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
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.
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.
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.
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.
Notes de l'éditeur
Brief introduction with background information?
Brief overview of PBIS.
Desired outcome is to share thoughts and perceptions of what a coach does and what problems coaches face.
This definition reflects the fundamental goal of coaching for implementation: to build capacity. First, coaching does NOT necessarily have to be completed by one person. Coaching can be provided by a number of different individuals depending upon individuals’ specializations, skill-sets, as well as the particulars of the context of activities. Second, the leadership team must hold certain essential skills sets in order to effectively coordinate and support coaching activities. These essential skills also reflect (or are embedded within) the new definition/model of Leadership.
4 Functions in a conceptual-basedhierarchical relationship: Problem-Solving Facilitation Skills + Content Knowledge help to inform and support skill development of leadership team members. In turn, the leadership team develops a plan of action for implementing and works to incorporate it into their school improvement efforts annually. PD would be one major mechanism for ensuring sustainability of what works and introducing more complex or needed improvements over time regarding staff knowledge and skills to increase efficiency and effectiveness of data-based decision making as well as instructional planning and evaluating of student success.Primary responsibility for guiding and monitoring implementation and sustainability over time would be expected to fall on the leadership team. Problem-Solving Facilitation skills and content knowledge among Leadership Team members would be expected to build over time through support of a coach or collective supports among members of the team as a foundation for empowering the leadership team to then provide guidance and support to all staff towards full implementation. PD for staff and lead team would be considered a core mechanism for ensuring an evolving examination of effectivess towards sustainability of what works over time.
When we are speaking of the role of the coach, and we mention facilitation, we do not necessarily mean the facilitation of meetings. We are addressing the concept of facilitating the learning and discussion of new ideas and implementation, which may sometimes lead to conflict or disagreements.
Again, facilitator in this case means facilitating conversations about implementation.
Recommended PD: Crucial Conversations, Facilitative LeadershipRecommended Reading: 5 Dysfunctions of a Team, The Influencer
Establish and articulate a clear vision with a sense of urgency for change, maintain focus and deliver a consistent message of implementation over time Message not always developed collaborativelyNeed for change/innovation must be perceived as immediately necessaryMust be communicated frequently
Decision-makers are most likely the administrators. If the administrators are not able to be present, then there should be a process in place for making decisions in his or her absence, OR a process for debriefing and review after the meeting with the facilitator and the administrator.
Engage in expert problem solvingIdentify the correct barriers and goals efficiently and effectivelyEngage in good problem analysis with an understanding that there are many typical barriers to attaining school goals.Know that there are several identified strategies for removing barriers and achieving the vision and apply appropriate strategies based upon school-specific needsEvaluate the effectiveness of implemented strategiesRetrain/ more training of teachers/staff/administrationUse mentorsStaff reinforcementEmpirical data of the schoolStaff from one’s own school will visit other schools having difficultyProvide teacher/staff incentives
The number one goal of in-school coaches is to be completely fluent in the framework and philosophies of PBIS at all levels.The second goal is to be able to effectively use that fluency to build capacity at the school level.
If you think about it, this is PBIS for Coaches. The first bullet describes a process that is similar to defining expectations.The second bullet is similar to teaching and coaching expectationsThe third and fourth bullets are similar to rewarding students when they meet those expectations.The final bullets are similar to using data to make decisions and responding to problems.
If this happens at your school, what will you do?
Include plans for training new team members----especially when there is administrator turnover.
Focus conversation---make sure all parties understand the desired outcome and the confidentialitySee and explore the current state---make sure the person being coached is understoodBridge to desired outcomes---the person being coached is given opportunity to describe ideal situationForm clear commitment and action plan---include dates and people responsibleMonitor for results and accountability---establish times to check in to monitor progress
Data analyst on team must have the skills, knowledge and time to facilitate the data analysis from start to finish. The coach is responsible for helping that person get the skills he or she needs.
Data analyst on team must have the skills, knowledge and time to facilitate the data analysis from start to finish. The coach is responsible for helping that person get the skills he or she needs.
http://www.pbis.org/presentations/default.aspxHorner presentation June 12, 2012, Kentucky Coaches Conference, Coaching Effective Implementation (see slide 30 or so)