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Guiding Change Impacting Quality: Understanding Coaching and TA
- 2. Step 2: Journal Reflection How does what we discussed about observation compare to your current practice or experience as a coach? What are the implications for your coaching practice? 3
- 3. Step 3 Feedback & Reflection 4
- 4. “ ” Reflection means stepping back from the immediate, intense experience of hands-on work and taking the time to wonder what the experience really means. ― Parlakian, 2001 5
- 5. Reflective Conference Tasks Lead mentee in an analysis of the events observed and guide the reflection on these events. Share best practices observed and identify and discuss any teaching or administrator challenges observed. Facilitate a discussion about next steps. 6
- 6. Use the principles for reflective conferencing as you plan How will you… Encourage and value the mentee’s voice? Promote mentee reflection? Challenge thinking? Build on strengths? Focus on achievable goals? 29
- 7. Encourage Reflection During the Conference Review goals and focus of the conference. Let the mentee comment first. Use questions and comments to draw out the mentee’s thoughts and feelings. Share your own observations. What did you think about the activities I observed or captured in video? How effective do you think you were at achieving your goals? What were you trying to accomplish? Did it work? Why? Why not? What do you think you did that contributed to children’s behaviors ? Do you see any patterns developing? That is a nice example of…(cite a child outcome or learning goal) Explain more to me. Introduce some of your insights. Cite evidence of how the goal was met or whether key points were missed 8
- 8. Video Viewing This video shows a coach in a home-based Early Head Start program.. 11
- 9. Challenge Mentee’s Thinking . 12 Think about why mentee might be struggling Connect practices and children’s responses Address mentee’s teaching challenges Share your own perspective. Address differences.
- 10. Manage Your Time! One half hour is long enough for a coaching feedback session. Meetings longer than 30 minutes increase chances you will go off in 3 or 4 directions rather than focusing on a single goal together. 13
- 11. Self Assessment on TA Process Turn to Section 1, Domain 1.3 on page 16. Complete this Self-Assessment Section. 16
- 12. Time for Lunch 30 minutes 17
- 13. Module 6: The Role of Evaluation in the TA Process TA Guide-Section 1, Subdomain 1.5 (page 20). Find competencies related to the role of evaluation. 18
- 14. Underlying effective coaching practices is a focus on the intentional use of data to inform our practices and to determine if they impact student outcomes. 19 Using Data to Inform Coaching
- 15. “ ” If you can’t measure something, you can’t understand it. If you can’t understand it, you can’t control it. If you can’t control it, you can’t improve it.” H. James Harrington 20
- 16. “Using data effectively does not mean getting good at crunching numbers. It means getting good at working together to gain insights from assessment results and to use insights to improve instruction and child outcomes.” 40
- 17. Goal Use data to inspire us rather than to burden us and to illuminate understandings. 41
- 18. Making Sense of Data 25
- 19. Guide to Making Sense of Data What do we know as a result of examining this data? What do we think as a result of examining this data? What don’t we know as a result of examining this data? What do we want to know as a result of examining this data? How does/will this data help improve instructional practices? Child outcomes? How will this data help improve coaching? 26
- 20. Case Study ► Find a partner. ► Read the Observation Data Analysis Guide in your packet. ► Choose/review 1 of 3 case studies in your packet. ► Analyze information using the Data Analysis Guide. ► Find a pair with the same case to share your conclusions. 27
- 21. Three Case Studies Toddler Class Coach & Teacher Conversation CLASS Toddler Scores ITERS Scores Pre-K Class Coach & Teacher Conversation CLASS Scores ECERs Scores Administrator Coach & Administrator Conversation PAS Scores 28
- 22. Case Study Debrief Were the data analyses difficult? What aspects did you find most challenging? Did your conclusions differ from your pair share colleagues? What are the implications for your coaching practice? 29
- 23. Journal Reflection Jot down any ideas to remember or practices apply or adapt for your own professional practice. 44
- 24. Evaluating the Coaching Process How do we reflect on or evaluate the coaching relationship? 45
- 25. Some Ideas Revisit your goals Obstacles encountered? Progress made? Measure success What did I do particularly well? What can I do now that I couldn’t do before? What changes do I see in my practice as a mentee or coach? In children? Insights Was the experience valuable? Why/why not? What did I learn about myself? How can I use this learning in the future? What didn’t go well? What am I still challenged by? What might I do to address these challenges? 46
- 26. Sample Coaching Evaluation Form 33
- 27. Coaching Logs Captures Essential Characteristics Of Coaching Sessions: Time allotted to the session Coaching goals Coaching strategies used Content covered 34
- 28. Self Assessment on TA Approaches Turn to TA Guide-Section 1, Subdomain 1.5 Complete this Self-Assessment Section. Turn to Page 32 to complete the Summary, Goal Setting and Action Steps. 35
- 29. Congratulations!! You have completed the TA Course! 36
- 30. Before you go……. Take a few minutes to complete the end of Course Evaluation! 37
Editor's Notes
- Reflection is a powerful process through which coaches help mentees examine and enhance their practice. Mentees take leading active roles in the feedback and reflective process. Planning is key to effective reflective conferences. Coaches need to consider the evidence from what they observed that is related to the mentee’s goals.
- The coach has 3 tasks to accomplish in the reflective conference. First, the coach leads the mentee in an analysis of events observed and guides the mentee’s reflection on the events. Second, the coach shares best practices observed and identifies and discusses any teaching or administrator challenges observed. Finally the coach facilitates a discussion of next steps. The final step in the reflective conference is to bring the event to a worthwhile conclusion. With the mentee, the coach reviews the highlights of the conference including any challenges that arose during the discussion. Together they develop strategies for addressing challenges. Together they plan the next steps with timelines and necessary resources. Next steps may include reading about a certain topic, observing a colleague, the coaching modeling a teaching method or a follow-up conversation.
- Review goals and focus of conference Let mentee comment first What do you think about the activities I observed How effective do you think you were in achieving your goals What were you trying to accomplish? Did it work? Why or why not? Use questions and comments to draw out mentee’s thoughts and feelings about her practice What do you think you did that contributed to the children’s behaviors? Do you see any patterns developing? That is a nice example of (child outcome or learning goal) Explain more to me Share your observations. Introduce some of your insights. You might cite more evidence of how here goal was met or whether key points were missed.
- This video shows a coach in a home based Early Head Start program. The coach has observed the mentee during a weekly socialization group. She has videotaped the observation and reviews it in preparation for the reflective conference. The video shows the coach and mentee engaged in a reflective conference.
- Struggling. Is your mentee challenged because of limited foundational knowledge, complexity of change? Teaching challenges. Sometimes these are obvious to mentee –other times you will need to point them out. Connect practices. Help your mentee see the link between her teaching and children’s learning, Give examples from the observation. Share your perspective. Strive to open up the mentee’s thinking to new perspectives about how to improve child outcomes. Address differences of opinion. Look for a place where you and mentee can agree. You might go back to a shared value discussed earlier, as you address the point on which you differ,. We both agreed that it is important to encourage language development from the beginning. This is one on the ways I see that happening.
- Post Conference analysis Coaches reflect on their own practice by considering these questions. Mentees can ask themselves
- Let’s spend some time thinking about how we would respond to the reflection questions on the professional conferencing process.
- Turn to Section 1, Domain 1/Subdomain 1.3 on pages 16-17 of your self assessment tool. Rate your skills and write down ideas for furthering your professional development.
- Good data is at the heart of coaching. Look at the competencies associated with the role of evaluation in the TA process.
- Underlying all of these efforts is a focus on the intentional use of data to inform our practices and to determine if they impact student outcomes. If you can’t measure something, you can’t understand it. If you can’t understand it, you can’t control it. If you can’t control it, you can’t improve it.” - H. James Harrington
- If you can’t measure something, you can’t understand it. If you can’t understand it, you can’t control it. If you can’t control it, you can’t improve it.” - H. James Harrington The data gathered about program practices should help coaches determine what changes need to be made in the coaching process. For example, if mentees are not moving to a higher level of practice, coaches will want to think about making changes related to: Coaching strategies Coaching content Dosage of coaching Intensity of coaching Coaching agreements.
- Session #1
- 22
- Let’s watch a video on how one coach uses child assessment data in her work with her Mentee. They use the Child Observation Record (COR) to identify language and literacy areas that can be strengthened in the classroom. Together, they plan nursery rhyme activities that can help children understand positional words (below, over, next to). As you watch the video look at how the coach helps the mentee be more intentional in her practice.
- Let’s look at the questions on using data to inform coaching.
- We collect lots of data every day or someone else does and we have access to. So the question is how do we make sense of it. I always start with one data source and try to answer these questions.
- In the case study, we are going to give you a chance to practice what we have been discussing today regarding data and its use in improving practice.
- We have three case studies. We want you to chose one. You can work in pairs.
- Difficult Challenging aspects Similar or different conclusions from our colleagues Implications for your coaching practice.
- Refer to handout— How do we reflect on the coaching relationship?
- I have used in recent evaluation s of the coaching process. This is a topic that warrants further exploration. We have two opportunities coming up that you may be interesting in registering for. Pass out the flyers.