Coaching and Mentoring in a Video World: NAEYC PDI June 2015 Presentation

1. Coaching & Mentoring in a Video World
Today, Tomorrow, and Beyond
Presenters:
Courtney Williams, CEO, Torsh Inc.
Pam Roux, 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
• Describe the Massachusetts Peer Assistance Coaching
(PAC) Model and the role of video as a coaching tool
• Reflect on the role of a TA competency framework to plan
professional development and drive the coaching process
• Examine frameworks for evaluating comprehensive
coaching initiatives

4. What does an effective
model of coaching look
like?

5. What does an Effective Model of
Coaching Look Like?

6. Research

7. Child Trends (2015)
Intentional
Selection
of Supports
Initial &
Ongoing
Training
Reflective
Supervision
of Coaches
Use of Data
Systems
7

8. Early Childhood Associates (2014)
Support for
Coaches

9. NAEYC (2011)
Relationship
Building
Goal Setting
Action
Planning
Feedback
and
Reflection
An Effective
Coaching Model

10. Harvard Graduate School of Education
(2014)
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

11. Coaching: Continuous Quality
Improvement
• Notice & Document
– Notice and Document specific challenges and strengths
• Reflect & Analyze
– Use guiding questions to reflect on and analyze what you notice, identifying patterns
regarding strengths and barriers to high quality learning environments and effective
practices
• Build Knowledge
– Engage in knowledge building conversations
• Plan
– Plan how to incorporate the new strategy. Supported by coach and planning guides
or protocol
• Try
– Educators and coach notice and discuss what is working and what is challenging so
that they can, reflect, analyze and collaboratively problem solve

12. National Comprehensive Center for
Teacher Quality
Video is a powerful tool that can help coaches and teachers identify areas for
improvement, set goals, and work toward those goals.
Video technology can be of great value because it results in records of teaching
that allow for repeated viewings and
discussionsand allow trained off site evaluators and coaches to “look
into” classrooms.

13. Awareness
Classroom video can provide teachers with:
A documentary record of their
instructional practices
that facilitates
self-reflection and a heightened
awareness
about what instructional strategies they are using with their students

14. Videos enable individual teachers and/or collaborative groups of teachers to better analyze what
their students are doing
during class and assess their reactions to specific
instructionalstrategies
Analysis

15. Access
Archived videos can increase teachers’ access to diverse examples
of best practices
that they can refer to repeatedly to
expand their instructional repertoire and customize
what they are doing to
better meet the diverse learning needsof their
students

16. These findings affirm that instructional videos
can help teachers better understand what they
are doing, assess how well their instruction is
meeting their students’ needs, and get ideas
about what other things they can do to engage
their students and accelerate student learning

17. PAC Overview
• Funding
• Goals
• Overview
– Development of Model
– PAC Advisory Panel
– Vendors
– Implementation
• Use of TALENT Video Feedback Platform
• Evaluation of the Model

18. PAC Goals
• Improve individual educator practice
• Improve program quality as evidenced by
meeting additional criteria on the MA-QRIS
• Improve outcomes for children

19. PAC Overview: Panel
• Application process
– Criteria for selection based on education and expertise with
coaching and mentoring
– 15 members selected from over 100 applications
• Advised on development, implementation and
modifications as needed throughout the project

20. PAC Overview: Vendors
• Vendors are tasked with working together to ensure
seamless experience for participants
• 5 vendors that provide services and support:
– Child Development and Education: management and distribution of
funding for coaches and mentees
– Early Childhood Associates: Evaluation of model
– UMass Boston: Coaching through the lens of CLASS
– Little Sprouts: Relationship-based training
– Torsh TALENT: Online video-based feedback
platform
– EPS facilitators: PLC facilitation

21. PAC Funding
• Funded by RTTT-ELCG
• ~$1.56 Million for four years
• Includes:
– Research and development of model
– Training on CLASS and Relationship Building
– Support for coaches and mentees, including:
• Stipends for coaches
• Durable goods for mentees – ipads!
• Substitute funding for coaches and mentees
• Professional Learning Communities (PLCs) supported by
Educator and Provider Support Grantees (MA system of
professional development)
– Online video-based observation and feedback platform (TALENT)
– Evaluation of model

22. Peer Assistance and Coaching (PAC)
The Model….
 Requires collaboration among Consulting Teachers, Mentees and
Instructional Leaders
 Involves entire delivery system: center-based, FCC, preschool, Head
Start, and OST programs
 Supports intensive CT training to build and improve content and
coaching skills
 Identifies training resources and coaching activities, and materials
for monitoring and reporting
 Features TALENT, a turn-key, video-based teacher observation,
feedback and data analytics platform

24. Coaching Process
• Use Assessment to Frame Coaching
(CLASS)
• 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.
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25. • Positive Climate
• Negative Climate
• Teacher Sensitivity
• Regard for Student Perspective
Emotional
Support
• Behavior Management
• Productivity
• Instructional Learning Format
Classroom
Organization
• Concept Development
• Quality Feedback
• Language Modeling
Instructional
Support
Domain Dimension
CLASS

26. Coaching Logs
Captures Essential Characteristics Of Coaching
Sessions:
• Time allotted to the session
• Coaching goals
• Coaching strategies used
• Content covered

27. • What does coaching in a
video world mean to
you?
• What does it look like?
• What are the pros and
cons?

28. • 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?

29. It Can Be Done Well

30. Using Video: Lessons Learned
Length – Not too long nor too short
Instructional videos that are less than 2-3 minutes appear to provide insufficient info to enable viewers to fully
understand the objectives of a lesson while videos longer than 15 minutes tend to cause viewers to lose focus
and interest (Hall and Wright, 2007)
Not all instructional videos are equally effective. Studies suggest focusing
on a number of critical variables when using video for PD:

31. Positioning – A guide to facilitate
improvement versus a “best practice”
This is particularly important in relation to experienced teachers who are far less receptive to videos that purport to
represent best practices than they are to videos that trigger discussions about “how to improve” the instruction depicted
in the video (Fong and Woodruff, 2003)
Using Video: Lessons Learned (Con’t)

32. Using Video: Lessons Learned (Con’t)
 Video source – Context impacts
teacher interest in adopting practices
presented in video
This suggests that videos produced by teachers and shared with their peers are more likely to influence
colleagues’ instructional practices within a school or a district than more anonymous ‘best practice’ videos archived
for mass viewing (Borko et al, 2007)

33. What Does It Look Like?

34. Torsh TALENT Video-based Platform
Torsh TALENT is a cloud-based platform that supports the capture,
upload, storage, retrieval, and management of in-classroom videos.
• One-Click Capture and Upload
• Time Synced Notes and Comments
• Automated Audio Transcription
• Data Analytics
• Best Practices Library
• Structured Feedback/Rubrics

35. Mini Demo

36. Embedded Video (if no wifi)

37. Evaluation
• What are we evaluating?
• Linda will discuss in more detail

38. Classroom
Quality
Improves
Job
Satisfaction
Improves
QRIS Ratings
Improve
Knowledge &
Skills Improve
PAC Outcomes

39. Types of Evaluation Questions
• Program Characteristics
– What are the characteristics of CTs, Mentees and Instructional Leaders
– What are the characteristics of the program
– What is the level of content and knowledge held by the CTs? By mentees?
• Coaching Activities and Resources
– What are the CTs primary activities? Secondary activities?
– To what extent is the CT using the PAC model: Timing? Activities? Schedule?
– What resources have been identified by and for the CT? What resources are
being used by the mentees? CTs?
• Program Outcomes
– What are the changes in content knowledge and skills in CTs? Mentees?
– What are the changes in quality in the Mentees’ classrooms?
– What are the levels of job satisfaction among CTs? Mentees?
– What changes in QRIS ratings

40. 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

41. 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

42. Linking The Evaluation Model With
Talent
• VIDEO
FEEDBACK
Talent
• CLASS
• COACHING
LOGS
• SURVEYS
PAC
Evaluation

43. Lessons Learned

44. Lessons Learned
Communication
Vendor coordination
Training
PLCs
Strong Orientation Package for all participants
Mentee Opportunities
Expectations

45. Online Platform in MA-PAC
• Privacy and Security
• Technological challenges/fears
– Level of comfort with technology
– Access to WIFI/Internet
– Language Barrier
• Initial expectations for new participants
– Face-to-face relationship building
– Use of video for reflection
• Subsequent expectations
– Sharing of video with coach monthly (or more)

46. Reflection
A thought going
around in
my head…
Some ideas that
square with my
thinking…
Three points I would
like to remember…

47. Questions & Discussion

48. Thank You!