Update  10/13  

Tiered  Coaching  as  Professional    Development  in  Early  Intervention:    The  Kansas  Early  Years  Model  

 Peggy  Miksch,  M.S.,  David  P.  Lindeman,  Ph.D.,      Kathleen  Kyzar,  Ph.D.,  and  Ann  Turnbull,  Ed.D.  

   

Kansas  Early  Years  Mentor  Coaching  Kansas   Early   Years   uses  mentor   coaching   as   its   means   of   supporting   early   intervention  practitioners   in   translating   knowledge   they   gain   from   Kansas   Early   Years   online  professional   development  modules   to   their   practice.   This   approach  has   the   advantage   of  prioritizing  concepts  and  techniques  from  research  on  mentoring  and  coaching.  We  define  mentor   coaching   as   reciprocal   interactions   mentor   coaches   and   practitioners   use   for  reflecting  on  and  applying  empathetic  communication,  trusting  partnerships,  and  evidence-­‐based   practice   in   work   with   families.   Reciprocal   interaction   refers   to   mutual   learning  between  mentor  coaches  and  practitioners,  which  builds  trust  and  benefits  both  partners.      Kansas  Early  Years  Tiered  Coaching  Model  for  Mentors  and  Learners  Kansas  Early  Years  identified  the  need  for  coaching  to  occur  at  two  distinct  levels.    The  first  is  the  interaction  between  the  mentor  coach  and  the  Kansas  Early  Years  materials  and/or  staff.    This  interaction  is  designed  to  provide  needed  support  to  the  mentors  who  will  guide  the   learners.     Mentors   complete   self   assessments   to   determine   their   needed   level   of  support.   The   second   level   is   the   reciprocal   relationship   between   mentor   coaches   and  learners  who  are  completing  the  online  modules.  At  the  second  level,  mentor  coaches  and  learners  jointly  determine  the  necessary  amount  of  support.    

We   have   designed   the   Kansas   Early   Years  mentor   coaching   to   be   based   on   strengths   of  mentor   coaches,   local   service   programs,   and   learners   within   programs.   We   realize   that  early   intervention  programs   include  mentor   coaches   and   learners  whose   experience   and  expertise  are  on  a  continuum.  Some  mentor  coaches  have  years  of  experience  in  coaching  in  early  intervention.  Other  mentor  coaches  are  strong  in  some  of  these  respects  but  need  more   information   in   other   areas.   Some   learners  may   request  minimal   guidance   from   an  experienced  mentor,   such   as   being   a   sounding   board   or   brainstorming  when   challenges  arise.   These   learners   already   have   strong   foundations   in   implementing   evidence-­‐based  practices   in  early   intervention.    Other   learners  may  need  someone   to   join   them  on  home  visits  or  to  observe  mentor  coach  modeling  practices  in  home  visitation  opportunities.  This  may  be  their  first  experience  in  early  intervention.    

Recognition  of  this  continuum  of  need  is  the  basis  for  Kansas  Early  Years’  tiered  model  of  mentor   coaching.     The   need   for   multiple   strategies   to   support   adult   learners   to   master  content  and  to  transfer  content  to  job-­‐embedded  application  finds  support  in  the  literature  on  coaching  and  adult   learning  (Cornett  &  Knight,  2008;  Dunst  &  Trivette,  2012;  Ridgley,  Snyder,  McWilliam,  &  Davis,  2011;  Snyder,  Hemmeter  &  Fox,  2011;  Trivette  &  Dunst,  2009;  Trivette,   Dunst,   Hamby   &   O’Herin,   2009).   Like   mentor   coaching,   the   tiered   model   is  

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grounded  in  the  Kansas  Early  Years  foundational  steps  of  trusting  partnerships,  empathetic  communication,  and  evidence-­‐based  practices.    

Intensity  of  Support  for  Mentor  Coaches  

For  mentor   coaches   to   be  most   effective,   Kansas   Early   Years   staff   strongly   believes   that  they  must  have  access  to  professional  development.  To  ensure  this  access,  a  component  of  Kansas   Early   Years   is   a   professional   development   model   for   tiered   support   of   mentor  coaches.      Figure   1   illustrates   the   professional   development   model   for   Kansas   Early   Years   mentor  coaches.      

 Figure  1  

Intensity  of  Support  for    Kansas  Early  Years  Mentor  Coaches  

                               

           

Less$Intensity/$Duration$

Intensity$of$Support$for$$Early$Years$Mentor$Coaches$

$$$$$$$$$$$$$$$$$$$$$$$$$

$$

: Receive$virtual$1:1$mentor$coaching$(Computer$based$or$video$conferencing)$Fe

w$

Some$

All$

Greater$Intensity/$Duration$

: Attend$webinars$: Participate$in$web:based$community$of$practice$

: Complete$Early$Years$modules$

: Use$Early$Years$Mentor$Coach$Guidebook,$support$materials,$and$activities$

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 Within  each  tier,  mentor  coaches  offer  support  in  the  context  of  empathetic  communication,  trusting  partnerships,  and  evidence-­‐based  practice.    Tier  One  Tier  One  strategies   should  be  useful   for  all  mentor  coaches.  Kansas  Early  Years  provides  the  basic  materials   for   this   low  intensity  support.  Mentor  coaches  at   this   level  of  support  are   those   individuals   with   experience   in   guiding   the   learning   of   others.   Mentor   coaches  receive   support   though   their  use  of   (a)  Kansas  Early  Years  modules,   (b)  written   support  materials,    (c)  module  activities,  and  (d)  the  Mentor  Coaching  Guidebook.      Tier  Two  Tier  Two  strategies   should  be  useful   for   some  mentor   coaches.  Mentor   coaches  will  have  checklists   to   determine  whether   they   need   or  want  more   support   at   increased   intensity  levels.   In   other   cases,  mentor   coaches   and   supervisors  might   review   checklists   together,  and  supervisors  might  direct  mentor  coaches  to  these   levels  of  support.  Examples  of  Tier  Two  support   include  attendance   in  Kansas  Early  Years  webinars  or  participation   in  web-­‐based  communities  of  practice.      Tier  Three  Tier  Three  strategies  should  be  useful   for  a  few  mentor  coaches.  Mentor  coaches  will  use  the  checklists  referenced   in  Tier  Two,  completing  self-­‐assessments   to  determine  whether  they  need  or  want  support  at  high   levels  of   intensity.   In  other  cases,  mentor  coaches  and  supervisors  might  review  checklists  together,  then  decide  the  mentor  coaches  need  higher  levels  of  intensity  of  support.  Examples  of  Tier  Three  support  include  one-­‐on-­‐one  support,  either  in  person  or  virtually,  through  use  of  computer  based  or  video  conferencing.      Once   determined   that   a  mentor   coach   needs   specific   support  within   one   of   the   tiers,   an  individualized   plan   of   support   is   designed   within   that   tier.   When   supported   at   the  appropriate   levels,   mentor   coaches   can,   in   turn,   support   learners   at   varied   levels   of  intensity.   The  Kansas  Early   Years   tiered   coaching  model   provides   options   for   support   in  and  among  three  tiers.      Intensity  of  Support  for  Kansas  Early  Years  Learners    Mentor   coaches   should   create   supportive   environments   for   learners   to   translate   new  knowledge  and  skills   into   their  daily  practice  as   learners  move   through   the  Kansas  Early  Years   online   curriculum.   In   the  Kansas  Early   Years  mentor   coaching   component,  mentor  coaches   support   learners   to   find  potential   solutions   to   challenging  practice   issues  and   to  apply  what  they  learn.      

Table   1   outlines   the  meeting   sequence,  materials,   and   tasks   available   to  mentor   coaches  and  learners  for  use  in  weekly  mentor  coaching  meetings:    

 

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 Table  1:    Mentor  Coach  Meeting  Flow  and  Materials    

Sequence   Material(s)   Tasks   Justification  

Session  completion  

Mentor  Coach  Guidebook        Online  module        

Mentor  coaches  must  read  the  Mentor  Coach  Guidebook  to  enhance  their  understanding  of  sequence,  materials,  and  tasks  used  in  meetings.      Mentor  coaches  complete  sessions  at  least  one  week  before  learners  do.    

Enables  mentor  coaches  to  be  familiar  with  sequence,  materials,  and  tasks  associated  with  mentor  coach  meetings.      Enables  mentor  coaches  to  prepare  well  for  each  meeting.  

Preparation    

Mentor  Coaching  Conversation  Guide  

Mentor  coaches  review  questions  in  blank  form.    Learners  complete  forms.    

Gives  mentor  coaches  a  structured  way  to  start  conversations  with  learners.  The  pairs  can  adapt  conversations  to  individual  needs    of  learners  and  programs.  This  generates  mentor  awareness  of  learners’  questions.      

Mentor  coaching  meeting  

Mentor  Coaching  Conversation  Guide        Mentor  Coaching  Action  Plan    

Mentor  coach-­‐learner  dyads  engage  in  activities  that  include  reviewing  Mentor  Coaching  Conversation  Guide  and  Mentor  Coaching  Action  Plan.      Each  meeting  starts  with  reviewing  the  Mentor  Coaching  Action  Plan  and  ends  with  updating  the  plan.  

Helps  learners  complete  self-­‐reflection  activities  and  structures  conversations  during  mentor  coaching  meetings.        Establishes  action  plan  with  identified  steps  for  the  following  week.  Plan  will  support  learners’  application  of  information    presented  in  Kansas  Early  Years  session  on  which  learner  is  working.    

 

 

 

 

   

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 Figure  2  illustrates  the  tiered  coaching  model  for  Kansas  Early  Years  learners.      

 Figure  2  

Intensity  of  Support  for    Kansas  Early  Years  Learners  

                                 

           Tier  One  Tier  One  should  be  useful  for  all  learners.    Examples  of  Tier  One  support  include  (a)  weekly  coaching  meetings,   (b)   following   the  mentor  coaching  activities  provided   in  Kansas  Early  Years  materials,  and  (c)  development  of  action  plans  for  practice  of  specific  skills.        Tier  Two  Tier   Two   should   be   useful   for   some   learners.   This   tier   provides   guided   questions   and  checklists  for  mentor  coaches  to  use  with  learners  to  determine  whether  they  need  support.  

Less$Intensity/$Duration$

Intensity$of$Support$for$$Early$Years$Learners$

$$$$$$$$$$$$$$$$$$$$$$$$$

$$$

6 Focused$action$plan$with$identified$outcomes$for$home$visit$

6 Mentor$coach$modeling$during$home$visit$6 Videotapes$for$analysis$and$feedback$

6 Peer$to$peer$support$6 Modeling$of$practice$and/or$strategies$within$mentor$coaching$meetings$(e.g.$role$plays)$

6 Observations$during$home$visit$paired$with$feedback$

Few$

Some$

All$

Greater$Intensity/$Duration$

6 Weekly$coaching$meetings$

6 Mentor$coaching$activities$provided$in$Early$Years$materials$

6 Action$plans$for$practice$of$specific$skills$

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Guided  questions  and  checklists  are  specific  to  practices  and  strategies  of  modules  in  which  learners   are   engaged.   Offered   near   the   completion   of   modules,   guided   questions   and  checklists  serve  as  a  needs  assessment  to  determine  mastery  of  module  content.  Examples  of  support  in  Tier  Two  include  (a)  engaging  in  peer-­‐to-­‐peer  support  (e.g.  peer  observation  during   a   home   visit),   (b)   participating   in   role   playing   and   modeling   of   practice   and/or  strategies  within   coaching  meetings,   (c)  being  observed  by  mentor   coaches  during  home  visits,  and  (d)  analyzing  observations  during  mentor  coaching  sessions.    Tier  Three  Tier  Three  should  be  useful  for  a  few  learners.    This  tier  also  provides  guided  questions  and  checklists  for  mentor  coaches  to  use  with  learners  to  determine  whether  they  need  support.  The  guided  questions  and  checklists  are  specific  to  practices  and  strategies  of  modules  in  which  learners  are  engaged,  and,  offered  near  the  completion  of  modules,  they  serve  as  a  needs   assessment   to   determine  mastery   of  module   content.   Examples   of   support   in   Tier  Three   include   (a)   developing   a   focused   action   plan  with   identified   outcomes   for   a   home  visit,  (b)  having  mentor  coach  modeling  a  specific  strategy  during  home  visit,  and  (c)  using  videotapes  for  analysis  and  feedback.      References    Cornett,  J.,  &  Knight,  J.  (2008).  Research  on  coaching.  In  J.  Knight  (Ed.),  Coaching:  

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This  project  is  supported  in  part  by  a  grant  from  the  Kansas  Department  of  Health  and  Environment  (KDHE).