Coaching & Mentoring in a Video World Today, Tomorrow, and Beyond

Presenters:

Courtney Williams, CEO, Torsh Inc.

Pam Roux, Educator and Provider Support, MA, EEC

Linda Warren, CEO, Early Childhood Associates

Welcome!

• Who Are the Presenters?

• Who is in the Audience?

• Why Are We Attending?

Learning Outcomes

• Review a comprehensive package of TA and evaluation

utilizing video capture that is linked to a web-based video

platform

• Describe the Massachusetts Peer Assistance Coaching

(PAC) Model and the role of video as a coaching tool

• Reflect on the role of a TA competency framework to plan

professional development and drive the coaching process

• Examine frameworks for evaluating comprehensive

coaching initiatives

What does an effective

model of coaching look

like?

What does an Effective Model of

Coaching Look Like?

Research

Child Trends (2015)

Intentional

Selection

of Supports

Initial &

Ongoing

Training

Reflective

Supervision

of Coaches

Use of Data

Systems

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Early Childhood Associates (2014)

Support for

Coaches

NAEYC (2011)

Relationship Building

Goal Setting

Action Planning

Feedback and

Reflection

An Effective

Coaching Model

Harvard Graduate School of Education (2014)

1. NOTICE

• Coaches document specific challenges and strengths

2.REFLECT

• Coaches and Mentees reflect on what they notice, identifying patterns

3. BUILD KNOWLEDGE

• Mentees learn about and/or design a strategy that addresses identified challenge

4. PLAN

• Mentees plan how they will incorporate the new strategy in practice

5. TRY

• Mentees implement their plans in classrooms

Coaching: Continuous Quality

Improvement

• Notice & Document – Notice and Document specific challenges and strengths

• Reflect & Analyze – Use guiding questions to reflect on and analyze what you notice, identifying patterns

regarding strengths and barriers to high quality learning environments and effective practices

• Build Knowledge – Engage in knowledge building conversations

• Plan – Plan how to incorporate the new strategy. Supported by coach and planning guides

or protocol

• Try – Educators and coach notice and discuss what is working and what is challenging so

that they can, reflect, analyze and collaboratively problem solve

National Comprehensive Center for

Teacher Quality

Video is a powerful tool that can help coaches and teachers identify areas for

improvement, set goals, and work toward those goals.

Video technology can be of great value because it results in records of teaching

that allow for repeated viewings and

discussions and allow trained off site evaluators and coaches to “look

into” classrooms.

Awareness

Classroom video can provide teachers with:

A documentary record of their instructional practices

that facilitates

self-reflection and a heightened awareness about what instructional strategies they are using with their students

Videos enable individual teachers and/or collaborative groups of teachers to better analyze what their students are doing

during class and assess their reactions to specific instructional strategies

Analysis

Access

Archived videos can increase teachers’ access to diverse examples of best practices

that they can refer to repeatedly to

expand their instructional repertoire and customize

what they are doing to

better meet the diverse learning needs of their

students

These findings affirm that instructional videos

can help teachers better understand what they

are doing, assess how well their instruction is

meeting their students’ needs, and get ideas

about what other things they can do to engage

their students and accelerate student learning

PAC Overview

• Funding

• Goals

• Overview

– Development of Model

– PAC Advisory Panel

– Vendors

– Implementation

• Use of TALENT Video Feedback Platform

• Evaluation of the Model

PAC Goals

• Improve individual educator practice

• Improve program quality as evidenced by

meeting additional criteria on the MA-QRIS

• Improve outcomes for children

PAC Overview: Panel

• Application process

– Criteria for selection based on education and expertise with

coaching and mentoring

– 15 members selected from over 100 applications

• Advised on development, implementation and

modifications as needed throughout the project

PAC Overview: Vendors

• Vendors are tasked with working together to ensure

seamless experience for participants

• 5 vendors that provide services and support:

– Child Development and Education: management and distribution of

funding for coaches and mentees

– Early Childhood Associates: Evaluation of model

– UMass Boston: Coaching through the lens of CLASS

– Little Sprouts: Relationship-based training

– Torsh TALENT: Online video-based feedback

platform

– EPS facilitators: PLC facilitation

PAC Funding

• Funded by RTTT-ELCG

• ~$1.56 Million for four years

• Includes: – Research and development of model

– Training on CLASS and Relationship Building

– Support for coaches and mentees, including:

• Stipends for coaches

• Durable goods for mentees – ipads!

• Substitute funding for coaches and mentees

• Professional Learning Communities (PLCs) supported by Educator and Provider Support Grantees (MA system of professional development)

– Online video-based observation and feedback platform (TALENT)

– Evaluation of model

Peer Assistance and Coaching (PAC)

The Model….

Requires collaboration among Consulting Teachers, Mentees and

Instructional Leaders

Involves entire delivery system: center-based, FCC, preschool, Head

Start, and OST programs

Supports intensive CT training to build and improve content and

coaching skills

Identifies training resources and coaching activities, and materials

for monitoring and reporting

Features TALENT, a turn-key, video-based teacher observation,

feedback and data analytics platform

Coaching Process

• Use Assessment to Frame Coaching (CLASS)

• Support Development of: – Engaging learning environments

– Effective teaching and interactions

– Positive Child Outcomes

• Link to PD that supports knowledge building

• Provide appropriate dosage and intensity of services.

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• Positive Climate

• Negative Climate

• Teacher Sensitivity

• Regard for Student Perspective

Emotional Support

• Behavior Management

• Productivity

• Instructional Learning Format

Classroom Organization

• Concept Development

• Quality Feedback

• Language Modeling

Instructional Support

Domain Dimension

CLASS

Coaching Logs

Captures Essential Characteristics Of Coaching Sessions:

• Time allotted to the session

• Coaching goals

• Coaching strategies used

• Content covered

• What does coaching in a

video world mean to

you?

• What does it look like?

• What are the pros and

cons?

• Be coached using your

iPhone or iPad?

• Have access to your coach

without leaving your

classroom or your home?

• Have instant access to

feedback while you and your

coach are viewing live

video?

It Can Be Done Well

Using Video: Lessons Learned

Length – Not too long nor too short

Instructional videos that are less than 2-3 minutes appear to provide insufficient info to enable viewers to fully

understand the objectives of a lesson while videos longer than 15 minutes tend to cause viewers to lose focus

and interest (Hall and Wright, 2007)

Not all instructional videos are equally effective. Studies suggest focusing

on a number of critical variables when using video for PD:

Positioning – A guide to facilitate

improvement versus a “best practice”

This is particularly important in relation to experienced teachers who are far less receptive to videos that purport to

represent best practices than they are to videos that trigger discussions about “how to improve” the instruction depicted

in the video (Fong and Woodruff, 2003)

Using Video: Lessons Learned (Con’t)

Using Video: Lessons Learned (Con’t)

Video source – Context impacts

teacher interest in adopting practices

presented in video

This suggests that videos produced by teachers and shared with their peers are more likely to influence

colleagues’ instructional practices within a school or a district than more anonymous ‘best practice’ videos archived

for mass viewing (Borko et al, 2007)

What Does It Look Like?

Torsh TALENT Video-based Platform

Torsh TALENT is a cloud-based platform that supports the capture, upload, storage, retrieval, and management of in-classroom videos.

• One-Click Capture and Upload • Time Synced Notes and Comments • Automated Audio Transcription • Data Analytics • Best Practices Library • Structured Feedback/Rubrics

Mini Demo

Embedded Video (if no wifi)

Evaluation

• What are we evaluating?

• Linda will discuss in more detail

Classroom Quality

Improves

Job Satisfaction

Improves

QRIS Ratings

Improve

Knowledge & Skills Improve

PAC Outcomes

Types of Evaluation Questions

• Program Characteristics – What are the characteristics of CTs, Mentees and Instructional Leaders

– What are the characteristics of the program

– What is the level of content and knowledge held by the CTs? By mentees?

• Coaching Activities and Resources – What are the CTs primary activities? Secondary activities?

– To what extent is the CT using the PAC model: Timing? Activities? Schedule?

– What resources have been identified by and for the CT? What resources are being used by the mentees? CTs?

• Program Outcomes – What are the changes in content knowledge and skills in CTs? Mentees?

– What are the changes in quality in the Mentees’ classrooms?

– What are the levels of job satisfaction among CTs? Mentees?

– What changes in QRIS ratings

Data Collection Strategies

Class Assessment Scoring System (CLASS)

Coaching Checklists

CT & Mentee Knowledge and Skill Surveys

Virtual Review of Coaching Sessions

CT/Mentee Surveys

Interviews and Focus Groups

A 360 Degree Teacher & Coach

Development Tool

• Remotely observe and

provide feedback to teachers

via recorded videos of their

classroom practice

• Randomly select defined set

of videos for CLASS pre, mid

and post assessments

• Deliver evaluation results to

teachers as a unified portfolio

along with evaluation scores

and video based evidence

• Correlate

coaching/feedback dosage

& coaching strategies with

evaluation results via

interactive coaching logs

• Provide details on

coaching/feedback

effectiveness for the

purpose of improving

coaching effectiveness

Linking The Evaluation Model With

Talent

• VIDEO FEEDBACK

Talent

• CLASS

• COACHING LOGS

• SURVEYS

PAC Evaluation

Lessons Learned

Lessons Learned

Communication

Vendor coordination

Training

PLCs

Strong Orientation Package for all participants

Mentee Opportunities

Expectations

Online Platform in MA-PAC

• Privacy and Security

• Technological challenges/fears

– Level of comfort with technology

– Access to WIFI/Internet

– Language Barrier

• Initial expectations for new participants

– Face-to-face relationship building

– Use of video for reflection

• Subsequent expectations

– Sharing of video with coach monthly (or more)

Reflection

A thought going

around in

my head…

Some ideas that

square with my

thinking…

Three points I would

like to remember…

Questions & Discussion

Thank You!