coaching for systems change

Coaching for Systems Change

Susan BarrettDirector, PBIS Regional Training and

Technical Assistance Centersbarrett@pbismaryland.org

Big Ideas

• Coaching across levels of Implementation– Creating pathways to develop workforce

• What does the state and district do to support coaching?– Job Descriptions– Selection and Recruitment– Training and Support– Evaluate fidelity and impact

Big Ideas

• Organizing training and support for coaches• Developing a Coaching Plan

– Individual– System

The Impact of Coaching with High Schools

Investing in Coaching

• Ensure Intervention (EBP) Fidelity• Ensure Implementation (process) Fidelity• Develop Organizational Systems to Promote

Professional Judgment and Sustainability

State

Regional

District/Division

Building

Classroom

Teachers/Staff

Student

Family

State

Regional

District/Division

Building

Classroom

Teachers/Staff

Student

Family

SystemsConditions that

support skill development for

staff

Practices/SkillsThe technical skill

set required to achieve intervention

fidelity

DataInformation required

to guide skill development

process

Applying the Logic to Adult Learning

Systems Supports

• Policy and Procedure Development• Budget reallocation• Implementation Team Support and Development• Re-purposing of positions to align with initiatives• Selection, training, coaching and assessment of

coaches• Organizational/Systems Change to train and support

coaching and staff– Access to training and support – Review of Internal infrastructure needed to support

coaching role for educator effectiveness

Improving and Sustaining Educator Practices/Skills

• Active Problem Solving (Implementation Teams, Leadership, Teachers/staff, students)

• Building Team Collaboration • Delivering Feedback• Consultation related to core features of EBPs

Using Data• Action plan with short/long term goals• Coaching service delivery plans• Self-Assessment (reflective practitioners)• Process measures/Fidelity checks• Progress Monitoring Tools• Student Outcomes• Data used for continuous improvement (PEP-PIP,

PDSA*)• Decision Support Data systems for both EBP and

Implementation process outcomes• Consumer feedback/social validity

Coaching: an activity that helps others achieve their

goals

“Process” TrainingApplication of knowledge in real life situations

EvaluationClearly defined GoalsMonitor and AdjustCheck for Impact

Content ExpertMastering the “What” and the “How”Adjusting as needed

RelationshipSupport, Reinforce and Communicate

EnablementRemove barriersFoster pathwaysStreamline and integrate

Coaching for Systems ChangeOrganizational Structures that Create

the Pathway for Adult Learning

• Organizational health• Effective use of personnel and resources• Highly effective and efficient PD that yields

application of EBP at the school and classroom level

• Teacher efficacy• Increased use of EBP• Fidelity of implementation• Progressive Teacher Evaluation System

State and District

• Investment: Staff Utilization Audit• Authority• Clear role and function• Selection Process• Link to outcomes

– Organizational Health– Staff Competency– Student Outcomes

PBIS as the FrameworkBroader Range and Higher Quality

• DETERMINE OUTCOMES.• INVEST in small number of “programs”- STOP doing what is not

addressing your need and not making the impact• REVIEW DATA to determine what 70- 80% of your students need• ONLY use Evidence Based programs • SUPPORT STAFF by Designing every PD that is anchored to

outcomes and includes team with admin and action plan, skilled coach, performance feedback

• TRACK FIDELITY• MONITOR OUTCOMES- modify if necessary

DETERMINE WAYS TO MAKE easier, more efficient• DON’T ADD anything unless you connect it to framework and have

data that determines the need- even when you get a new admin and superintendent!!

How do States and Districts train and support coaching effort?

• Needs Assessment• Professional Learning Community• Access to Resources• School Visits

Organizing the Work Types of Coaching

• Coaching for Individual Change: focus on skill development, support and performance

feedback (content specific: academic, behavior)

• Coaching for Team/Group Change: focus on collaboration and facilitation, group

dynamics

• Coaching for Systems Change:

focus on organizational change

Coaching

Form of embedded, sustained professional development through ongoing relationship and cyclical process used to:

• Build and refine existing skills and/or acquire new skills (individual and group)

• Support person or group’s ability to apply new knowledge

• Use of problem solving method with focus on data to inform practice (individual and group)

• Continuous improvement – encourage, recognize and shape

Tools

• Self Assessment: Coach• State and District Assessment: System• Work Plan: Coach• Practice Profile: School- fidelity• Implementation Snapshot: School

Using Coaches to impact PBIS in High Schools

Roles of the School Climate Specialists“Systems Coaching”

Creating the Conditions for LearningPromotion of social emotional wellbeing, social competence, physical safety, free from bully behavior,

prevention of substance usePromotion of school engagement, family involvement and culture of inclusion and equity

Promotion of safe, supportive school environment

Systems Supporting Staff Behavior• Solution Focused Team Approach•Administrator Support participation•Community of Practice (Skill development and performance feedback)•Consensus and collaboration across community, student, families •Communication and Dissemination process

Data Supporting Decision Making•School improvement goal progress -CAG•Climate Survey•Office Discipline Referrals, Suspension•Academic progress•Attendance, truancy•Direct Observation•Process tools (fidelity)

Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Consistent, instructional response to behavior errors• Personalized learning connections through extra- curricular events and relational support for all students

SYST

EMS

PRACTICES

OUTCOMES

DATA

Building a Data Culture Data Coach

Challenges• Lack of access to data

– Gatekeeper withholds access

– Administrative support

• Lack of understanding/interest

• No data being tracked

• No data system

• Denial about the data

Strategies/ideas/actions • Put data on the agenda!• Frequent reminders to team

members • Highlight 1 data source each

month• Structured activity in analyzing

data • Delegate data to different

people on team• Summer training (both large

group and within schools

Formalizing Selection Process • Id need in a measurable way- match to

culture/context• Guide process using Resource Map and

Consumer Guide • Assess skills • Build training competencies using fidelity tool

• Install organizational structures to create pathways for “press and support”– Coaching and Evaluation

Creating the Conditions for LearningPromotion of social emotional wellbeing, social competence, physical safety, free from bully behavior,

prevention of substance usePromotion of school engagement, family involvement and culture of inclusion and equity

Promotion of safe, supportive school environment

Systems Supporting Staff Behavior• Solution Focused Team Approach•Administrator Support participation•Community of Practice (Skill development and performance feedback)•Consensus and collaboration across community, student, families •Communication and Dissemination process

Data Supporting Decision Making•School improvement goal progress -CAG•Climate Survey•Office Discipline Referrals, Suspension•Academic progress•Attendance, truancy•Direct Observation•Process tools (fidelity)

Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Consistent, instructional response to behavior errors• Personalized learning connections through extra- curricular events and relational support for all students

SYST

EMS

PRACTICES

OUTCOMES

DATA

Installing Practices to Support Student Behavior

Challenges• Administrator buy in critical!

– Faculty Buy-in

• Identifying the ‘hidden leaders’

• Sustainability in the absence of resources

• Recognizing (and helping schools) readiness features

• Expect change overnight

Strategies/Ideas/Actions• District support is helpful • Have those in doubt lead

teams • Networking schools

w/other schools• Big picture thinking

– outcomes may be further down the road

• Link it to SIP

Creating the Conditions for LearningPromotion of social emotional wellbeing, social competence, physical safety, free from bully behavior,

prevention of substance usePromotion of school engagement, family involvement and culture of inclusion and equity

Promotion of safe, supportive school environment

Systems Supporting Staff Behavior• Solution Focused Team Approach•Administrator Support participation•Community of Practice (Skill development and performance feedback)•Consensus and collaboration across community, student, families •Communication and Dissemination process

Data Supporting Decision Making•School improvement goal progress -CAG•Climate Survey•Office Discipline Referrals, Suspension•Academic progress•Attendance, truancy•Direct Observation•Process tools (fidelity)

Practices Supporting Student Behavior• Define behaviors, expectations, and rules• Teach, model, and acknowledge behaviors, expectations, and rules• Consistent, instructional response to behavior errors• Personalized learning connections through extra- curricular events and relational support for all students

SYST

EMS

PRACTICES

OUTCOMES

DATA

Systems Change Coaching

Challenges• Absence of teaming

structures• Tradition of isolation• Ineffective communication

pathways• Release time

Strategies/actions/ideas• Each school is in a different

phase-make sure you are also in that phase.

• Implementing step 2 before step 1 isn’t always a bad thing

• Train staff in the EBPs – it increases buy in

• Patience and Persistence

Fidelity monitoring

• Coaches primary responsibility is to maintain fidelity of implementation after training (George, Kincaid, & Pollard-Sage, 2009)

• Training protocol• Implementation• Keeping w/the EBP guidelines

Training Methodology/Logic

• Do FOR (modeling) (progress monitor)• Do WITH (supportive feedback) (progress

monitor )• CHEER on (ongoing feedback to ensure

motivation) (progress monitor) • Provide ongoing professional development

and technical assistance as needed through modeling, practice and feedback to personnel (Joyce & Showers, 1981)

Coaching/Supervision ApproachHershfeldt and Barrett 2012

Training Progression: Scope and Sequence

https://pbis1-mds3.pbworks.com/w/page/39606263/CS%20Scope%20and%20Sequence?mode=embedded

Training Progression

Tracking Coaching Behaviors using Online Coaching Log

• What should coaches focus on and do they make an impact on fidelity and outcomes?

Top Small Group Hours

Coaching: Total Hours For Each Group Over All Visits

Hours Spent On Each Type Of Coaching Over All Visits

Data from our Region 1

• PBIS is implemented in all 7 schools in the intervention condition

• Some with greater fidelity and stronger commitment than others

• Fidelity and outcomes occurring when systems coach is “used”

Region 1 Data – Year OneISSET

Region 1 Data – Year OneSchool Climate Profile

Region 1 Data – Year OneAttendance

Region 1 Data – Year OneOffice Discipline Referrals

Region 1 – Year OneOut-of-School Suspensions

Building a Coaching Plan

Review Progress

• Assess Progress• Address unforeseen problems/questions• Adjust as needed• Stay on track with long term plan

– Persistence– Curiosity– Empathy

Now what?

• Manage Relationships• Manage Opportunities• Create new opportunities• Study process and reflect- part of the adjusting

• Coach: mentor and motivate to implement, take risks, drive actions for change, transfer skills, empower others to share in coaching role