turning theory into practice
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wramta Regional Conference 2012 Making Continuing Education Count: Sarah Piercy, M.M., MT-BC Early Learning Mentor Coach. Turning Theory into Practice. “No man is wise enough by himself” - Plautus. AGENDA. - PowerPoint PPT PresentationTRANSCRIPT
Turning Theory
into Practice
WRAMTA REGIONAL CONFERENCE 2012
MAKING CONTINUING
EDUCATION COUNT:
SARAH PIERCY, M.M., MT-BCEARLY LEARNING MENTOR COACH
“No man is wise enough by himself”
- Plautus
Today we will be exploring the practice of Coaching, as an approach to Professional Development
Participants will gain knowledge and understanding of the following:
1. CBMT and AMTA Professional Development criteria2. Professional Development Systems
3. Adult Learning Theory4. Change Theory
5. The Coaching Approach and Process 6. How to take your Professional Development to the
next level
AGENDA
CBMT Code of Professional Practice
“Maintenance of Board certification will require adherence to the CBMT’s Code of Professional Practice”
“The CBMT does not guarantee the job performance of any individual”
Who does?
CBMT
CBMT Scope of Practice
IV. Professional Development & ResponsibilitiesA. Professional Development – 9 items
B. Professional Responsibilities – 17 items
How?
CBMT
AMTA Code of Ethics
1.3 The MT will participate in continuing education activities to maintain and improve his/her knowledge and
skills
2.1 The MT will strive for the highest standards in his/her work, offering the highest quality
3.9 The MT will use every available resource to serve the client best
6.1 The MT will strive to increase the level of knowledge, skills and research within the profession
How?
AMTA
AMTA Standards of Practice
“…rules for measuring the quality of services”
I. Referral & AcceptanceII. Assessment
III. Treatment PlanningIV. ImplementationV. Documentation
VI. Termination of ServicesVII. Continuing Education
VIII. Supervision
Who measures?
AMTA
AMTA Professional Competencies
22. Professional Role/Ethics
22.3 Demonstrate dependability: follow through with all tasks regarding education and professional training
22.8 Demonstrate critical self-awareness of strengths and weaknesses
22.15 Demonstrate basic knowledge of music therapy service reimbursement and financing sources
How?
AMTA
AMTA Education & Training Advisory Board
2 Levels of Professional Practice – measured by Professional growth, Personal growth, Musical
development & Clinical experience
1. Professional Level
2. Advanced Level
It’s up to you to measure, track & submit….but,
how?
AMTA
“Skills and knowledge attained for both personal development and career advancement”
“Encompasses all types of facilitated learning
opportunities”
Current Approaches: consultation, coaching, communities of practice, technical assistance,
lesson study, mentoring & reflective supervision
What system do Music Therapists use?
PROFESSIONAL DEVELOPMENT
“Coaching is a process that enables learning and development to occur and thus performance to improve. To be successful, a coach requires a
knowledge and understanding of process, as well as, the variety of styles, skills and techniques that are appropriate to the context in which coaching takes
place”
“Coaching is unlocking a person’s potential to maximize their own performance. It is helping them
learn rather than teaching them”
“Coaching has emerged from a synthesis of many fields including training, adult learning, consulting,
change management, the human potential movement, psychology and systems science”
COACHING
A Coach will challenge your current attitudes and work practices, help you set realistic goals, share in the
learning process, motivate, encourage and teach self-assessment and reflective practices
Coaching is: Strengths-based
IndividualizedConfidential
Relationship-basedNon-evaluative
SupportiveRegular & On-going
COACHING
Types of CoachingExecutive, Skills, Life, Performance & Business
Mentoring vs. Counseling vs. CoachingShare many techniques and strategies
Mentor – offers advice, teaches and supportsCounselor – deals more with in-depth personal issues
Coach – facilitates the learning process
Video: “How Coaching Works”
COACHING
Gather together in your group and write a short poem in 6/8 meter. Use Music Therapy or attending Regional Conference as your topic. Use the first letter of each individuals name as the starting letter for each line of your poem. Write down your poem and hold onto it
until the next activity.
For example: Sarah, Tony, Maria, Victoria
Sharing our talents andTalking with friends,
Meeting new people a Valuable end!
ACTIVITY BREAK!
Andragogy – the art and science of helping adults learn
5 Assumptions of Adult Learners1. Have an independent self-concept and can direct their
own learning2. Have accumulated a reservoir of life experiences that
are rich resources for learning3. Have learning needs closely related to changing social
roles4. Are problem-centered and interested in immediate
application of knowledge5. Are motivated to learn by internal rather than
external factors
What does this mean for Professional Development?
ADULT LEARNING THEORY
Principles of Adult Learning based on the 5 Assumptions1. Must include the adult learner in the process
2. Must include previous experience and provide opportunities for new experience
3. Must be centered around the adult learners interests 4. Must be relevant to the immediate situation of the adult
learner5. Must begin with the problem and not the solution
VariablesLife experience
Work experiencePositive/Negative previous experience with learning
Performance abilitiesTime between interactions
Aging factors
ADULT LEARNING THEORY
Theories of Change1. Lewin’s 3 Step Change Theory
2. Lippitt’s Phases of Change Theory3. Prochaska & Diclementes Change Theory
4. Social Cognitive Theory5. The Theory of Reasoned Action and Planned Behavior
Research has not proven any right or wrong way of understanding or approaching the process of change in adults but there are some commonalities these theories share that have been shown to make a difference in the
success of adult learners….
CHANGE THEORY
Things to regard when working with Adult Learners
1. Routine thoughts & behavior2. Desire to change3. Action to change
4. Social/Emotional/Environmental/Personal influences
5. Driving & restraining forces6. Self-Efficacy – having the confidence in the ability to
take action and persist in the action
CHANGE THEORY
Every coach has their own style but ultimately bases practice on their knowledge of adult
learning, the process of change and the process of coaching
There are many approaches to coaching – formal/informal; directive/non-directive;
business/personal; skill based/performance based
Coaches choose and modify their approach depending on the coaching context, as well as, the
individual person being coached
THE COACHING APPROACH
Brain-Based Coaching – David Rock
1. Neurons detect changes in the environment and send out signals to alert us to anything that is unusual”
2. Basal Ganglia - neural connections that control routine behavior; connections fire rapidly; lots of space (inside
brain, thalamus)
3. Prefrontal Cortex - neural connections that control the learning of new skills/behaviors; connections fire slowly;
not much space (front of brain)
4. Actions repeated enough to become learned are pushed down to the basal ganglia, freeing up space for learning
new things in the prefrontal cortex
THE COACHING APPROACH
What we also know about the Prefrontal Cortex
Responsible for behavior regulationProcesses abstract thinkingProcesses thought analysisProcesses right and wrong
Predicts probably outcomes to actions and eventsMediates conflicting thoughts
Governs social control (emotions/urges)Takes in data
Decides on actions
Experiences in the first five years of life directly impact the growth and development of these functions and cannot be
reversed, only treated through cognitive, behavioral or drug therapies….and Music Therapy!
THE COACHING APPROACH
Take a moment to process all that you’ve learned so far, as you watch…write down your
thoughts/feelings/questions as you process (journaling)
Video: “Instructional Coaching”
THE COACHING APPROACH
Trade your poem with another group
As a group compose a piece of music to go with your new poem (body/voice
percussion, melody, movement…anything goes!)
Clearly write down directions for how you’d like your poem to be performed.
Others will have to read and perform this, so be sure to make it clear and legible!
ACTIVITY BREAK!
The first and most important step:Relationship Building
After a relationship has been established, coaching includes a combination of the
following:Discussion of past experiences and personal beliefs
Review of current knowledge baseObservation and self-assessment of skills
Identify skills to refine and set realistic goals – needs to include a form of goal setting that fits the individual
Repeated “in-action” practice of new skill – can include modeling, co-learning and shadowing
Reflection and self-assessmentJournaling
THE COACHING PROCESS
How can Music Therapists use coaching as an approach to Professional Development?
1. Adopt Coaching for Music Therapists as an organizational practice
2. Adopt coaching strategies to facilitate personal professional development
COACHING & MUSIC THERAPY
Let’s practice, Turning Theory into Practice!
Write down a skill that….1. You are not familiar with2. You are wanting to refine
3. You have been given feedback on and need to improve for a performance
evaluation
COACHING & MUSIC THERAPY
Write down your strengths
Find correlation
Write down what you need to be successful - resources
Make a plan to practice
Make a plan to reflect and assess
COACHING & MUSIC THERAPY
Anyone willing to share?
COACHING & MUSIC THERAPY
Trade your composition with another group
As a group, learn how to perform the composition, divide parts and practice
performing
Take turns performing for us all!
CLOSING ACTIVITY!
Group discussionProcess
Strengths/WeaknessesFeelings
Team Work/Communication
CLOSING ACTIVITY REFLECTION
“Lots of people want to ride with you in the limo, but what
you want is someone who will take the bus
with you when the limo breaks down”
-Oprah Winfrey
Sarah Piercy, M.M., MT-BCEarly Learning Mentor Coach
Salt Lake CAP Head Start/Early Head Start850-322-0618 cell
801-323-3900 ext. 236 [email protected] personal
[email protected] work
THANK YOU FOR ATTENDING!
1. Conlan, J., Grabowski, S., Smith, K., Adult Learning: Emerging Perspectives on Learning, Teaching and
Technology, 2003.2. Knowles, Malcolm., The Theory of Andragogy, 19843. Kritsonis, Alicia., Comparison of Change Theories, 20034. Rock, David., A Brain-Based Approach to Coaching, 2006www.freedictionary.comwww.cbmt.orgwww.musictherapy.orgwww.youtube.com
1. How Coaching Works, by Wellcoaches2. Instructional Coachinmg: Staff Development for
Improved Teacher and Student Learning, by School Improvement Network
REFERENCES