Environmental/ Instructional Stressors?
- 28. Critical Incidents A coach observes a mentee helping a child write a letter (an example of the mentee’s growth). And concludes the mentee knows how to support children’s writing. But later on, the coach observes the same mentee giving children worksheets to practice repeatedly forming the letter “d”, ( a challenge for the mentee). 24
- 29. Missed Opportunity A mentee whose teaching goal is to extend conversations with children by asking open-ended questions effectively during a book reading activity but may fail to engage children in a similar way in the block area or at lunch. 26
- 30. “ ” One of the hardest tasks to learn is to suspend pre- judgment, to become acquainted with one’s own defense mechanisms, to correct for expectations and preconceptions so as to be able to “see” and “hear” more accurately what is going on. EH SCHEIN, 1997 31
- 31. Cultural Competence “Having an awareness of one’s own cultural identity and views about difference and the ability to learn and build on varying culture and community norms of children and families. It is the ability to understand the within group differences that make each child unique while celebrating the between group variations that make our country a tapestry. This understanding informs and expands our teaching practices..” (NEA 2013) 32
- 32. Observer Bias Common Observer Biases ► Halo Effect ► Horns Effect ► Middle of the Road Effect To Overcome or Minimize Bias ► Become aware of the lenses you bring ► Talk about beliefs and values with proteges ► Use formal observation tools that give observers objective criteria ► Follow guidelines for accurate and objective recording 33
- 33. Case of Rhoda & Yvonne ► What are some biases that have surfaced when you were observing a mentee? ► How did you minimize the effects of bias on your observations? 34
- 34. Dimensions of Diversity Wheel 35
- 35. Reflection 36 Do I demonstrate an open attitude by avoiding quick judgments, tolerating ambiguity and complexity and exhibiting patience and inquiry? Do I have resources to get this information? Do I realize that others may have needs and expectations that are not expressed directly? How well do I tolerate ambiguity and difference? What situations make me uncomfortable? Do I know enough about other cultures that I am engaged with to understand their social interactions? Do I challenge assumptions and consistently recognize the values, attitudes, beliefs and behaviors of others?
Editor's Notes
- Day 1 reflection with sticks Energize Inspire Stretch
- At your Tables are boxes of fortune cookies. Each fortune cookie contains a quotation especially chosen for this Institute linked to some aspect of coaching Take a cookie, read the quotation inside and share it with a few people at your Table. Next we will spend about 10 minutes at our Tables brainstorming from a leadership perspective what Birth through Grade Three Alignment means. The entire activity will take about 20 minutes. A MA Dept of EEC representative or ECA Team member is sitting at each of your Tables. to facilitate the brainstorming and share one or two of your responses with the larger group
- What did you come up with. Let’s see if it aligns with my list.
- An effective model of coaching emphasizes relationship building, goals setting and targets quality improvements (including interactions between teachers and children) that will ultimately increase support for families and for children’s optimal development. It focuses on the implementation of action plans with clear roles, provision of feedback and reflection, and finally provides an opportunity to assess the process.
- During the pre-observation conference the coach explains the purpose of the of the observation. This is an important first step in the process. Mentees can voice needs. Coaches and mentees can select a focus for the observation, based on mentee’s gals They can also decide on an observation method, tool or if a video tape will be used to record the observation. If videotaping is being used-should give the mentee to view the video in advance of any follow-up Coaches can learn more about the make-up of the classroom, the routines, etc. It lessens tension about the observation if the mentee knows what the protégé will observe.
- Goal setting is an important aspect of the process.
- An effective model of coaching emphasizes relationship building, goals setting and targets quality improvements (including interactions between teachers and children) that will ultimately increase support for families and for children’s optimal development. It focuses on the implementation of action plans with clear roles, provision of feedback and reflection, and finally provides an opportunity to assess the process.
- An effective model of coaching emphasizes relationship building, goals setting and targets quality improvements (including interactions between teachers and children) that will ultimately increase support for families and for children’s optimal development. It focuses on the implementation of action plans with clear roles, provision of feedback and reflection, and finally provides an opportunity to assess the process.
- The professional conferencing cycle involves these steps. The Coaching Process contains three steps: In the Pre-Observation Planning meeting the mentee sets goals for children’s learning and plans an activity to meet those goals. In Step 2, the coach observes or videotapes the mentee carrying out the activity and analyzes the observation or videotape. In Step 3, Reflective Conference and Analysis, the coach and the mentee watch and discuss the video or review observation notes and the coach asks the mentee questions to support reflection on his her instructional practices, they set new goals and assessing the usefulness and impact of the Reflective Conference. The Observation and Reflective Practice process provides opportunities for mentees and Coaches to engage in a cycle of continuous improvement. They do this by engaging in knowledge‐building conversations where mentees learn about and/or design a strategy that addresses an identified challenge. They plan how they will incorporate the new strategy. Supported by a planning guide or protocol, they: outline steps for implementation, including strategy adjustments for their context; brainstorm potential roadblocks and ways to prevent or address them They try their plans in the classroom or family child care setting. New observations and reflection conferences are planned to notice and discuss what’s working and what’s challenging.
- The professional conferencing cycle involves these steps. The Coaching Process contains three steps: In the Pre-Observation Planning meeting the mentee sets goals for children’s learning and plans an activity to meet those goals. In Step 2, the coach observes or videotapes the mentee carrying out the activity and analyzes the observation or videotape. In Step 3, Reflective Conference and Analysis, the coach and the mentee watch and discuss the video or review observation notes and the coach asks the mentee questions to support reflection on his her instructional practices, they set new goals and assessing the usefulness and impact of the Reflective Conference. The Observation and Reflective Practice process provides opportunities for mentees and Coaches to engage in a cycle of continuous improvement. They do this by engaging in knowledge‐building conversations where mentees learn about and/or design a strategy that addresses an identified challenge. They plan how they will incorporate the new strategy. Supported by a planning guide or protocol, they: outline steps for implementation, including strategy adjustments for their context; brainstorm potential roadblocks and ways to prevent or address them They try their plans in the classroom or family child care setting. New observations and reflection conferences are planned to notice and discuss what’s working and what’s challenging.
- Tips for focusing on goals—are there any others you would add?
- 11-11:25 If you are not already sitting with your teaching team and partners, move near them as we are going to begin talking about the classroom environment and how it supports our goals when we reconvene. Three sheets with headings Physical, Emotional, and Temporal (Time) Environment
- Step 2 in the professional conferencing process is about observation and analysis. Observation is a like a mirror that coaches can hold up to help mentees view their own work in classrooms or as a program administrator. Through this mirror, mentees can see how their work supports children’s learning or staff’s development or performance. Observation also helps coaches collect accurate and reliable information about a mentee’s strengths as well as about areas that can be enhanced. With this information, coaches can help mentees think about their own work, validate and reinforce effective practice. Observation is one of the most important ways that coaches can tailor their support to the individual needs of mentees. Take a few minutes to read step 2 in the professional conferencing guide.
- Watch the video Two coaches from Denver Colorado. One mentee asks her coach to observe her conversations with preschool children; the coach uses a closed observation method. The other Coach uses an open-ended observation method for examining how language and literacy are used in the classroom. There are many tools that can support these observations. In a few minutes we will view case studies using the CLASS and ECERS. Other tools that are used frequently include…..
- Use your notes about relevant aspects of the environment and interactions to keep you focused. Focus on the agreed-upon plan, attending to the mentee’s goals for the observation or shared video. Pay attention to the mentee’s approach, responses to classroom situations and the children’s behaviors, interactions and engagement. Research shows coaching around environments or instructional practices alone does not produce changes in child outcomes. That is why linking instructional practices, environmental assessments with child outcomes in coaching conversations is so important. Use guiding questions to reflect on and analyze what you notice, identifying patterns that shed light on strengths and barriers to effective instruction. Set realistic goals for the reflective conference. Identify any challenges you want to see addressed. Then develop questions to get the process started.
- Post observation analysis simply means thinking about what you heard, saw and experienced and breaking information into understandable parts. The insights gained from this analysis sets the stage for rich conversations about the mentee’s practice. It informs decisions that the coach and mentee make about follow-up steps. Both mentee and coach need time to reflect separately on what happened in the observation. People want immediate feedback but this does not give coaches time to reflect on what they heard or saw. Providing instant feedback may overwhelm mentees. It may also prompt them to make a quick fix they don’t understand. However, ideally the reflective conference should occur within 48-72 hours of the observation while events are still fresh in their minds.
- Three points I want to highlight from this list Critical incidents Missed opportunities Patterns of behavior Important moments in the mentee’s teaching, called critical incidents, often give a Mentor-Coach insights about the mentee’s work and clues about her understanding and knowledge. A critical incident can be a major improvement in a mentees practice or it can represent a challenge. Frequently critical incidents take the form of missed opportunities. Look for patterns when analyzing data. Can provide clues about effective practices and what the mentee thinks is important. Can use this information to identify topics to explore during the reflective conference.
- Let me read this example to illustrate the concept of critical incidents What could the coach conclude after observing these two critical incidents. The mentee does not fully understand how to support children’s writing The mentee may not understand that giving children a purpose for their writing is more effective than drilling them on letter formation By identifying critical incidents, the Coach is able to identify a starting point for a conversation on supporting children’s writing.
- Here the mentee is engaged in appropriate practice but on a limited or narrow basis.
- Cultural Competence In the TA Guide (page 14) we developed the following definition of Cultural Competence. Culture includes our beliefs about ourselves as well as our attitudes, assumptions and expectations about people and events around us. It influences how and what we see, what interests us, what annoys us or frustrates us as we communicate with other people. Culture points to what is below the surface, things that are powerful in their impact but invincible and to a degree unconscious. While culture can function to guide our behavior we also know that it can limit thinking and stand in the way of change. As coaches and TA specialists we need to understand how culture is both a facilitator and inhibitor of change in teachers or administrators as well as myself
- Observer bias prevents someone from seeing a situation or person objectively. Bias may be subtle or lie below the level of consciousness. As a coach, your preconceptions and biases may affect what you pay attention to during an observation or influence the judgments you make.
- What are some of the biases that have surfaced when you have observed? How did you minimize the effect of bias on your observations?
- I want to think about diversity in the broadest of ways—This is a dimensions of diversity wheel. It is designed to help up thing about diversity in its broadest sense and can be used to remind us that bias is not based on country of origin, language or ethnicity alone. We all have unique attributes-the dimensions in the center circle are not easily changed. External dimensions form the outer circle. These dimensions are more flexble. All have implications for coaching.
- Cultural Questions-Reflection Let’s take a minute to reflect on and rate these questions. Any one want to share their ratings or some aspect of them. While knowledge about cultures can be learned, cultural competence needs to be practiced. As coaches we need to be familiar with the cultural background and experiences of the individuals we coach. Coaching is predominately Western, if not an Anglo Saxon concept. Some of its methodologies may be challenging to apply across cultures. A mentee from a predominantly group oriented culture with traditional hierarchies may have difficulty challenging a coach or sharing insights. He/ she may see an elder in the coach and may be more obedient. Understanding these differences and similarities in our way of interacting influences how a coach works with the mentee to be a partner in the coaching process.