Social Emotional Foundations for Early Learning (SEFEL): Mindful Coaching June 27, 2013 Department...
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Transcript of Social Emotional Foundations for Early Learning (SEFEL): Mindful Coaching June 27, 2013 Department...
Social Emotional Foundations for Early Learning (SEFEL): Mindful Coaching
June 27, 2013
Department of Public InstructionOffice of Early Learning
Preschool Exceptional Children Program
Welcome!
Objectives
Participants will learn:1.The definition of ‘mindful coaching’ 2.Key tenants of mindfulness and self awareness3.Six voices or roles of a coach4.The coaching cycle and tools to support these practices5.The measurement tools used in the SEFEL project
CSEFEL Pyramid Model for Social-Emotional Development
5
SEFEL Jeopardy
Emotional literacy
Morning Greeter Apron
Picture Schedules
Meaningful jobs
Tucker the Turtle
Behavior Support Plan
Solution kitClassroom
Rules
Building the school with kindness
$100
$200
$100
$300
$200
$300
$200
$100
$300
The Teaching Pyramid
Positive Relationships withChildren, Families, and Colleagues
Creating Supportive Environments
Social Emotional Teaching Strategies
Individualized Intensive
Interventions
Universal promotion
Prevention
Treatment/focusedintervention
Discussion QuestionAccording to CSEFEL, ‘Typically about 10% of the preschool children in group care are described as having challenging behaviors. When developmentally appropriate, preventive strategies in the bottom levels of the triangle are practiced consistently, the percentage drops to 4%. So, only 4% actually need a behavior intervention plan.’•Do you agree? How does this statement compare with the children in classrooms you’ve taught/observed?
Why do we exist?
• Why SEFEL?– To improve social-emotional outcomes for
children in early care and education
• Why SEFEL coaching?– To increase the likelihood that teachers will
implement SEFEL strategies effectively
readinglecture
readinglecture
role playingfield applicationcase studies
role playingfield application
demonstrationobservationinterviewingproblem solvingbrainstormingdiscussion
guided reflectionself-analysisclinical supervision
guided reflectionfollow-up planscoaching
Attitudes, values
Skill
Knowledge
Awareness
Different levels of professional development approaches (intensity levels from low to high)
Low High
De
sir
ed im
pa
ct o
n le
arn
ers
(l
ea
rnin
g o
utc
om
es
fro
m l
ow
t o
hig
h)
Adapted from: Harris, B.M (1980). Improving staff development through in-service education. Needham, MA: Allyn & Bacon
Coaching
Training, Coaching, Performance Outcomes
(% of participants who demonstrate knowledge, and new skills in a training setting and use the new skills in the classroom)
Training Components
Knowledge
Skill Demonstration
Use in the Classroom
Theory & Discussion
10% 5% 0%
+ Demonstration in Training
30% 20% 0%
+ Practice & Feedback in Training
60% 60% 5%
+ Coaching in the Classroom
95% 95% 95%
Joyce & Showers, 2002
‘You cannot teach humans anything. You can only help them discover it
within themselves.’
Galileo
A definition of coaching
“That part of a relationship in which one person is primarily dedicated to serving the long-term development of effectiveness and self-generation in the other.”
Doug Silsbee (2010)
“Service is the rent we pay to be living. It is the very purpose of life and not something you do in your spare time.”
Marian Wright Edelman
Small group discussion
• Have you ever received coaching – either formally or informally?
• How does this definition fit with your experience?
A definition of coaching
“That part of a relationship in which one person is primarily dedicated to serving the long-term development of effectiveness and self-generation in the other.”
Doug Silsbee (2010)
Large group discussion
• How does Silsbee’s definition fit with your personal definition of coaching?
• With your own experience?
• Have any of these definitions evolved over time?
Small group discussion
Coaching/Non-coaching relationships
•Think about a person you are coaching
•What other relationships do you have with that person?
Helping someone think about options
A. TrueB. False
True
False
0%0%
Asking questions to encourage new thoughts
A. TrueB. False
True
False
0%0%
Lecturing about a prescribed solution
A. TrueB. False
True
False
0%0%
Conducting an annual performance review
A. TrueB. False
True
False
0%0%
Outlining a strategy for others to follow
A. TrueB. False
True
False
0%0%
Modeling a classroom strategy
A. TrueB. False
True
False
0%0%
Delegating tasks
A. TrueB. False
True
False
0%0%
The Mindful Controller
“Mindfulness is the inner state in which we can observe ourselves in action.”“It is the state of being aware of our own sensations, thoughts, feelings, and judgments.”Mindful self-awareness is the starting point in serving our clients well.”
Activity: Listening Exercise• Pair up• Select a speaker and a listener• Speaker describes their best vacation• Listener must not say anything• When facilitator calls time, the listener must
repeat what was said to the speaker– How did you feel during this exercise?– What sensations and emotional reactions did you
experience?
Attachments & Aversions
We are drawn toward pleasure and attached to finding it/ we avoid pain
We seek material gain, trying to get what we want/ we try to avoid losing what we have
We want to be known and respected/ we have an intense dislike for shame, embarrassment, and loss of face
We are attached to praise and to being appreciated and even adored/ we wish to avoid blame and responsibility for negative things.
Attachments & Aversions for Coaches
We want to be seen as competent by the client/ we want to avoid being seen as ineffective or unhelpful
We value a personal connection with the client/ we try to avoid tension or conflict in the relationship
We look for a sensation of aliveness and creativity/ we are impatient with rote conversation
We like the security of coaching according to a specific template or model/ we try to avoid being seen as uncertain
Activity: Awareness of Attachments
• Pair up• Select a speaker and a listener• Speaker describes a challenging time in his or
her childhood• Listener must not say anything• Listener must count the number of time
he/she wanted to make a statement
How many times did you want to say something?
A. Less than 5B. Between 5 to 7 C. Greater than 7
Less
than 5
Between 5 to
7
Greater t
han 7
0% 0%0%
Coaching Habits of Mind
Self-judgmentSocial identity
ProjectionPhilosophical positions
Emotional TriggersRoutines
DistractionsExpert Mind
Lunch Break
The Partner
The Investigator
The Reflector
The Teacher
The Guide
The Contractor
Activity: Finding your Voice
Did you complete the Silsbee self-assessment?
Reflect:•Which voice do you overuse? •Which voice do you underuse?•Which voice are you attached to?•Which voice do you have an aversion to?
Discuss in small groups
• Based on data from TPOT & Teacher Checklists
• Tools: Teacher Plan and Yearly Coaching Plan
• Supporting strategies to improve teacher practices
• Tools:Coaches Planning Guide
• Relationship Building
• Tools: Teacher-Coach Agreement
Focused Observation Focused Observation Shared Goals and PlansShared Goals and Plans
Initial PhaseInitial Phase
• Reflect on teacher and child progress
• Tool: Post-TPOT and SSIS
Reflection and FeedbackReflection and Feedback
Adapted from National Center for Quality Teaching and Learning
Small Group Activity
• Pick a partner• Use the Coaches Planning Guide, pg.2 and
think of one question to ask the teacher in this scenario that helps her think about:
1. The Situation2. The Outcome3. The Actions
Training Materials and Resources
• http://csefel.vanderbilt.edu/-
• http://www.challengingbehavior.org
• http://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teaching
• Talk about how training can be incorporated into coaching
Measurement Tools
Teacher Checklists
• Aligned with the sections of the TPOT
• Teacher self-assessment- 10 sections
• Yes/No format
• Identify strengths/emerging skills
Teaching Pyramid Observation Tool (TPOT)
• Purpose is Formative Assessment and Accountability:
– Pre-TPOT used in conjunction with Teacher Checklists to identify target teacher behaviors to begin training and coaching efforts
– Comparison of Pre and Post TPOT provides accountability measure
Using the TPOT• Observations• Conducted for a minimum of 2 hours• Must observe centers or free play and at least
one teacher-directed activity• Focus of observation is lead teacher’s
behavior• Interviews for those practices that cannot be
observed in a 2-hour observation
Small Group Activity
Review each section of the TPOT
Compare one section on the TPOT with the corresponding section on the Teacher Checklists
1. What did you notice?2. If you were the teacher, how would you
feel about using the Teacher Checklists as a self-assessment?
Social Skills Improvement System (SSIS)
• Purpose: assesses children’s social skills and problem behaviors
• Used to compare change from the beginning of the year to the end of the year
• Accountability for the state
SSIS Scoring
Social SkillsCategory Score Range
Well Above Average > 130
Above Average 116-130
Average 86-115
Below Average 70 - 85
Well Below Average < 70
SSIS Scoring
Problem Behaviors
Category Score Range
Well Below Average < 70
Below Average 70-85
Average 86-115
Below Average 70 - 85
Well Below Average < 70