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WelcomeOregon Scaling-up EBISS

Coaching Makes a Difference Evidence Based Observation

and Feedback

Scaling-UpOregon

Kathleen Ryan Jackson, D. Ed.kmj@uoregon.edu

Erin A. Chaparro, Ph.D.echaparr@uoregon.edu

Oregon Scaling-Up EBISS Bloghttp://blogs.uoregon.edu/oregonscalingupebissblog/Please contact Erin Chaparro if you encounter problems accessing the Blog

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Thank You

The National Reading First & Technical Assistance Center

https://www.k12.wa.us/Reading/pubdocs/Dissemination_7ACollectionofOnlineResAboutScientificallyBasedK-

3ReadingInst.pdf

State Implementation and Scaling-up of Evidence Based Practices (SISEP) http://sisep.fpg.unc.edu/

Knowledge Check

Do you know the four components of evidence based observation and feedback?

What would a “See Me” note focus on?

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Purpose1. Provide coaches with a tool to engage in a

coaching process that focuses on observable facts and non-evaluative words.

2. Learn strategies and routines that support effective coaching communication in order to develop trust and rapport with the colleagues you coach.

Coaches have to watch for what they don't want to see

and listen to what they don't want to hear. -John Madden

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Coaching Makes a Difference

Learning Objective• Understand the difference between– Social Grace and Coaching Communication

• Apply evidence based observation and feedback (EBO&F) in your daily practice

Outcome • Walk away with tools and strategies to implement– Evidence Based Observation – Evidence Based Feedback

7© Fixsen & Blase, 2009

Competency Organization

Implementation Drivers

Leadership

COACHING

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Coaching Competency Driver

Purpose:• Ensure implementation occurs• Support implementation fidelity• Develop good judgment among all staff• Provide feedback to inform training driver

objectives through performance assessment systems and practices

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COACHING% who demonstrate knowledge

% who demonstrate new skills in training setting% who use new skills in the classroom

Training Components

Knowledge SkillDemonstration

Use in the Classroom

Theory and Discussion

10% 5% 0%

Demonstration in Classroom

30% 20% 0%

Practice and Feedback in Training

60% 60% 5%

Coaching in the Classroom

95% 95% 95%

Joyce and Showers (2002)

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Social Grace vs. Coaching Communication

Social Grace• Skills used to interact politely in social

situations

Coaching Communication• Learning how to discuss the “undiscussables”

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Coaching Scenario

I spend a lot of time writing complimentary notes to teachers after I observe them. I know it builds trust and rapport, but it doesn’t seem to change

behaviors and practice in the classroom. Help! What can I do?

12Handout 1.4

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Discussing the Undiscussables

Powerful coaching conversations include the skill of discussing “undiscussables” like the

scenario we just considered.

Discussion point

What “undiscussable” topics haveyou faced?

Handout 1.5

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Discussing the Undiscussables

• Be clear about the difference between social grace and coaching communication.

• Don’t make feedback that is needed for growth and learning “undiscussable” even if it is embarrassing or threatening.

• Be willing to bring the background conversation to the foreground to improve student achievement.

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Sharpening Your Skills

Two Key Areas of Expertise

1. Evidence-Based Observation

2. Evidence-Based Feedback

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Sharpening Your Skills

Using Evidence-Based Observation & Feedback

JUST THE FACTS

It’s challenging to stay with the facts!

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Evidence is…Observation Skills

The Evidence

• Observable• Not influenced by observer’s

perspective• Free of evaluative words• No conclusions drawn

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Observation Skills

Opinion Opinions

• Makes inferences• Depends on observer’s perspective• Includes evaluative words• Draws conclusions

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Ineffective Coaching Feedback

• Enjoyed it!• The kids are so lucky to have you.• Thanks for inviting me!• Keep up the good work.• Nice dress

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Sharpening Your Skills

Using Evidence-Based Observation & Feedback

JUST THE FACTS

Evidence-Based Observation and Feedback

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4 Components of Effective Feedback

1. Claim – Statement that ties teacher/team member performance to a certain skill

2. Evidence – Quote or literal description of what the teacher/team did (documentation)

3. Interpretation – Statement of what the teacher/team behavior accomplished

4. Judgment – Sentence or phrase that tells the reader what the writer thought of the behavior

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Effective Feedback: Examples

Four Component Statements1. I saw you monitor students’ pronunciation during

the practice of alphabet letter names.2. You had the students practice “x” and “h” and

showed them how they used their tongues.3. By doing this, students were able to correctly

pronounce the sound of the letter.4. Keep it up, we’re sure to get good readers.

Handout 3.8

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Handout 3.8

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The “See Me” Note

FOCUS: Change in behavior

• The four components stay the same.• Interpretation may point out a “missed

opportunity.” Use questions to cue this.• Judgment needs to be carefully worded.

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The “See Me” NoteAN EXAMPLE • While I was in your room today, I saw you have

students individually write words with er/ir/ur.• You called individual students (three) to the board.• By having students do this one at a time, you may

have missed an opportunity to have all of your students participate in the learning.

• Let’s meet after school today and talk about some strategies for increasing student engagement.

Handout 3.6

26Handout 3.6

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Template for Coaches with Prompts

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EBO&F Form for Coaching

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Observation Skills

Defining Evidence Activity or Opinion?

• Mark either Evidence or Opinion for each statement.

• Try turning opinions into evidence-based statements.

Handout 3.3

30Handout 3.3

31Handout 3.4

32Handout 3.5

33Handout 6.8

Knowledge Check

The four components of evidence based observation and feedback are...1. Claim2. Evidence3. Interpretation4. Judgment

The “See Me” note focuses on...changing the behavior of the observed teacher.

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Thank You

Kathleen Ryan Jackson, D. Ed.kmj@uoregon.edu

Erin A. Chaparro, Ph.D.echaparr@uoregon.edu