B-7 Using Data to Track Coaching
Functions
Patricia Hershfeldt & Christina Jordan
Sheppard Pratt Health System
Objectives
• Participants will learn about various functions
of coaching and how each function serves a
different purpose.
• Participants will view an electronic data log
used to capture coaching functions.
• Participants will participate in a discussion
about how data informs coaching decisions.
Maryland Safe and Supportive Schools (MDS3)
Implementation
“develop capacity
in schools
to improve”
Research and
evaluation
“sustainable
system to
measure”
Administration
“facilitate and manage implementation and
disseminate outcomes to stakeholders”
Roles of the School Climate Specialists
• Support the installation of
EBPs in high schools
• Serve as resource brokers
• Conduit for cooperation
between research and
practice
• Serve as the communication
link between schools and
stakeholders to create and
optimize partnerships
– Lead in the direction of
sustainability
Skill Coach for
Practitioners
Support to
Leadership
Systems Change
Coach
Organizational/Systems Change
OR
The Development of Effective, Productive,
Collaborative Systems that create optimal
Conditions for Learning
Phases of Coaching
(adapted from Situational Leadership. Blanchard and Hersey)
Coach needs to adjust to situation (teams skill set, knowledge and commitment to change)
C1- Teaching/Transfer of new skill set: Define the roles and tasks (BOQ, BAT) of the ‘follower’ or team and supervise them
closely. Decisions are made by the coach/facilitator and announced, so communication is largely one-way. Team
will lack fluency who but are enthusiastic and committed. They need direction and supervision to get them
started.
C2 – Coaching – High task focus, high relationship focus – coach still define roles and tasks, but seeks ideas and suggestions
from the team. communication is much more two-way. For people who have some competence but can lack
commitment. They need direction and supervision because they are still relatively inexperienced. They also need
support and praise to build their self-esteem, and involvement in decision-making to restore their commitment.
C3 – Participating / Supporting – Low task focus, high relationship focus – coach pass day-to-day decisions, such as task
allocation and processes, to the team. The leader facilitates and takes part in decisions, but control is with the
team. For people who have competence, but lack confidence or motivation. They do not need much direction
because of their skills, but support is necessary to bolster their confidence and motivation.
C4 – Delegating – Low task focus, low relationship focus – coach still involved in decisions and problem-solving, but control
is with the team. The team decides when and how the coach will be involved. For people who have both
competence and commitment-they are able and willing to work on a project by themselves with little supervision
or support.
Types of coaching activity
3000
2529.86
2500
2142.03
2000
1500
1206.67
1064.6325
1000
553.45
354.8775
500
89.425
1.25 3.75
115.675 87
29
48.6511.5534.65
515.99
349.95
116.65
714.01
602.0475
200.6825
0
Year1
Year2
y2_projected
Partnering to improve data use skills
• Data Day for coaches provided by JHU
• Data Day for School Teams
• Skill focused
– Significant gains
– Building capacity to ensure sustainability
• Tools to support data based decision making.
– overview
– crosswalk created by the SCS
Building a Data Culture
Data Coach
Challenges
Strategies/ideas/actions
• Lack of access to data
• 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
– Gatekeeper withholds access
– Administrative support
• Lack of
understanding/interest
• No data being tracked
• No data system
• Denial about the data
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
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
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
Tracking Coaching Behaviors using
Online Coaching Log
• What should coaches focus on and do they
make an impact on fidelity and outcomes?
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
Fidelity measures
• SET
• ISSET
• Expanded fidelity measure
– Tier 1
– Tier 2
– EBP specific
User: patti
MDS3 Online Visit Log Database:
Ch an g e Passwo r d
Cl i m at e Sp eci al i st s
Sch o o l s An d Sco r es
Li st / Ed i t Vi si t s
Ad d a Vi si t
Ti m esh eet
Ho m e
Edit the following visit and task information as necessary:
Visit Information
Visit Log ID:
1
Visit Date:
(YYYY-MM-DD)
2011- 10- 31
Duration of Visit (hours):
School:
Climate Specialist:
Up d at e
Intervention:
2
Di st r i ct CCPS : No r t h Poi n t Hi g h Sch o ol
Pat t i , Her sh f el d t
Ti er I - Fo u n d at i o n al Wor k
Work linked to SIP (Y/N):
Yes
Work linked to SW
expectations (Y/N):
Yes
Comments
(65K char max):
List of Tasks:
Number of tasks: 0 : Sum of task percentages: 0 %
Task Category
Dat a
Ad d Task
Coaching Type
Teach i n g / Tr an sf er o f n ew sk i l l set
(optional) Individual Role:
Task Subcategory
TA f o r el em en t s o f Dat a- Based Deci si o n Mak i n g
Group Coached
Wh o l e Facu l t y
Percentage Of Time
50
%
(optional) Type of Group:
Demonstration
https://secure.mds3online.org
User name: demo
Password:
demo
Developed by A. Joshi
% of effort on each
Valued Outcome
Year1
35.32%
39.86%
Engagement
Safety
Environment
24.81%
y2_projected
37.95%
42.55%
Engagement
Safety
Environment
19.50%
Summary
1) There were 1217 visits carried out by 12 climate
specialists going to 31 schools, totaling 3857 hours.
2) There were 53 events which had 1265 attendees.
3) Event locations ranged from Annapolis to Turf Valley to
Chicago to Kansas City.
4) A total of 758 people attended one or more of the 53
events (This includes 6 events currently scheduled in the
future with 30 registrants).
3000
2529.86
2500
2142.03
2000
1500
1206.67
1064.6325
1000
714.01
553.45
500
354.8775
89.425
1.25 3.75
0
Year1
Year2
y2_projected
115.675
29
87
48.6511.5534.65
515.99
602.0475
349.95
116.65
200.6825
Environment
Hours
Safety
Interventions
Engagement
Other
Training Impact
All Events in database - Including 8 events in the future
Number of events in each category
Intervention
CBITS
Check and Connect
Check In Check Out
Life Skills
Olweus
Other
Tier 1 - Foundational Work
Grand Total
Engagement
Environment
7
Other
Safety
1
12
3
8
9
1
2
15
15
25
18
2
20
18
Grand Total
8
12
3
8
9
19
19
78
Number of Attendees for all events in database - including 8 events in future
Intervention
CBITS
Check and Connect
Check In Check Out
Life Skills
Olweus
Other
Tier 1 - Foundational Work
Engagement
Environment
134
Other
20
33
785
248
59
Grand Total
330
952
307
Safety
14
277
33
92
136
242
Grand Total
148
277
33
92
136
268
877
1831
Coaching/Supervision Approach
Hershfeldt and Barrett 2012
Training Progression:
Scope and Sequence
https://pbis1mds3.pbworks.com/w/page/39606263/CS%20S
cope%20and%20Sequence?mode=embedded
•Install organizational structures to create
pathways for “press and support”
– Coaching and Evaluation
Our Next steps: Develop a “Systems Coaches”
Guidebook and Reflection Tool
• How to Develop a Cascading Framework for Coaching/Teaming (who is
coaching whom) – not what is the Cascade – How to develop the Cascade
(Guidelines for Developing a Cascade, Functions, Rationales/Benefits,
Outcome, Examples) – MDS3 version
• Steps coaches can take to maximize their opportunity to support systems
change
• Operationally define Generic Roles and Responsibilities of Coach, provide
rationales, propose outcomes
• Recommend Generic Stage-Based Activities for Development of the
Coaching System (How to create your own Stage-Based Template,
Functions of the Template, Rationales, How to Use the Template,
Examples)
• Adjusting coaching activities according to data
© 2010 Karen A. Blase and Dean L. Fixsen
25