Muff Perry ITC Harrisonburg Rockingham

Jessica Norton First Words, Inc.

Molly Zarski Albemarle Therapy Center

Stacie Jackson ITC Staunton-Waynesboro

Coaching in Early Intervention: What It Is & What It Isn’t

Coaching in Virginia

ObjectivesYou will: Develop foundational knowledge about

the coaching interaction style Identify the 5 different characteristics of

coaching Practice asking reflective questions Determine next steps for self-learning

What is coaching?“Coaching is not telling people what to do; it’s giving them a chance to examine what they are doing in light of their intentions.” (Flaherty, 1999)

“Coaching is developing people on purpose. Coaching involves (the other person) in the process of planning, creating, and problem solving.” (Doyle 1991)

“Coaching is individualized and based on the theory that each person has a unique knowledge base, and learning preference and styles, therefore, participants, progress at their own pace.” (Wild, Shambaugh, Isberg & Kaul, 1999)

CoachingAn adult learning strategy in which the coach promotes the learner’s (coachee’s) ability to reflect on his or her own actions as a means to determine the effectiveness of an action or practice and develop a plan for refinement and use of the action in immediate and future situations.

In other words…Coaching is a relationship-based process that is used to improve existing skills, develop new skills, and build the competence and confidence of the family to achieve desired or intended outcomes.

6 Principles of Adult Learning Styles Voluntary participation Reciprocal respect Collaborative exchange Praxis Critical Reflection Self Direction

What is the purpose of coaching in Early Intervention?

Improve existing knowledge and practices within each family

Help the family develop new skills Promote continuous self-assessment and

learning on the part of the family.

COMPETENCE & CONFIDENCE

What it is? What it is not?

Coaching is…. Interaction style Reflective Parent empowerment Involve family &

provider Confidence &

Competence

Coaching is not.…

Delivery method Provider hands-off Directive Starting over

“Let me solve this

problem for you”

Natural Learning EnvironmentsThe U.S. Code of Federal Regulations 303:12(4)(b)(2) defines natural environments as "settings that are natural or normal for the child's same age peers who have no disabilities.”

In summary….Seven Key Principles

Coaching Characteristics: What does a session look like?

Joint Planning ObservationAction/practiceReflectionFeedback

Joint Planning Agreement between coachee & coach Encourages active participation Occurs for all coaching sessions

Joint PlanningBeginning of the Conversation

Beginning is the end…

Revisitation of the plan

Predictable process/Focus

Specific rather than general

Joint Planning:Conclusion of the Conversation

End is the beginning… Developed throughout the coaching

session or the end of the visit Reviewing actions, observations, and

topics discussed Summarize from both Coach and

Coachee

Joint Plan: Now what??

What does coach do when… the coachee leaves out critical strategy when summarizing? the coachee’s plan does not align with what coach thought was going to happen? “I always forget what we are working on” “I don’t know” “I don’t have time”

Joint Plan

Coaching NOT Coaxing

Joint Plan: When you return

Was the joint plan effective? Why or why not?

How do you know? What happens next?

REFLECTION not PERFECTION

Observation

Observing the real life activity of a family’s daily routine provides the opportunity to assess the action or practices with the goal of developing new skills, strategies and ideas.

Observation of the Coachee by the Coach Observation of the Coach by the Coachee (coach models)

Modeling

Planned observation by the coachee of the coach or if a situation presents itself during the session to modify an activity

Intentional not Hopeful

7 steps of Modeling

Modeling

1. Explain what coach/coachee is doing, asking permission

2. Planned observation – give the parent a job to do

3. Coach models – this can be as hands on as it needs to be

4. Coach/Coachee discuss what worked and what didn’t

5. Invite parent to try strategy

6. Reflection – When, Where, How, What Worked, What didn’t

7. Joint Plan

Action Practice of the agreed upon activity by

the coach and coachee During the coaching session Between the coaching sessions

Occurs within real life situations (natural learning opportunities)

Reflection

“Looking back with the goal of looking forward”

(Daniels, 2002; Rush & Sheldon, 2011)

ReflectionCoach’s purpose:“to build the capacity of the coachee in a way that will promote ongoing self-assessment, planning, and acquisition of knowledge or skills by teaching the coachee to be aware of, continually examine, and refine his or her current knowledge and behavior”

(Gallacher, 1996; Gilkerson, 2004; Rush & Sheldon, 2011)

ReflectionWhat the coach does: use reflective questions to help the

coachee analyze the current situation encourage the coachee to generate

alternatives and actions so that his or her knowledge and skills are continually improving (building competence)

assist the coachee in achieving the desired outcome (building confidence)

ReflectionWhat the coachee does:determine what worked or did not

workconsider why it did or did not work

during the observation and/or action

generate ideas for what to do next

Reflection

Reflection ON action

Reflection IN action

Reflection FOR action

Reflective QuestioningStrive to: Ask open-ended questions Choose naturally-occurring questions which

are in response to questions or comments made by the coachee

Avoid leading questions that direct the coachee toward a particular answer or idea

Be open to the coachee’s ideas

Reflective QuestioningTYPES of reflective questions: Awareness Analysis* Alternatives Action*

Awareness Questions Promote the coachee’s understanding of

what he or she already knows or is already doing

May be used to clarify the situation or issue for both the coach and coachee so that everyone is on the same page

Typically who, what, when, where, what have you tried?,

Analysis Questions Support the coachee in comparing the

current state to the desired future state Answers are usually not readily apparent to

the coach or coachee so they typically lead the coachee to examining his or her thoughts, feelings, actions, intentions, and knowledge

Typically ask how or why (“how does what just happened compare to what you would like to happen?”)

Alternatives Questions Give the coachee the opportunity to

consider a variety of possible options so that he or she can choose how to obtain the desired outcome

Allow for brainstorming and opportunities to share or explore knowledge and ideas (“what are all the possible ideas to consider?”)

Action Questions Help to develop the joint plan so that both

the coach and coachee know what they are going to do as a result of the conversation

Confirm exactly what will be done next, including specific steps for implementation and possibly even a back-up plan (“who is going to do what before the next time we meet?” “what will we focus on during our next visit?”)

Reflective QuestioningCONTENT of reflective questions:

Knowledge and understanding

Practice

Outcomes

Evaluation

Reflective Questioning

Let’s practice!!!

“Friend” Scenario Coach – Friend 1 Coachee – Friend 2 – returning to work Observer

A friend comes to you and is going back to work. She is trying to figure out child care – family day home or center based.

Non-Sleeping Toddlers Coach – EI provider Coachee – Mom Observer

“Remember last time we talked, I mentioned I could not get Timmy and Philip to sleep. I video’d what happens at nap time. What do I do about this?”

Unhappy Wake-Up Coach – EI Provider w/ family for 2

months Coachee – Grandma Observer

Joey is 25 month old and recently diagnosed with Autism. Grandma explains that Joey always wakes up screaming and she is not able to console him. She wants your help!

Reflection

“Just tell me what I need to do.”

“She’s not going to do that.”

“Fine.”

What do we coaches do now???

Feedback

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FeedbackCoach’s purpose:“to affirm the coachee’s reflections or actions or to add information to deepen the coachee’s understanding of the topic being discussed in order to jointly develop new ideas and actions” (Rush & Sheldon, 2011)

FeedbackWhat the coach does: use noncommittal acknowledgement,

when appropriate, to affirm what the coachee says or does

provide positive feedback, when necessary

share information to build on the coachee’s knowledge and skills

FeedbackTYPES of feedback: Informative* Affirmative* Evaluative Directive

Informative Feedback This shares knowledge and information

with the coachee that is directly related to an observation, action, reflection, or direct question from the coachee

It could provide research-based practices related to the situation or ideas resulting from the coach’s expertise and experience

The timing and delivery is important

Affirmative Feedback This results from active listening and

provides noncommittal acknowledgement to let the coachee know that he or she has been heard and understood

This could neutrally share the coach’s perceptions or observations of others

It does NOT agree, disagree, or make any type of judgment

Evaluative Feedback This provides a judgment of what has

been observed or reported

It’s not wrong and shouldn’t be withheld and many coachees appreciate hearing the coach’s assessment; HOWEVER, when evaluative feedback is overused, it becomes meaningless

Directive Feedback This involves telling the coachee what to do It is generally inconsistent with coaching

practices because it does not build the coachee’s capacity

Should be used only when a clear and present danger exists and there is no time to engage the coachee in a coaching conversation

It is different than direct instruction

How Do We Build a Community of Practice? Mentoring Read coaching handbook Start or join a community meeting Brown Bag lunches Try a joint plan Book Study Other?