Sample Call Center Coaching Log Form

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					        CSEFEL Coaching:
  Supporting Implementation of the
          Pyramid Model

                 Lise Fox
                 Rochelle Lentini




Introductions
 Name
 Where you work and your role
 Who you will be coaching and where

 Your one BIG questions about coaching




              Agenda
 1) What does it mean to be a CSEFEL
 Coach
 2) Coaching and the pyramid model
 3) Strategies and tools for coaching




                                         1
              Few
            children



     Children
     at-risk



  All
Children




           Implementing the Pyramid
       Where are teachers/providers now?
       Where do you want to be a year from
      now?
       How will you get there?
       Using coaching as a strategy to support
      implementation




                Coaching Framework
      Model for applying best practices related to
      learning theories for coach workforce
      development
      Critical for the replication of evidence-based
      practices
      Supports and requires skill-based learning
      and the demonstration of these skills for
      proficiency
      CSEFEL team currently creating this
      framework




                                                       2
     Phases, Activities and Skill-Sets for
           Coaching Framework
      Introducing the Teacher to the Pyramid
      Preparing for Coaching
      Ongoing Professional Development
      through Coaching
      Pyramid Model Adherence




                 Coaching Impact
                    Joyce and Showers, 2002
                                    OUTCOMES
                     % of Participants who Demonstrate Knowledge,
                      Demonstrate New Skills in a Training Setting,
                          and Use New Skills in the Classroom

   TRAINING        Knowledge         Skill             Use in the
                                 Demonstration         Classroom
 COMPONENTS
   Theory and        10%                5%                  0%
   Discussion
..+Demonstration     30%               20%                  0%
    in Training
 …+ Practice &       60%               60%                  5%
 Feedback in
   Training
…+ Coaching in       95%               95%                 95%
Classroom




    Coaching Goal is Self-Efficacy &
    Empowerment
      Doing for…
      Sharing with…
      Cheering on…




                                                                      3
Coaching Role
 Instructional Coaching
  –Bringing trainings back to the
   classroom and guiding staff




Coaching Teachers
Occurs between the teacher and
someone with specific expertise based
on:
 – Goal setting
 – Skill development
 – Actions that produce results (i.e., behavior
   change)
Different from mentoring
 – Mentors are typically peers
 – Mentors have shared experience




Coaching Teachers
 Regular coaching sessions consist of:
  – How are you doing?
  – Progress check: what have you
    accomplished since we last met?
  – Work for today: set priorities and a timeline
  – What is next? (i.e., actions items, questions
    for reflection, resources needed)




                                                    4
Giving and Getting
 Can someone please loan me a dollar?




           The CSEFEL Coach
 Linked to the Center and State team to
 ensure that training is translated to
 practice
 Work directly with teachers and/or
 teams to ensure implementation fidelity
 Facilitate the collection of data to use
 for decision making and evaluating
 outcomes




What have I signed up for!
 Attend 6 days of CSEFEL intensive training sessions
 Agree to serve as an Iowa CSEFEL Pyramid Model coach for at
 least 3 years
 Provide training, on-going coaching and consultation to at least
 one program in adopting the Pyramid strategies
 Have resources/job to support this role
 Be available for ongoing training and technical support from
 CSEFEL staff including web based support
 Be observed/coached by CSEFEL staff
 Provide coaching to the demonstration site with a frequency of
 weekly visits
 Collect data as required by the CSEFEL project




                                                                    5
         How will this work?
 Complete training
 Build relationship with
 classroom/program/site
 Determine goals for implementation
 Develop training plan
 Develop action plan for your
 support/collaboration
 Provide action plan to
 Lise/Rochelle




Support/Coaching Activities
 Providing training        Guiding site leadership
 Guiding implementation    Assisting with
 Observing teachers        accessing needed
 using the TPOT            resources
 Coaching teachers         And other capacity-
 Coaching teams            building efforts that
                           results in
 Guiding data collection   implementation fidelity
 Assisting with the        and maintenance
 analysis of data




The goal should drive activities
 Implementation fidelity within the
 program
 Build the capacity of the
 teacher/program to sustain the effort
 Ensure that a data based model is used
 to make decisions and monitor
 outcomes




                                                     6
                   Let’s talk
 Worries?
 Excitement?
 Questions?




Coaching Teachers in the Pyramid

 Provides ongoing support to teachers
 after or as they receive training in the
 Teaching Pyramid model
 Follows specific skill sets from the
 pyramid framework




Coaching Teachers in the Pyramid
– Nurturing Relationships
  • Meet with teams, partner
  • Meet one-on-one
  • Respect (pay) teachers time
– Creating Supportive Environments
  • Discuss content, curriculum, strategies and offer choices
– Teaching Targeted Social Emotional Supports
  • Model lessons, plans, strategies
– Intensive Interventions
  • Quickly respond
– All Levels
  • Ongoing professional development
    opportunities/resources are offered
  • Data-based decisions guide next steps
  • Keep it simple




                                                                7
 Identifying Teachable Moments
 (When coaching has an impact!)




                                                           22




Coaching Teachers in the Teaching
Pyramid
Includes tools and observations:
    • Teaching Pyramid Observation Tool (TPOT)
    • Skills Inventory
       http://www.vanderbilt.edu/csefel/modules/module1/
       handout4.html
    • TPOT Observation and feedback
        – TPOT Review Form
    • Action Planning




Teaching Pyramid Observation Tool
(TPOT)
Used as a way to determine how well
teachers are implementing the pyramid
Meant to be an ongoing tool, not a one time
event
 – Can be a pre/post measure
 – Can supplement other tools (e.g., ECERS…)




                                                                8
TPOT Review
 1st look at Red Flags (best score possible is 0)
 2nd look at Environmental Scores (best possible score is 7)
 3rd look at Anchor Scores (2-3= good, 4-5= exemplary)
  – Schedules
  – Transitions
  – Conversations
  – Promoting Engagement
  – Behavior Expectations
  – Providing Directions
  – Problem Behavior
  – Social Skills
  – Expressing Emotions
  – Problem Solving
  – Friendship Skills
  – Persistent Problem Behavior
  – Communication with Families
  – Involving Families
  – Relationships with Adults




TPOT Large Group Practice Activity




TPOT Large Group Practice
Activity




                                                               9
 TPOT Large Group Practice
 Activity




 Giving and Getting: Shared
 Experiences Results in a Container
 of Abundance
  Pass the buck…




Professional Development & Staff
Support
 Staff Support Plan
  – Ongoing technical assistance
  – Needs assessment for pyramid
    implementation
  – Individualized professional development
    plans
  – Group and individualized training
    strategies
  – Incentives and acknowledgment




                                              10
               CSEFEL Inventory of Practices

                  Promoting Children’s Social Emotional
                  Competence tool to assist in coaching
                  teachers on the Teaching Pyramid
                      – Skills Inventory




               TPOT Support: Group Case Study

               Case Study: Ellen
                -Teaches 3 year olds in full day
                community preschool
                - Skilled in her interactions with children
                and supporting children with challenging
                behavior




Perfect Scores                                                                 Key
                                        Ellen's 3yr Class Pre TPOT Graph
Env = 7                                                                      1-7. Environment            15. Social Skills
Anchor= 5                                                                    8. Schedules                16. Express Emotions
Red Flags = 0                                                                9. Transitions              17. Problem Solving
  8
                                                                             10. Conversations           18. Friendship Skills
                                                                             11. Promot Engagement       19. Persistent Problem Behavior
  7                                                                          12. Behavior Expectations   20. Communication w / Families
                                                                             13. Proving Direction       21. Involving Families
                                                                             14. Problem Behavior        22. Relationships w / Adults
  6                                                                                                      23 – 38. Red Flags


  5


  4


  3


  2


  1


  0
       Env       #8    #9   #10   #11   #12    #13   #14    #15    #16     #17   #18     #19     #20     #21     #22     Red
      (#1-7)                                                                                                            Flags
                                                      ENV = 7
                                                      Anchor= 2.87
                                                      Red Flags = 0




                                                                                                                                           11
TPOT Support: Group Case Study

Team Activity
  • Review Ellen’s TPOT summary for areas of
    strength, emerging skills, and professional
    development.
  • What skills should be targeted?
  • Let’s create an action plan




Let’s Talk: Professional Development
and Staff Support
 Staff Support Plan
 – Needs assessment for pyramid
   implementation
 – Ongoing technical assistance
 – Group and individualized training strategies
 – Individualized professional development
   plans
 – Incentives and acknowledgment




  Professional Development
  Planning
 Possibilities to consider
  – Workshops
  – Share time at staff meetings
  – Peer mentoring
  – Case Discussion Groups
  – Curriculum Development
  – Coaching




                                                  12
 Container of Abundance
  Pass the buck…




 How do we know this is working?

   Remember the long term goal
   What will you do to ensure practices
  are producing long-term results?




Fidelity of Intervention
  Fidelity = degree to which interventions
  are carried out as planned
  Determined by accuracy and
  consistency of implementation
  Fidelity is reduced by:
   – Complex interventions
   – Unclear directions or specific instructions
   – Provider knowledge, history, or
     expectations
                            Gomez, Walls, & Baird (2007)




                                                           13
Fidelity of Intervention
 To improve fidelity of interventions:
  – Provide moderate levels of specificity
  – Monitor intervention implementation
    through self-checks or observations (i.e.,
    fidelity checklists)
        – Sample Fidelity Checklist




Keep it up!
  Maintain fidelity over time with:
  – Ongoing monitoring & feedback
  – Praise & incentives
  – Effective problem solving




Focus Specifically on Strengths-based
Praise
 It’s important to identify areas of
 pyramid practices
  – Self-identify strengths
  – Past successes builds confidence for new
    learning
  – Specific information makes praise more
    comfortable
  – Develop a strengths-based praise
    agreement with co-workers




                                                 14
Sugar Grams
 Just a spoonful of sugar helps the
 medicine go down…
 – You are ...
 – You have...
 – You can...




Coaching with “Sugar”

 Brainstorm a list of “Top 10 Ideas for
 Continually Supporting Your Teachers”




                                          15
     Effective Problem Solving
         Be prepared for speed bumps
         What do you do when you do when
        things don’t go as planned?
         Think like a turtle!




     Alligators All Around?
     Head for Your Shell!
        Listen to a story…
        – Do you ever feel like escaping the
          stressors in your job?
        – What do you do when you feel the need to
          escape or withdraw?
        – Could you see yourself using the Turtle
          Technique? Why or why not?




                  Turtle Technique

Recognize
                                             Think”
                                            “Think”
  that you
  feel                                        Stop.
  angry.



Go into shell.                              Come out of
  Take 3                                           shell
  deep                                            when
  breathes.                                   calm and
  And think                                   think of a
  calm,                                        solution.
  coping
  thoughts.                                           48




                                                           16
Time’s-a-Wasting
   What are the top 10 ways in which leaders
   (coaches are leaders) “waste time” at work?
1-Crises                                6-Poor delegation
2-Telephone calls                       7-Personal disorganization
3-Poor planning                         8-Lack of self-discipline
4-Attempting too much                   9-Inability to say “no”
5-Drop-in visitors                      10-Procrastination
   (Source: Newstrom, J. & Scannell, E., The Big Book of Team Building
      Games)
   – How did you know the answers?
   – What are some ideas for using time more
     effectively?




Tools for You to Use
  Coaching log
  Feedback forms
  Action plan




Container of Abundance
  Pass the buck…




                                                                         17
Coaching Websites
 Teacher Leader Network
 http://www.teacherleaders.org/old_site/
 Resources/coaching.html
 The Center for Teaching Quality
 http://www.teachingquality.org
 National Staff Development Council
 www.nsdc.org




Next Steps
 Training part 2: June
 Contact your site about a meeting time
 to get started
  – Who will you call?
  – What will you say?
  – What will be your first step?




Reflections
 Questions
 Answers




                                           18
Contacts/Websites
 Lise Fox, fox@fmhi.usf.edu
 Rochelle Lentini, lentini@fmhi.usf.edu

 Technical Assistance Center on Social
 Emotional Intervention for Young Children
  – www.challengingbehavior.org
 Center on the Social Emotional Foundations
 for Early Learning
  – http://www.vanderbilt.edu/csefel/




                                              19

				
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