BUILDING SUSTAINABLE CHANGE THROUGH COACHING

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BUILDING SUSTAINABLE CHANGE THROUGH COACHING

• Presented by Laura Phipps and Mitzi Safrit
• WCPSS PBS Coaches

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Participant Expectations

• Be Responsible
• Return promptly from breaks
• Be an active participant
• Use laptop computers 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

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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.

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Desired Outcomes

• By the end of the session you will
• Understand the current implementation of PBS in
  Wake County
• Have a framework for developing effective
  coaching strategies
• See WCPSS and NC state outcomes related to
  coaching

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PBS IN WAKE COUNTY PUBLIC SCHOOL SYSTEM
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WCPSS PBS Mission

• The Positive Behavior Support team will
  empower teachers and other adults with the skills
  needed to improve overall classroom and school
  climate to achieve higher academic performance
  for all students.

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WCPSS PBS Team
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Role of the PBS Coach

• Provides professional development
• Fosters team development
• Assists in problem solving
• Supports the analysis of data
• Serves as a resource
• Models effective strategies

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Current Implementation

• 102 Schools
• Cohort 1 (trained in 05/06)
• 7 elementary, 5 middle, 2 High
• Cohort 2 (trained in 06/07)
• 17 elementary, 7 middle, 4 high
• Cohort 3 (trained in 07/08)
• 18 elementary, 8 middle, 3 high
• Cohort 4 (starting in 08/09)
• 24 elementary, 4 middle, 2 high

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FRAMEWORK FOR EFFECTIVE COACHING
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Effective Coaching
DATA
SYSTEMS
PRACTICES

• Apply framework of Systems, Data and
  Practices to coaching
• Need to have all three working together to
  achieve desired outcomes
• Systems are addressed primarily at the district
  level
• Practices focus on the skills coaches use with
  teams to move implementation forward
• Data is focused on the way coaches assists teams
  to use data, as well as how coaching team uses
  data to improve practices

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SYSTEMS FOR EFFECTIVE COACHING
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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

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Systems for Effective Coaching Integration with
Other Initiatives

• Ensure that PBS is part of discussions as other
  related initiatives are being implemented
• Response to Intervention
• School Improvement Planning
• Student Support and Special Education
• Continuous Improvement

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Systems for Effective Coaching Develop an
Effective Coach Team

• Team of coaches needs to utilize the same
  effective team practices we ask of our school
  teams
• These include procedures for
• Understanding team dynamics
• Running effective, efficient meetings
• Making decisions
• Problem solving and conflict resolution
• Methods for ongoing learning

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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

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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

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Systems for Effective Coaching Effective and
Efficient Meetings

• Review statement of purpose and ground rules
  regularly.
• Establish and honor roles and responsibilities.
• Develop agenda based on current action plan and
  distribute prior to meeting.
• State desired outcomes and use them to focus each
  agenda item.
• Utilize diverse methods that meet the needs of
  different learning styles so that all members
  participate in the meeting.
• Begin and end meetings with action items.
• Summarize the meeting results.
• Distribute meeting notes to team members.

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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
• Delegate without constraints
• Consensus of meeting attendees
• Delegate with constraints in the meeting
• Gather input and decide
• Decide and announce in the meeting
• Decide and announce after the meeting

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Systems for Effective Coaching Making Decisions

• Tools for reaching agreement
• Proposals followed by
  thumbs up/thumbs down
• Fist of five
• Disagree and commit

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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.

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System for Effective Coaching Methods for
Ongoing Learning

• Coaches need to have ongoing learning
  opportunities
• Important to 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

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PRACTICES OF EFFECTIVE COACHES
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Practices of Effective CoachesBuilding
Relationships with Teams

• Relationship with team must be established and
  nurtured.
• Coaches may take different approach depending
  upon team
• Encouraging
• Challenging
• Guiding
• Learning with the team
• Pushing the team into action
• Listening
• Process checks may be needed, at times, to ensure
  that coach is meeting needs of the team.

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Practices of Effective CoachesApplying 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 PBS

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Practices of Effective CoachesApplying Adult
Learning Theory

• Trust is essential.
• Consider Four Principles of Adult Learning
• Collaboration with dialogue
• Problem posing
• Action orientation
• Reflective practice

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Practices of Effective CoachesBuilding
Independence Through Inquiry

• Facilitative Leadership authors suggest that
  coaches spend at least 70 of the time in inquiry
  mode
• Questioning leads to personal learning and builds
  problem solving skills
• Personalized learning leads to stronger
  integration of knowledge and increases likelihood
  of sustainability
• Life-long learners seek out new ideas and
  alternate perspectives

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Practices of Effective Coaches Fostering Teacher
Leaders

• Goals of Positive Behavior 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

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Practices of Effective CoachesLinking Teams to
Other Resources

• Helping schools gain access to other resources
  will build capacity and independence
• Guide schools to use each other as resources
• Examples
• Appointments during trainings
• Electronic updates
• County-wide BlackBoard site
• Internet websites

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USING DATA FOR EFFECTIVE COACHING
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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

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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 PLCs, in classrooms and for
  individual students
• Key questions fall into three categories
• Planning implementation
• Developing new strategies
• Evaluating effectiveness of strategies

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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?
• What is currently working that we want to keep
  doing?
• Data sources
• EBS survey
• Implementation Inventory
• Climate survey
• Discipline data

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Using Data for Effective Coaching Guiding Teams
to Use Data

• Key questions for developing new strategies
• Can we 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?
• Data sources
• Office referral data
• Classroom level behavioral data

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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?
• Do we have evidence that we met (or are meeting)
  our goals?
• Data sources
• EBS survey
• Implementation Inventory
• Climate surveys
• Discipline data
• SET
• BOQ

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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?
• Are teams satisfied with my support and guidance?
• Are teams becoming increasingly independent over
  time?
• Data Sources
• Training Evaluations
• Coach surveys
• Team action plans
• School level outcome data
• Frequency of meetings/training at the school
  level

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WCPSS OUTCOMES
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NC SET Score Comparison by Number of Coaches
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Coaching Survey Results
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Coaching Survey Results
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Coaching Survey Results
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2007-2008 Office Referral Data
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What People are Saying about Coaching

• Our coach has always helped us work through our
  challenges, but has done so by facilitating, thus
  cultivating leadership among our staff.
• From the beginning, having a coach helped us
  learn how to maximize the use of our PBS team in
  guiding the rest of the school toward
  implementation.
• Our coach helped us establish a beginning point.
  She helped us decide what we wanted our program
  to look like and helped us develop a plan to get
  there. When we got frustrated with the details,
  she helped us focus on the big picture and sort
  out the small issues.

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Questions?

• WCPSS Website
• WCPSS Blackboard Site
• Go to blackboard.wcpss.net
• Click course sites
• Enter PBS into search courses
• Click on the link that has the coaches names as
  instructors
• Mitzi Safrit
• msafrit_at_wcpss.net
• Laura Phipps
• lphipps_at_wcpss.net