This is the slideshow used at the BUILD 2015 presentation. It is the shortened version to fit the time slot for the conference. The detailed presentation is also available on slideshare.net.
BUILD July 2015 Conference Presentation - Shortened Version
1. Using Technology In Your QRIS:
Options for Teacher Coursework, Peer Assistance and
Coaching
Presenters:
Pam Roux, Educator and Provider Support, MA, EEC
Chris Pond, Educator and Provider Support, MA, EEC
Linda Warren, CEO, Early Childhood Associates
2. Welcome!
• Who Are the Presenters?
• Who is in the Audience?
• Why Are We Attending?
3. Learning Outcomes
• Review a comprehensive package of TA and evaluation
utilizing video capture that is linked to a web-based video
platform.
• Reflect on the role of a TA competency framework to plan
professional development and drive the coaching process
• Describe the Massachusetts Peer Assistance Coaching
(PAC) Model and the role of video as a coaching tool
• Examine frameworks for evaluating comprehensive
coaching initiatives.
4.
5. TA Competencies:
The Charge
Create a Guide and set of competencies for
TA Providers working in Infant, Toddler,
Preschool and Out of School Time settings.
6. Identified Potential Uses
EC Workforce
or PD
Providers
As a guide to
effective practice
As a tool to gauge
current level of
competence
As a resource for
PD planning
Program
Managers,
Administrators
Inform mentoring
and staff
supervision
Develop criteria for
hiring staff or PD
providers
Develop PD Plans
PD Networks,
IHE
As a lens into the
skills necessary to
be an effective
practitioner
Develop courses,
advise students
7. What are the skills and
competencies needed by TA
providers?
12. Self Assessment & Action Planning
• Individually complete the Understanding Technical
Assistance section of the TA Self Assessment distributed
by the Presenters.
• Next review your Ratings and complete the Goal Setting
and Action Steps.
• Use the PD Planning Tool to develop Goals and Action
Steps.
• At your table share the potential uses of the Tool in your
community or organization.
13. Using the Framework:
A Peer Coaching Model
• How do we put the TA Competency Framework into
practice?
• Looking at it through one model: the PAC Model
14. PAC Overview
• Funding
• Goals
• Overview
– Development of Model
– PAC Advisory Panel
– Vendors
– Implementation
• Use of TA Competencies
• Use of TALENT Video Feedback Platform
• Evaluation of the Model
15. PAC Goals
• Improve individual educator practice
• Improve program quality as evidenced by
meeting additional criteria on the MA-QRIS
• Improve outcomes for children
16. Equity
• EEC philosophy in participation in ALL INITIATIVES
• Participants are recruited to apply statewide
– All program types in EEC’s mixed-delivery system
– Diverse language and cultural backgrounds
• Participants are matched according to:
– Program type
– Language
– Cultural Background
– Geography
17.
18. Coaching Process
• Use Assessment to Frame Coaching (CLASS)
• Use of TA Competencies to support and
evaluate coaching
• Support Development of:
– Engaging learning environments
– Effective teaching and interactions
– Positive Child Outcomes
• Link to PD that supports knowledge building
• Provide appropriate dosage and intensity of
services.
19. • Be coached using your
iPhone or iPad?
• Have access to your coach
without leaving your
classroom or your home?
• Have instant access to
feedback while you and your
coach are viewing live
video?
25. Data Collection Strategies
Class Assessment Scoring System (CLASS)
Coaching Checklists
CT & Mentee Knowledge and Skill Surveys
Virtual Review of Coaching Sessions
CT/Mentee Surveys
Interviews and Focus Groups
26. A 360 Degree Teacher & Coach
Development Tool
• Remotely observe and
provide feedback to teachers
via recorded videos of their
classroom practice
• Randomly select defined set
of videos for CLASS pre, mid
and post assessments
• Deliver evaluation results to
teachers as a unified portfolio
along with evaluation scores
and video based evidence
• Correlate
coaching/feedback dosage
& coaching strategies with
evaluation results via
interactive coaching logs
• Provide details on
coaching/feedback
effectiveness for the
purpose of improving
coaching effectiveness
