The document outlines expectations and systems for effective coaching. It discusses participant expectations, desired outcomes, definitions of coaching roles, and systems to support coaching including developing a coach network, understanding team dynamics, establishing meeting foundations, integrating initiatives, and using a continuum for decision making.

1. LEADERSHIP & COACHING
FOR PBIS
Summer Institute, July 26-27, 2012

2. ROLE OF THE IN-SCHOOL
COACH

3. Exceptional Children Division
Behavior Support & Special Programs
Positive Behavior Intervention & Support Initiative

4. Participant Expectations
 Be Responsible
• Return promptly from breaks
• Be an active participant
• Use electronic devices appropriately
 Be Respectful
• Maintain cell phone etiquette
• Listen attentively to others
• Limit sidebars and stay on topic
 Be Kind
• Enter discussions with an open mind
• Respond appropriately to others’ ideas

5. Attention Signal
Please make note of time limits and
watch your clocks!
Trainer will raise his/her hand.
Finish your thought/comment.
Participants will raise a hand
and wait quietly.

6. Desired Outcomes
By the end of the session you will…
 Understand the use of effective systems,
practices and data of coaching
 Practice using tools to assist your coaching

7. Who we are…………
Regional Email Address
Coordinator
Cayce Cayce.mccamish@dpi.nc.gov
McCamish,
Region 5
Correy Watkins, Correy.watkins@dpi.nc.gov
Region 3
Laura Winter, Laura.winter@dpi.nc.gov
Region 6

8. Who are you?
 For the next 10 minutes, we will play
“In-School Coach Bingo!”
 Find people in the room who fit the
descriptions on the activity sheet.

9. Use of the Wiki
 How to do this……
http://ncec.ncdpi.wikispaces.net/Positiv
e+Behavior+Intervention+and+Suppo
rt

10. Review of PBIS
 Total staff commitment to managing behavior
 School-wide, clearly defined expectations
 Teaching component for behavior
 System to recognize and acknowledge
appropriate behavior
 Clearly defined, effective consequences for
problem behavior that exist on a continuum
 Plan to support students with chronic,
challenging behaviors
 Use of data in all aspects

11. Activity 1: Definitions
 Read the definitions of each of the
following and discuss with the people
at your table:
 Facilitator
 Coach
 Mentor
 Consultant
 How do these definitions match up
with your experiences as an in-school
coach?

12. Coaching Definition
Coaching (v.): a set of activities that provide
dynamic support and facilitation to develop the
capacity of school/district leadership teams to
implement initiatives 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
(Gaunt, leadership team to support & complete the
the Dorman, & March, 2012)
activities

13. Coaching Model
Professional Development
Leadership Support
Problem-Solving Content
Facilitation Skills Knowledge
(Gaunt, et al., 2012)

14. Leadership + Coaching
Leadership Characteristics Coaching Responsibilities
 Vision, focus,  Effective interpersonal
consistent message communication
 Focus on schools
 Data-based problem-
solving
 Relationships based
 Content Knowledge
on respect and shared
responsibility  Team Facilitation
 Support leadership
 Expert problem-solving
 Provide professional
 Investment in development
professional  Evaluate impacts
development
(Gaunt, et al., 2012)

15. Functions of an In-School
Coach
Roles Components
 Coach  Systems
 Mentor  Practices
 Consultant  Data
 Facilitator
 Skill Developer
 Problem solver

16. Social Competence and
Academic Achievement
OUTCOMES
Supporting Supporting
Staff Decision
Behavior Making
PRACTICES
Positive
Behavior
Intervention
Supporting & Support
Student Behavior

17. SYSTEMS FOR
EFFECTIVE COACHING

18. Social Competence &
Academic Achievement
OUTCOMES
Supporting
Supporting
Staff Behavior Decision
Making
PRACTICES
Positive
Behavior
Supporting Intervention
Student Behavior & Support

19. Systems for Effective
Coaching
In this section:
 Expectations for In-School Coaches
 District Level Support
 Integrating With Other Initiatives
 Networking
 Team Dynamics and Dysfunctions
 Meeting Foundations
 Making Decisions
 Problem Solving and Conflict Resolution
 Methods for Ongoing Learning

20. Systems
Expectations for In-School Coaches
 Can facilitate effective team conversations.
 Can provide effective consultation and
technical assistance to school teams.
 Able to effectively communicate within and
across schools.
 Can assist schools in establishing systems to
support staff and increase sustainability of
PBIS implementation efforts.
 Knowledgeable of local, regional, and state
contacts for consultation and support.

21. Systems for Effective Coaching:
District Level Support
 Coaching is most effective when
supported by a school system.
 District leadership is key in providing funding,
support for program goals, visibility of schools
implementing and inclusion in other district
initiatives.
 District level leadership team provides oversight
and ensures all stakeholders are represented in
development of program practices.
Leadership Support

22. Systems for Effective Coaching:
Integration with Other Initiatives
 Ensure that PBIS is part of
discussions as other related
initiatives are being implemented.
 Responsiveness to Instruction (RtI)
 School Improvement Planning
 Student Support and Special Education
 Common Core and Essential Standards
 Data Literacy Content
Knowledge

23. Systems for Effective Coaching:
Develop an Effective Coach Network
 System-wide team of coaches needs to utilize
the same effective team practices asked of
school teams.
 These include procedures for:
 Understanding team dynamics
 Guiding crucial conversations
 Making decisions
 Problem solving and conflict resolution
 Methods for ongoing learning
Leadership Support

24. Systems of Effective Coaching:
Understanding Team Dynamics
 Personality differences can have a major
impact on team dynamics and effectiveness.
 Team members should be familiar with typical
team challenges and discuss strategies for
addressing them.
 Five Dysfunctions of a Team provides a
framework for understanding and employing
methods for improving team functioning.
Problem-
Solving
(Lencioni, 2002) Facilitation

25. Systems for Effective Coaching:
Strategies for Addressing Team
Dysfunction
 Regularly assess team functioning through surveys.
 Provide opportunities to build trust.
 Create environments that address the needs of all
personality types.
 Utilize meeting processes that encompass a variety of
opportunities for maximum participation.
 Employ decision making methods that allow team
members to honestly commit to proposals.
 Use action plan to ensure accountability. Problem-
Solving
(Lencioni, 2002)
Facilitation

26. Systems for Effective Coaching:
Meeting Foundations
1. Meeting starts and ends on time Problem-Solving
2. Consistent attendance by team members Facilitation
3. Agenda is used to guide meeting topics Skills
4. Process is in place to monitor progress of implemented solutions
(review previous meeting minutes)
5. System is used for documenting decisions
6. Team members prepare for and meet responsibilities during
meeting
7. Next meeting is scheduled
8. All team members (absent or present) are given minutes within 24
hours of the meeting
9. Decision makers are present when needed
10. Protocol is established for when administrator is unable to attend
11. Efforts are making a difference in the lives of children/students
(Newton, Horner, Algozzine, Todd, & Algozzine, 2010)

27. Systems for Effective Coaching:
Making Decisions
 Coaching team needs to have a framework for
making decisions.
 Different decisions require different methods
depending on the stakeholders present and the
time frame.
 The following continuum of options for decision
making allows the coaching team to ensure
maximum possible participation.
Problem-
Solving
Facilitation
(Interaction Associates, 1998) Skills

28. Systems for Effective Coaching:
Continuum of Decision Making
Least restrictive- • Delegate without constraints
most amount of • Consensus of meeting attendees
input from group
• Delegate with constraints during
meeting
• Gather input and decide
Most restrictive- • Decide and announce during
least amount of meeting
input from group • Decide and announce after meeting
(Interaction Associates, 1998)

29. Systems for Effective Coaching:
Making Decisions
Tools for reaching agreement
 Proposals followed by thumbs up/thumbs
down
 Fist to five
 Disagree and commit
Problem-
Solving
Facilitation

30. Systems for Effective Coaching:
Problem Solving/Conflict Resolution
 Conflict is a normal part of working in teams.
 Productive conflict allows for voicing of
different opinions without personal attacks.
 Problem solve using the following guidelines:
 Stay focused on the common goal.
 Check for understanding before disagreeing.
 Table discussions if conflict can not be resolved.
 Allow team members time to reflect and come
back to the problem later. Problem-
Solving
Facilitation

31. System for Effective Coaching:
Methods for Ongoing Learning
 Coaches need ongoing learning opportunities.
 Focus on improving coaching practices and
school team outcomes.
 Team approach to learning can maximize use of
new ideas.
 Team professional growth plans
 Book studies
 Professional development
 Work with your district and regional coordinators
to access ongoing learning opportunities for PBIS
in your region.
Content Professional
Knowledge Development

32. Activity 2: Systems of Effective
Coaches
Find a partner.
Each pair has a scenario to read.
After reading the scenario, try to
resolve the conflict in the scenario.

33. PRACTICES OF
EFFECTIVE COACHES

34. Social Competence and
Academic Achievement
OUTCOMES
Supporting
Supporting
Staff Behavior Decision
Making
PRACTICES
Positive
Behavior
Interventio
Supporting n
Student Behavior and

35. Practices for Effective Coaching
In this section:
 Expectations for In-School Coach
 Practices of Effective Coaches and Fatal Flaws
 Building Relationships
 Applying Adult Learning Theory
 Giving Feedback
 Fostering Teacher Leaders
 Linking Teams to Other Resources
 Coach Learning Opportunities

36. Practices of Effective Coaches:
Expectations
Expectations for In-School Coaches
 Can facilitate effective team conversations.
 Can provide effective consultation and
technical assistance to school teams.
 Able to effectively communicate within and
across schools.
 Can assist schools in establishing systems to
support staff and increase sustainability of
PBIS implementation efforts.
 Knowledgeable of local, regional, and state
contacts for consultation and support.
(North Carolina Department of Public Instruction, n.d.)

37. Practices of Effective
Coaches
 Facilitates team work toward goals.
 Delegates effectively.
 Enjoys using praise and uses it often.
 Speaks loudly and often of team’s
achievements.
 Strives to help employees reach their fullest
potential.
 Continuously seeks innovative strategies to
increase effectiveness of PBIS
implementation.

38. Practices of Effective Coaches:
Fatal Flaws
 Lack of delegation
 Inability to modify old relationships
 Misuse of authority
 Lack of commitment
 Inability to recognize potential
 Failure to motivate

39. Practices of Effective Coaches:
Teams
 Develop team goals
 Set an example
 Expect accountability
 Encourage team suggestions
 Train employees
Problem-
Solving
Facilitation

40. Practices of Effective Coaches:
Building Relationships with Teams
 Relationship with team must be
established and nurtured.
 Coaches may take different
approach depending upon team.
 Process checks may be needed,
at times, to ensure that coach is
meeting needs of the team. Problem-
Solving
Facilitation

41. Practices of Effective Coaches:
Applying Adult Learning Theory
 Allow teams to be self-directed.
 Rely on expertise and experience of team members to
drive implementation.
 Assist team members with relating learning to their
role in the school.
 Support team in balancing immediate implementation
and planning.
 Connect internal motives and personal goals of team
members to PBIS. (Knowles, Holton, & Swanson, 2005)
Content Professional
Knowledge

42. Practices of Effective Coaches:
Applying Adult Learning Theory
 Trust is essential.
 Consider Four Principles of Adult Learning:
 Collaboration with dialogue
 Problem posing
 Action orientation
 Reflective practice
(Knowles et al., 2005)
Content Professional
Knowledge Development

43. Practices of Effective Coaches:
Giving Effective Feedback
 Provide ongoing feedback on
shortcomings and successes.
 Present in a supportive, honest,
sincere and non-accusatory manner.
 Make it timely.
Problem-
Content Solving
Knowledge Facilitation

44. Practices of Effective Coaches:
Building Independence Through
Inquiry
 Facilitative Leadership authors suggest that
coaches spend at least 70% of the time in inquiry
mode, which….
 leads to personal learning and builds problem
solving skills, which……….
 leads to stronger integration of knowledge and
increases likelihood of sustainability, which……..
 leads to life-long learners who seek out new ideas
and alternate perspectives.
 Good coaches understand the difference between
hearing what is actually said and hearing what the
person means.
(Interaction Associates, 1998) Content Problem-Solving
Knowledge Facilitation Skills

45. Practices of Effective Coaches:
Fostering Teacher Leaders
 Goals of Positive Behavior Intervention and
Support include creating sustainable change
and decreasing reliance upon outside sources
that ensure implementation.
 Leaders must emerge from within the school.
 Coaches should foster in-school leaders by
encouraging and providing further learning in
areas of strength and/or interest.
Leadership Support

46. Practices of Effective Coaches:
Linking Teams to Other Resources
 Gaining access to other resources
and other PBIS schools will build
capacity and independence.
JPBI www.pbis.org
www.ncpublicschools.org/posit District/regional coach
ivebehavior meetings
State trainings/conferences Newsletters
Blogs Social media
Websites Wikis
Posters Presentations to staff
Content
Knowledge

47. Practices of Effective Coaches:
Coach Learning Opportunities
 LEA/District Coach Meetings
 Regional Coach Meetings
 State Trainings (ex: Summer Institute,
State Recognition Ceremony)
 Exceptional Children’s Conference
Content Professional
Knowledge Development

48. Activity 3: Practices of Effective
Coaches
 Find a partner.
 Each person has been given a
“problem.”
 Take turns being the coach. When you
are the coach, you are listening to the
other person describe the problem, then
you are spending 3.5 minutes asking
questions about the problem before
spending the last 1.5 minutes advocating
a solution.
 Switch roles.

49. USING DATA FOR
EFFECTIVE COACHING

50. Social Competence and
Academic Achievement
OUTCOMES
Supporting
Supporting
Staff Behavior Decision
Making
PRACTICES
Positive
Behavior
Supporting Intervention
Student Behavior & Support

51. Data for Effective Coaching
In this section:
 Expectations for In-School Coaches
 Guiding Teams to Use Data
 Planning Implementation
 Developing New Strategies
 Evaluating Effectiveness of Strategies
 Tailoring Training

52. Using Data for Effective
Coaching: Expectations for In-
School Coaches
 Support team Data Manager as he or she:
 Becomes familiar with multiple types of data
and their uses (e.g. ODRs, SET, Surveys,
Achievement Scores, etc).
 Assists team in locating or summarizing data
as needed for problem-solving (e.g. NCWISE,
Excel Spreadsheets, etc).
 Can teach and support team's use of data to
guide decision-making.

53. Using Data for Effective Coaching:
Guiding Teams to Use Data
 Coaches need to help teams create simple
and easy ways to collect, summarize and use
behavioral data.
 Goal is to create systems where data is easily
entered and accessed by all staff.
 Climate needs to be safe in order for teams to
look at data in a non-judgmental way.
 Creating a safe climate may require ongoing
conversations with administrators, teams and
school staff.

54. Using Data for Effective Coaching:
Guiding Teams to Use Data
 Data becomes more useful when it is used
to answer key questions.
 Coaches teach teams to formulate
questions and then model how to use data
to generate answers.
 Teams should teach all teachers to follow
the same process in problem solving
teams, in classrooms and for individual
students.

55. Using Data for Effective Coaching:
Guiding Teams to Use Data
 Key questions fall into three
categories:
 Planning implementation
 Developing new strategies
 Evaluating effectiveness of strategies

56. Using Data for Effective Coaching:
Guiding Teams to Use Data
 Key questions for planning
implementation:
 What are our biggest areas of concern?
 What are our goals as a school?
 What is the vision we have for the school?
 Whatis currently working that we want to
keep doing?
Leadership Support

57. Using Data for Effective Coaching:
Guiding Teams to Use Data
 Data sources for planning
implementation:
 PBIS Self Assessment Survey
 Implementation Inventory
 School-wide Evaluation Tool
 Climate survey
 Discipline data
 Formative
and summative academic
assessments
Leadership Support
 Attendance data

58. Using Data for Effective Coaching:
Guiding Teams to Use Data
 Key questions for developing new
strategies:
 Canwe create a specific statement as to the
problem we are trying to solve?
 Can we make a hypothesis as to the reason
for the problem?
 What research based strategies best fit the
problem?
Problem-
Solving
Facilitation

59. Using Data for Effective Coaching:
Guiding Teams to Use Data
 Data sources for developing new
strategies:
 Office referral data
 Classroom level behavioral data
Problem-
Solving
Facilitation

60. Using Data for Effective Coaching:
Guiding Teams to Use Data
 Key questions for evaluating
effectiveness:
 Did we do what we said we were going to do?
 Doesthe data analyst have the skills,
knowledge and time to facilitate the process?
 Do
we have evidence that we met (or are
meeting) our goals?
Leadership Support

61. Using Data for Effective Coaching:
Guiding Teams to Use Data
 Data sources for evaluating
effectiveness:
 PBIS Self Assessment Survey
 Implementation Inventory
 Climate surveys
 Discipline data
 SET
Leadership Support

62. Using Data for Effective Coaching:
Tailoring Training/Coaching Needs
 Coaches need to use data in the same
manner in which we have guided our
teams
 Key questions coaches need to be
asking:
 Are we providing the best quality training that
meets the needs of participants?
 Are teams meeting their goals for implementation?
 (Lewis-Palmer, Barrett, & Lewis, 2004)my support and guidance?
Are teams satisfied with
Content Professional
 Are teams becoming increasingly independent over
Knowledge
time?

63. Using Data for Effective Coaching:
Tailoring Training/Coaching Needs
 Data Sources for tailoring
training/coaching needs:
 Training Evaluations
 Coach surveys
 Team action plans
 School level outcome data
 Frequency of meetings/training at the school level
 Coach self-assessment
(Lewis-Palmer et al., 2004)
Content Professional
Knowledge

64. Activity 4: Data for Effective
Coaching
 Using the graphs, create a plan for
professional development for the staff
and a plan for teaching expectations
for the students.

65. EFFECTIVE
COACHING:
EXPECTED
OUTCOMES

66. Social Competence and
Academic Achievement
OUTCOMES
Supporting Supporting
Staff Decision
Behavior Making
PRACTICES
Positive
Behavior
Intervention
Supporting & Support
Student Behavior

67. Outcomes of Effective
Coaching
 Improvement in overall fidelity of PBIS
implementation
 Improved PBIS fluency
 Abilityto apply and adapt PBIS concepts/skills to
novel problems
 Able to quickly identify and correct if off-course
 Improved ability to problem-solve
 Improved sustainability
(Horner, 2012)

68. Activity 5: Effective Coaching
Action Plan
 Complete the Coach Self-Assessment.
 Thinking about the expectations for in-school
coaches around data, systems, and practices,
what are your next steps as a coach?
 Write a couple of action plan steps about
additional training or support needed from your
LEA Coordinator or Regional Coordinator.