Coaching for Quality in Out-of-School Time: A How To Guide by NIOST

Coaching for Quality in Out-of-School Time: A How To Guide

2020

© National Institute on Out-of-School Time

Susan O’Connor, Elizabeth Starr, and Kathy Schleyer

Table of Contents Introduction..............................................................................................................1 1. Guiding Principles................................................................................................5 2. Relationships.....................................................................................................14 3. Communication..................................................................................................23 4. Principles of Adult Learning...............................................................................33 5. Professionalism..................................................................................................44 6. Continuous Quality Improvement......................................................................54 7. Coaching Strategies..........................................................................................64 8. Appendices........................................................................................................73 A. Five Disciplines of a Learning Organization.................................................74 B. How Coaching Affects the Brain...................................................................75 C. Core Processes of Appreciative Inquiry.......................................................76 D. Learning Styles..............................................................................................77 E. Communities of Practice...............................................................................78 F. Out-of-School Time Readiness Questionnaire..............................................80 9. Coaching Core Competencies Self-Assessment Tool......................................86

Coaching for Quality in Out-of-School Time: A How To Guide Susan O’Connor, Elizabeth Starr, and Kathy Schleyer 2020

About NIOST NIOST supports the healthy development of children, families, and communities, and advances the out-of-school time (OST) field through our research, training, advocacy, and tools. We help before-school, afterschool, expanded learning, and summer programs get better at what they do.

Since 1978, NIOST has been a leader in defining, shaping, and promoting OST as a distinct professional field with evidence-based quality standards. We bridge the worlds of research and practice to provide OST directors, staff, planners, school administrators, community leaders, and others with research, training, evaluation, and consultation to enhance and improve the quality of programs for all children and youth.

At NIOST, we believe in quality OST for all, which means universal access to OST programs that are inclusive and respectful of diversity. To support quality for all, we strive to incorporate the needs and perspectives of youth, families, and the OST workforce as we shape our research, training, and partnerships. As leaders in the OST community, we seek to proactively address the individual and systemic disparities in the lives of children and families.

Contact Information National Institute on Out-of-School Time Wellesley Centers for Women Wellesley College 106 Central Street Wellesley, MA 02481 Email: niost@wellesley.edu Website: niost.org

Citation O’Connor, S., Starr, E., & Schleyer, K. (2020). Coaching for quality in out-of-school time: A how to guide.

Wellesley, MA: National Institute on Out-of-School Time. © 2020 by the National Institute on Out-of-School Time. All rights reserved.

Acknowledgments This guide is built on NIOST’s decades of experience coaching programs to use data for program improvement. Ellen Gannett, Director of NIOST 2006–2017, has devoted much of her career with NIOST since 1981 to the advancement of the profession; her thinking is infused throughout this guide. We thank the NIOST team—especially Karen O’Neill, Project Associate and Maggie Gilbert, Research Assistant. Some of the material on which this guide was based was originally developed for the New York City Department of Youth and Community Development. We thank DYCD and the staff developers with whom we worked for their input.

Coaching for Quality in Out-of-School Time: A How To Guide

Several national competency frameworks and other resources informed our competencies and this guide, including: • Administration for Children & Families (ACF), 2013. Quick Look: State Technical Assistance Professional Specialized Knowledge and Competencies https://childcareta.acf.hhs.gov/sites/default/files/public/201306_pdwcenter_quicklook_tacompetencies_finalr.pdf • National AfterSchool Association Code of Ethics https://naaweb.org/resources/code-of-ethics?highlight=WyJjb2RlIiwiY29kaW5nIiwiY29kZXMiLCJvZiIsIm9mJyIsImV0aGljcyIsImV0aGljYWwiLCJldGhpYyIsImNvZGUgb2YiLCJjb2RlIG9mIGV0aGljcyIsIm9mIGV0aGljcyJd • National Association for the Education of Young Children Code of Ethical Conduct Supplement for Early Childhood Adult Educators https://www.naeyc.org/resources/position-statements/ethical-conduct • California Quality Technical Assistance Framework: A Model for Before and After School TA Delivery http://www.asapconnect.org/asap-quality-framework • Colorado Coaching Credential http://cocoaches.net/CoachingCredential.html • Minnesota’s Knowledge and Competency Framework for Relationship Based Professional Development Specialists https://edocs.dhs.state.mn.us/lfserver/Public/DHS-7586-ENG • Framework for the North Carolina TA Practitioner Competencies http://ncchildcare.dhhs.state.nc.us/pdf_forms/tacompetenciesapril232013.pdf • Technical Assistance and Coaching Competencies, Ohio Child Care Resource and Referral Association http://www.ncicdp.org/documents/OCCRRA%20competencies_1-12-10%201.pdf • Pennsylvania General Core Competencies for Relationship-Based Technical Assistance https://secureservercdn.net/198.71.233.197/69d.231.myftpupload.com/wp-content/uploads/2017/12/TA-Consultant-Competencies.pdf • Certificate in Practice Based Coaching at the University of Washington https://www.pce.uw.edu/certificates/early-childhood-coaching • Relationship-Based Professional Development Standards, Washington State Department of Early Learning https://www.dcyf.wa.gov/services/earlylearning-profdev/workforce-development/competencies

This project was supported by funding from the Wellesley Centers for Women at Wellesley College.

Coaching for Quality in Out-of-School Time: A How To Guide

NIOST \Introduction

Introduction For over 40 years the National Institute on Out-ofSchool Time (NIOST) has been consulting with and evaluating out-of-school time (OST) programs and promoting skill development with OST professionals.

We have a deep understanding of what quality is, how to measure it, and why quality improvement needs to be continuous.

We are realistic about the entrenched issues of program financial insecurity, high turnover, and parttime staffing. But we prefer to be energized by the many high-quality programs we see producing strong outcomes by focusing on the simple, key concept of improving program quality.

Research now confirms that coaching is one of the most effective ways to support staff and improve program quality. We therefore are providing this easily accessible professional development resource for current and new OST coaches.

Coaching for Quality in Out-of-School Time: A How To Guide

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What is quality?

Quality OST programs are those that are “intentionally designed to provide engaging activities that are sequenced and aligned with program goals and are taught by trained, dedicated instructors who work effectively with youth.”1 Research has consistently shown that higher quality programs achieve better youth outcomes.2 Program standards define quality for the field, helping programs understand and strive for high quality. NIOST collaborated with the National AfterSchool Association to develop the first set of national OST program quality standards in 1998 (National School-Age Care Alliance, 1998). Since that time, many states have adopted these standards or developed their own. In addition, the OST field has access to nationally recognized tools that measure quality.

OST quality includes: • Observable quality, or quality features that can be seen when you walk into a program. Examples are the environment, relationships, and level of youth engagement in activities and learning.

• Structural quality, or behind-the-scenes quality features that set the foundation for quality. Examples are staff professional development, ratios and group sizes, fiscal supports, and connections to schools and communities.

Who can benefit from this guide The Coaching for Quality in Out-of-School Time: A How To Guide is both for internal coaches—program leaders who coach their own staff—and for external coaches— consultants who visit programs to help improve quality. It can help both kinds of coaches to assess their own strengths and needs, build expertise, create a team approach, and build a learning organization that values everyone’s roles and contributions.

The NIOST approach to coaching Coaching is fundamentally about helping program leaders or staff teams see their strengths and identify areas that can benefit from more attention. Coaches then help their learning partners plan to address their growth opportunities through, for example, staff development, activity design and planning, or school connections.

The first chapter of this manual, Guiding Principles, outlines the theory behind our approach to continuous quality improvement (CQI) and appreciative coaching. The Kaizen approach to continuous improvement and Peter Senge’s ideas 1

https://www.rand.org/blog/2018/11/high-quality-out-of-school-time-programs-are-worthy.html

McCombs, Jennifer Sloan, Anamarie A. Whitaker, and Paul Youngmin Yoo, The Value of Out-of-School Time Programs. Santa Monica, CA: RAND Corporation, 2017.

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Coaching for Quality in Out-of-School Time: A How To Guide

NIOST \Introduction

about building learning organizations that foster CQI—the classics—inform our grounding philosophies. New brain research further informs our CQI methods.

Several other philosophical approaches are essential to high quality coaching.

Coaching is most effective when it is strength-based and relational. Social and emotional learning, always inherent in OST, is an integral part of coaching.

Coaches both build their own social and emotional skills and support program leaders and staff to do the same, thereby creating an environment in which program participants, too, experience social and emotional growth.

Ultimately, coaching is about improving outcomes for all children and youth. To create environments in which all participants are welcomed and can flourish, coaches can use an equity lens and engage in ongoing cultural responsiveness training to uncover their own unconscious biases. These ideas will be explored throughout the guide.

How this guide is organized This guide is organized around competencies. Each chapter after the Guiding Principles explores a competency category and its related core competencies.

CHAPTER 2 \ RELATIONSHIPS

1 Relationship-building and trust 2 Clear expectations 3 Strengths-based relationships 4 Equity and culturally and linguistically responsive practice

CHAPTER 3 \ COMMUNICATION

1 Communication style 2 Active listening 3 Appreciative inquiry 4 Conflict resolution

CHAPTER 4 \ PRINCIPLES OF ADULT LEARNING 1 Adult learning and coaching 2 Learning preferences 3 Motivation and self-discovery 4 Transfer of learning

CHAPTER 5 \ PROFESSIONALISM

1 Professional effectiveness 2 Professional development and self-reflection 3 Professional ethics

CHAPTER 6 \ CONTINUOUS QUALITY IMPROVEMENT

1 Change theory 2 Stakeholder involvement and shared decision-making 3 Data-informed practice and assessment 4 Action planning and implementation

CHAPTER 7 \ COACHING STRATEGIES

1 Coaching knowledge, skills, and strategies 2 Reflective practice 3 Leadership capacity-building Coaching for Quality in Out-of-School Time: A How To Guide

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Several appendices offer details on specific topics. Concrete strategies, tips, and reflection prompts are included throughout.

A self-assessment tool you can use to assess your own strengths and training needs appears at the end of this guide. We recommend that you use this tool after you have read the descriptions in Chapters 2–7.

We look forward to supporting you as you grow your coaching capacity!

DEFINITIONS COACHING. We use the Colorado Coaching Consortium definition: “Coaching is a learning process based on a collaborative relationship that is intentionally designed to promote sustainable growth in the necessary attitudes, skills, and knowledge to effectively implement the best practices for the development of young children and their families.”

Colorado Coaching Consortium, 2009. Coaching Competencies for Colorado Early Childhood Education. http://cocoaches.net/uploads/ Coaching_competencies_Oct_2010.pdf

COACH. We use the commonly accepted term, coach, to refer to those who work one-on-one with leaders or staff using the collaborative learning process of coaching to help them improve their practice. Another term you may recognize is quality advisor, the name NIOST originated more than 30 years ago.

PROGRAM LEADER. Program leaders come in many types. A large multi-site program may have a central executive director, an afterschool program director or manager, and one or more site coordinators at each site. All are program leaders as we define the term. Our CQI model includes sharing leadership with frontline staff, who are encouraged to grow into peer coaching roles with support from their program leader.

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Coaching for Quality in Out-of-School Time: A How To Guide

Chapter 1 \ Guiding Principles

1 Guiding Principles Several foundational ideas, or guiding principles, inform the competencies and strategies in this guide.

They are the same ideas that propel all of NIOST’s work: our quality assessment tools, trainings, and research collaborations.

This chapter lays out the strong foundation from which your coaching practice can grow.

Coaching for Quality in Out-of-School Time: A How To Guide

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Continuous Quality Improvement “CQI is not quality for a day…but an ongoing culture of inquiry and reflection.”

Young (2017)

Continuous quality improvement (CQI) is an ongoing, formal approach to creating and sustaining high-quality learning organizations. The idea that improvement is ongoing and cyclical is not new. Walter A. Shewhart and W. Edward Deming (1986), both scientists and management consultants, helped to create what is now known as the Plan-Do-Check-Act or Plan-Do-Study-Act cycle in the 1950s.

Variations of this cycle are being used for CQI in health care, human services, and education. NIOST uses the continuous improvement process shown below.

An organization starts a CQI process by involving stakeholdContinuous Improvement Process ers to set a shared vision or goals. Then it collects information for data-informed practice, analyzing and reflecting on the data to set an action plan. After implementing the plan, the organization collects more data to see whether the changes had the intended impact.

For 30 years, NIOST’s thinking about CQI has been rooted in Peter Senge’s ideas about learning organizations, the Kaizen approach of incremental and orderly change, and relational and strengths-based theories. More recently, we have considered findings from neuroscience. These influences indicate that successful CQI depends on the whole team owning the process.

“CQI is related to the internal owning of a process by the team in the program. It is going beyond meeting the externally applied regulations and standards and moves the lever for change internally, under the control of the program participants themselves.”

Wiggins & Mathias (2016)

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Coaching for Quality in Out-of-School Time: A How To Guide

Chapter 1 \ Guiding Principles

Creating learning organizations: Senge’s five principles One of the most frequently cited works about organizational change theory is that of Peter Senge (2006). He talks about the need to build “communities of commitment,” in which people develop an allegiance to improvement, both as individuals and as an organization. He has identified five disciplines that enable learning organizations to make change successfully: • Shared vision. Involve everyone in the organization in thinking about what they value and want to create.

• Personal mastery. Provide supports so individuals can deepen their personal vision, focus energies, and develop needed skills.

• Team learning. Learn as a team by engaging in dialogue and by thinking together.

• Questioning mental models. Surface deep-seated values, beliefs, and assumptions to enable the team to decide consciously how to take action.

• Systems thinking. Take the time to see interrelationships and the whole system. Pay attention to how changes being made may lead to unintended changes (Senge, 1990).

See Appendix A for more about Peter Senge’s five disciplines of a learning organization and how to pose questions as a coach.

Making gradual improvements with stakeholders: The Kaizen approach Kaizen is a Japanese word that means gradual or orderly change (kai) for the better (zen). Kaizen involves everyone in an organization in working toward gradual improvements using conventional knowledge and skills. The Kaizen approach is used in quality improvement efforts in business, health care, education, and life coaching. For example, Toyota is known for its Kaizen practice. If there is a problem in the production line, all workers and managers involved in that line shut it down to seek solutions. If a particular car model isn’t selling, a representative group from management, sales, marketing, and production meet to identify solutions, which are laid out in incremental steps (Imai, 1986).

Building on strengths, interests, and talents A strengths-based approach builds on existing assets rather than trying to “fix” people and organizations. Research has found that people are most inquisitive, resilient, creative, and open to learning in their areas of strength. (Bloom, et al., 2013). By extension, then, organizations can excel only by amplifying strengths. “While there are many good levers for engaging people and driving Coaching for Quality in Out-of-School Time: A How To Guide

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performance—selecting for talent, setting clear expectations, praising where praise is due, and defining the team’s mission—the master lever is getting each person to play to strengths” (Bloom et al., 2013). Good coaches don’t ignore areas of weakness or the importance of setting up systems that support quality, but they do start from a place of strength.

“A learning organization discovers how to tap people’s commitment and capacity to learn at all levels…where people continually expand their capacity to create the results they truly desire, where new and expansive patterns of thinking are nurtured, where collective aspiration is set free and where people are continually learning how to learn together.”

Senge (2006)

Appreciative Coaching A coach is “a guide by the side, not a sage on the stage” (King, 1993). To guide a CQI process, a coach works with the program leader and staff team as learning partners in quality improvement. The coach supports the program’s exploration of how to better serve participants and families.

Appreciative coaching—a strengths-based, relational approach—is the method we recommend. We keep social and emotional learning at the center and equity as a goal.

Strengths-based approach A strengths-based approach assumes that all individuals, teams, and organizations have strengths they can use to learn, grow, and change (Jablon, Dombro, & Johnsen, 2016). This approach helps individuals meet their potential, builds leadership capacity, and guides organizations to peak performance.

During the past few decades, a positive, strengths-based approach to individual and organizational change has emerged from several fields. This approach represents an effort to move beyond deficit thinking and to tap people’s motivation to improve. Positive psychology, for example, shifts focus from merely healing psychological damage to the positive experiences, individual traits, and institutions that help people lead more fulfilling lives. Positive youth development and resiliency theory have been incorporated in OST, school, and other settings for youth. Appreciative coaching was developed by organization development professionals who were frustrated with a deficit-based, problemsolving approach.

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Coaching for Quality in Out-of-School Time: A How To Guide

Chapter 1 \ Guiding Principles

Coaching and positive psychology share the belief “that people want to learn and, most importantly, that individuals contain within themselves the solution to their own challenges.”

MacKie (2016)

A strengths-based approach does not mean that coaches should not talk about a practice or behavior that is adversely affecting performance. Rather, it draws on people’s motivation to change by tapping into their goals and aspirations and by taking advantage of their knowledge, skills, and ideas about what will work. This approach can build self-esteem and confidence, helping individuals and teams realize that they can successfully make changes to better their work life and improve outcomes for program participants (Rush & Sheldon, 2011).

This increase in self-efficacy brings a positive change. It can expand what Stephen Covey (2005) calls a person’s “sphere of influence;” that is, a strengthsbased approach can help people see that they have more potential to improve their work and their lives than they may realize. This approach guides individuals and programs toward improvement through independent and empowered action, rather than being dependent on a coach (Gardner & Toope, 2011).

In a strengths-based approach, coaches model positive, strengths-based interactions that program leaders can use with staff teams, who in turn can use this approach with participants and families.

“There is almost no topic that cannot be broached under the right conditions, with the right intentions, with the right trusting relationship.”

Crane (2002)

Relational approach NIOST’s coaching approach is influenced by relational-cultural theory (RCT), a development theory based on the idea that people “grow in and through relationships” (Schwartz, 2019). According to RCT, the goal of development is not independence; rather, “we are at our best when we engage in growth-fostering relationships” (Schwartz, 2019). RCT was developed, originally for clinical settings, by Jean Baker Miller and her colleagues at what is now the Wellesley Centers for Women, NIOST’s home. It has since been applied in education, business, social justice work, and other fields (Schwartz, 2019). RCT helps us understand how relationships and interactions can be powerful conduits for teaching and learning. It also gives us a lens to explore power, cultural context, and other issues important for equity, diversity, and inclusion. (See https://www.wcwonline. org/JBMTI-Site/introduction-to-jbmti.)

Coaching for Quality in Out-of-School Time: A How To Guide

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Reflection and inquiry are at the heart of a strengths-based and relational practice. According to Tom Crane (2002), a relational approach: • Demonstrates respect for all individuals and for their experiences, ideas, and strengths • Helps people discover their own answers, rather than waiting for the expert • Solicits people’s input and recommendations, creating a high level of participation in solutions • Focuses attention on future solutions, not on past problems (Crane, 2002) According to Rush and Shelden (2011), reflection engages the part of the brain used to make linkages. This process leads to insights, which constitute an important driver of motivation to change. Strengths-based and relational approaches not only are more effective than other consultative strategies, such as feedback and problem-solving, but also decrease the need for deficit-based approaches. Even more importantly, they build staff capacity to reflect, an important step in building a sustainable culture of continuous improvement (Rush & Shelden, 2011).

Skillful coaches build their own reflective practice and then foster reflection on the part of program leaders and staff teams.

Keeping the brain in mind Many leaders think that getting people to change requires only the right information and the right incentive. But motivation for change is much more complex than that. Neuroscience is beginning to provide an explanation Putting it simply, the brain is made up of of how and why coaching works. three parts: It takes effort and focused attention • The reptilian system is the primary to change a habit or embed a new driver for eating, sleeping, and sex. behavior. The brain’s reptilian and • The limbic system governs emotions, limbic systems are quick to respond memories, and habits. to immediate stimuli on an automatic • The prefrontal cortex is responsible for level. But change is established higher-order thinking. through the prefrontal cortex, which requires conscious focus.

People can react emotionally to change. In that case, the limbic system takes over, so that people fall back into earlier habits and behaviors. Coaches need to understand how to tap positive emotions about change to build buy-in and decrease resistance.

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Coaching for Quality in Out-of-School Time: A How To Guide

Chapter 1 \ Guiding Principles

Think about driving an off-road vehicle through a wilderness area. If you repeatedly drive down the same track, that track gets easier to travel, while other tracks get overgrown. Similarly, the brain prefers established pathways. Change is more likely to happen when coaches help people build on their strengths—when they travel established neural pathways—rather than trying to fix an area of weakness (Langley, 2012).

See Appendix B for information about what happens in the brain during a coaching session and about the roles of attention, reflection, and action in achieving insight.

Social and emotional learning Social and emotional learning (SEL) has always been at the center of OST. In their book Bringing Yourself to Work, NIOST founder Michelle Seligson and coauthor Patricia Stahl (2003) emphasize that adults who work with young people must know their own social and emotional hot spots and reflect on their own biases. High-quality OST settings foster SEL as adults intentionally model skills, offer activities that stimulate social and emotional growth, and make one-on-one connections with each participant (Seligson & Stahl, 2003).

Coaches must also be responsive to the trauma and adverse childhood experiences that many OST participants and families face—as do some program leaders and staff, and perhaps even the coaches themselves. OST coaches need both to tend to their own wellbeing and SEL skills and to support program leaders and staff teams to build their skills so they can help children and youth to do the same.

Equity, diversity, and inclusion Ultimately, coaching is about improving outcomes for all children and youth. In fact, coaching is an ideal means of working at the program level to make programs welcoming and responsive to all young people and their families.

To create environments where all are welcome and can flourish, coaches can use an equity lens to understand the impact of dominant cultures and the influence of power and privilege in the lives of young people, families, and service providers. Strategies such as ongoing training for cultural responsiveness can help coaches uncover their own unconscious biases. Understanding history and gaining knowledge of culture, race, ethnicity; language and methods of communication; nationality and citizenship; gender identity; and sexual identity; socioeconomic status and social class; religious and spiritual identity; access and barriers to participation; and physical, cognitive, and emotional wellbeing will help equip you to support all families and children.

Coaching for Quality in Out-of-School Time: A How To Guide

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Internal and external coaches Both internal and external coaches are valuable. Funding, philosophy, and other individual circumstances determine which kind of coach a program uses. Each type has pros and cons. Here are some reasons programs coach from the inside or seek a consultant.

TYPE OF COACH

Internal

ADVANTAGES

CHALLENGES

May be more cost-effective and sustainable than hiring an external coach Understands the culture and values of an organization

External

May have a broader perspective and more objectivity

Must work hard to separate their roles as supervisor or colleague and as coach Must deal sensitively and transparently with confidentiality, staff discipline, and other potentially sticky issues Must take time to understand the workings of the organization

May be perceived as neutral or trustworthy May not have frequent contact by program staff with staff May provide important support for program leaders who carry a heavy workload

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May have trouble with follow-up from a remote location

Coaching for Quality in Out-of-School Time: A How To Guide

Chapter 1 \ Guiding Principles

Guiding Principles References Bloom, J. P., Hentschel, A., & Bella, J. (2013). Inspiring peak performance: Competence, commitment, and collaboration. New Horizons.

Covey, S. (2005). The 7 habits of highly effective people: Powerful lessons in personal change. Simon and Schuster.

Crane, T. G. (2002). The heart of coaching: Using transformational coaching to create a highperformance culture. San Diego, CA: FTA. Gardner, M., Toope, D. (2011). “A Social Justice Perspective on Strengths-based Approaches: Exploring Educators’ Perspectives and Practices.” Canadian Journal of Education. 34-3. https://scholar.google.com/scholar?q=a+social+justice+perspective+on+strengths-ba sed+approaches:+exploring+educators%27+perspectives&hl=en&as_sdt=0&as_ vis=1&oi=scholart&sa=X&ved=0ahUKEwijxYeq8c_XAhXsk-AKHVCdBAsQgQMIJjAA Imai, M. (1986). Kaizen: The key to Japan’s competitive success. New York, NY: Kaizen Institute.

Jablon, J., & Dombro, A. L., & Johnsen, S. (2016). Coaching with powerful interactions: A guide for partnering with early childhood teachers. Washington, DC: National Association for the Education of Young Children.

King, A. (1993). From Sage on the Stage to Guide on the Side. College Teaching. 41(1), 30–35.

Langley, S. (May 23, 2012). The Neuroscience of Change: Why It Is Difficult and What Makes It Easier. The Langley Group. http://blog.langleygroup.com.au/ neuroscience-of-change-what-makes-change-easier/ MacKie, D. (2016). Strength-based leadership coaching in organizations: an evidence-based guide to positive leadership development. Kogan Page Publishers.

Rock, D. (2006). A Brain-Based Approach to Coaching. International Journal of Coaching in Organizations, 4(2), 32-43. http://researchportal.coachfederation.org/MediaStream/PartialView?documentId=2886 Rush, D. D., & Shelden, M. L. L. (2011). The early childhood coaching handbook. Brookes Publishing Company. PO Box 10624, Baltimore, MD 21285.

Schwartz, H. L. (2019, September 20). Connected teaching – An approach for classrooms, communities, and the workplace [Blog post]. https://www.wcwonline.org/WCW-Blog-Women-Change-Worlds/ Connected-teaching-an-approach-for-classrooms-communities-and-the-workplace Seligson, M., & Stahl, P. (2003). Bringing yourself to work: A guide to successful staff development in after-school programs. New York, NY: Teachers College Press.

Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.

Senge, P. (1994). The fifth discipline fieldbook. New York: Doubleday.

Shewhart, W. A., & Deming, W. E. (1986). Statistical Method from the Viewpoint of Quality Control.

Courier Corporation.

Wiggins, K., & Mathias, D. (n.d.). Continuous Quality Improvement: An Overview Report for State QRIS Leaders. The Build Initiative. http://qrisnetwork.org/sites/all/files/session/resources/ Continuous%20Quality%20Improvement,%20An%20Overview%20Report%20for%20State%20 QRIS%20Leaders_1.pdf Young, Billie (June 2017). Continuous Quality Improvement in Early Childhood and School Age Programs: An Update from the Field. BUILD. https://qrisnetwork.org/sites/all/files/session/ resources/Continuous%20Quality%20Improvement%20in%20Early%20Childhood%20and%20 School%20Age%20Programs%20-%20An%20Update%20from%20the%20Field.pdf Coaching for Quality in Out-of-School Time: A How To Guide

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2 Relationships Relationships are at the heart of coaching. The core competencies in this category are all about relationships—how to build them, how to set clear expectations for them, how to use strengths-based strategies that foster strong relationships and learning, and how to be aware of your own biases and the unique experiences that may affect your relationships. This chapter offers tips and strategies to establish a strong foundation for coaching relationships.

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Coaching for Quality in Out-of-School Time: A How To Guide

Chapter 2 \Relationships

1. Relationship-building and Trust

CORE COMPETENCY

Builds trust through transparency, openness, and honesty

“You have to begin by seeing, talking with, listening to, and learning from the people who are in the field, day in and day out.”

Jablon, Dombro, & Johnsen (2016)

Over and over in OST we hear that “it’s all about relationships.” Whether you are working with youth, building community partnerships to strengthen program sustainability, or participating in city- or statewide efforts to support quality OST, relationships matter. Relational-cultural theory (see Chapter 1) helps us understand how growth and learning can occur through relationships.

FOR REFLECTION How have important relationships shaped your learning?

Similarly, effective coaching begins with relationships. Start by establishing your relationship with program leaders or your staff team as a partner in learning.

Together, you and the people you coach are equal players in the effort to improve program quality. Use the strategies outlined below to build rapport and trust.

Build rapport These tips can help you build rapport. Note that building rapport with the program leader and staff team can look different for external coaches and internal coaches.

• Explain your coaching role to staff and modify your plan to fit the program’s needs. Make sure team members know they can approach you with questions. Explain that a coach is a learning partner in the continuous improvement process. (See Core Competency 2.)

Touring the site and meeting the staff is the first step. Take note of names.

Rather than filling out forms, talk with staff and observe the program.

Distinguish your role as program leader from your role as coach.

• Broaden your awareness of each individual’s professional experiences and values to help you establish a true learning partnership.

Get to know the program leader and core team, including their strengths and experiences. Share information about yourself to establish common Coaching for Quality in Out-of-School Time: A How To Guide

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ground. You may learn that you and a staff member spent summers working at the same camp, recently went to the same conference, or live in the same neighborhood. Be aware of your cultural perspective and open yourself to learn about others’ experiences.

Even if you have been working with your colleagues for a long time, you can still learn more about each other. Set up time to share professional experiences and values.

• Keep up with changes in program staff or approach. For example, when an afterschool program switches to summer camp, it may experience a large influx of staff or substantial curriculum changes. Take time with new staff to describe the ongoing coaching and CQI work.

Build trust The foundation of any relationship is trust. People build trust both by being trustworthy and by demonstrating trust in others. All partners in a relationship must be willing to take the risk of being open in their interactions. When they trust their coach, program leaders and staff are more likely to be willing to try new approaches (Jablon, Dombro, & Johnsen, 2016).

As a review, here are some basic ways to establish trust: • If external circumstances affect your timeliness, call to see whether to start late or reschedule. If you have to cancel at the last minute, apologize, and be as flexible as possible in rescheduling.

• Deal graciously with other people’s scheduling issues, frustrating as they may be in the moment.

• Stay focused on the goal of the visit or meeting while being responsive to new issues.

• Follow up promptly. The sooner you respond to requests for help or information, the more your learning partners will feel supported.

• Listen carefully. (See Chapter 3, Core Competency 2, Active Listening.)

Adults who establish and sustain trust with each other can be great role models for program participants. Let youth see healthy relationship-building in action!

• Be open and authentic in sharing your thoughts and experiences.

• If tensions rise during a coaching session, pause to explore the issues.

Talk with the other person about how to rebuild trust. The trust lost in one negative interaction on a stressful day may require a number of positive interactions to rebuild.

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2. Clear Expectations

CORE COMPETENCY

Defines, clarifies, and reaches agreement with the program leader or staff team about roles, responsibilities, and realistic expectations

An important early step in the coaching relationship is developing a shared understanding of the function of coaching. The coaching model suggested in this guide is collaborative: The coach and program leader or staff team become learning partners. Take time to set explicit expectations, both at the beginning and throughout the process, to keep the relationship on track.

The steps you can take to clarify expectations are in many cases similar to steps that help to establish relationships. Clear expectations are a foundation of healthy relationships.

When coaches and program leaders and/or staff teams “create a learning partnership, they avoid the power dynamic that often develops unintentionally in the coaching relationship…

You bring knowledge and expertise to the relationship, but the [staff member] brings knowledge, too.” The coach is freed from being the keeper of the knowledge and fixer of problems, and the staff member is freed from just listening and doing what the coach says.

Jablon, Dombro, & Johnsen (2016)

Work with your team to tap into their motivation for quality improvement. This may look a little different for external and internal coaches.

• Explore what it means to be learning partners. Your role is to build the capacity for improvement through facilitation and reflection. The coaching relationship is successful if the people you coach strengthen their ability to reflect on what is working and embark on self-discovery to improve practices. Explain that there will be times that neither of you have the answers, so you will need to be open to investigating solutions together.

Clarify with staff that, as a coach, you are not wearing your supervisor hat, but rather working collaboratively. It takes time to build trust, particularly if you sometimes wear a compliance hat, as many OST program leaders must.

• Make sure there is group buy-in before proceeding. Decide who will be involved, set an initial timeframe, and discuss roles and responsibilities. Set expectations for the work ahead with the leadership team. Discuss and set best times to meet. Decide how to manage the meetings in which the core work of developing and implementing the CQI plan will be done.

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Set ground rules, such as: • Assume best intentions, knowing that every person wants to see progress.

• Maintain confidentiality on all issues discussed.

• Give everyone a chance to share ideas.

• Identify preferred ways to communicate between meetings: emails, phone calls, texts, in-person check-ins.

Face-to-face meetings when possible are the most effective way to build and maintain coaching relationships.

• Check in with each other on the effectiveness of the change process (Pennsylvania State University, 2017).

Identify what you need from the program leader or team and what they need from you. Ask these questions: • What is working, and what should I do more of?

• What else do you need?

• What could change about the coaching supports?

Enable your direct reports to share open and honest feedback by establishing a climate of mutual respect.

Be specific about what you plan to do as a coach, including: • Selecting and supporting the CQI team if you are an internal coach, or helping the program leader to do so if you are an external coach.

• Keeping a good balance between processes and tasks. For example, establishing a climate of dialogue is as important as helping the team collect data to inform decision-making.

• Responding to the needs identified by the program leader or staff team by sharing resources or modeling research-based practice.

• Helping the program leader or staff team gather data from program observations and surveys.

• Focusing the program leader or staff team on implementing the CQI action plan.

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3. Strengths-Based Approach

CORE COMPETENCY

Focuses on assets to build on individual, team, and organizational strengths

By focusing on the assets and strengths of individuals, teams, and organizations, coaches can effectively facilitate change. The following strategies work for both external and internal coaches.

• Get off to a positive and empowering start. During the initial meeting, begin by asking the program leader or staff team to identify their strengths.

Starting with strengths rather than deficits changes the dynamic of the relationship. It establishes that you want to hear about the knowledge, Be mindful of the cycle of the school experiences, and accomplishyear, and think of ways to boost posiments that are the foundation of tivity at certain times. Right before program improvement. or after school breaks or when the weather has been bad for a while, • Continue to be positive. In anyone can get into a slump! subsequent meetings and conversations, start by checking in about recent developments. Ask specifically about successes or lessons learned. You may want to suggest that the program leader or staff team set up a place in the office where they can jot down these thoughts. This tactic gets them in the habit of thinking about their growth and strengths.

• Engage in active listening. Be curious about the perspectives of the people you coach. Your job is to understand the perspectives and thinking that drive their practice. (See Chapter 3, Core Competency 2, Active Listening.)

• Notice moments of effectiveness. Focus on moments of successful practice. Guide the people you coach to look for strengths and articulate what they are doing well. Have them give specifics about a successful approach or promising practice. Guide them to describe the positive effect and to think about how to increase their use of this practice (Jablon, Dombro, & Johnsen, 2016).

• Encourage the program leader or staff team to tell you what is working well and what could change, rather than you telling them. Facilitate and teach the process of brainstorming strategies and of evaluating which strategies hold the most promise. Remind the people you’re coaching to reflect on the impact of the strategy after they’ve implemented it. When the team owns the goal, the strategy, and the implementation, the change is more likely to be sustained.

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Here’s an example of how a strengths-based approach can work in practice.

Let’s say the CQI team wants to see more staff-family interactions. You help by observing family pick-up at the end of a program day. In a meeting with the staff afterward, you describe an effective interaction you saw between a parent and a staff member. You ask how staff can have more such interactions. At first staffers complain that the end of the day is hectic, with many wrap-up tasks to accomplish. But they fully agree that the successful parent-staff interaction is their vision of what should happen! You therefore encourage them to persist in brainstorming strategies. They agree on two different approaches to try. At the next meeting, they will reflect with you on how those approaches worked.

4. Equity, Diversity, and Inclusion

CORE COMPETENCY

Promotes equity by supporting and appreciating people of all identities, experiences and abilities

Building knowledge about equity and cultural and linguistic competency helps coaches communicate and work effectively with all people. Here are a few ways to begin building your skills.

• Participate in training related to culturally and linguistically responsive practice. Don’t forget to allow time for reflection. Start by exploring how your own culture influences your thinking and actions (Kennedy, Bronte-Tinkew, & Matthews, 2007).

• Include time during reflective conversations with the program leader or staff team to talk about responding respectfully and effectively across ability, class, culture, gender, language, race, sexual identity, and other differences.

• Strengthen your communication skills. (See Chapter 3.) Start by asking questions and using active listening. Explore ways to increase your comfort level in facilitating conversations about differences such as race, class, or gender identity.

Coaches also can help program leaders and staff teams to consider equity and inclusion in program design and implementation, encouraging them to: • Make sure that the CQI team represents the program’s cultural makeup so decisions are informed by diverse viewpoints.

• Open the conversation about an inclusive culture using open-ended questions like these (Mulligan & Kozleski, 2010): • How are divergent viewpoints honored and shared?

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• How do staff members respond to agreement and disagreement?

• What norms can you set that encourage a full range of views?

• How can you model inclusivity and encourage young people to do the same?

• Review program space and activity design to make sure they are accessible and welcome all learners and their families.

• Strengthen communications with families in languages and using methods that are welcoming, supportive, and familiar. In many communities, electronic communications are not sufficient.

• Make sure program or organizational supports and policies are responsive to the needs of staff and families.

• Include equity and cultural competency indicators in staff core competencies.

• Make sure that job descriptions and interview protocols are inclusive. Seek diverse staff teams that are reflective of the community served.

• Consider cultural and community context when selecting improvement strategies.

Larger OST programs or programs with multiple locations should be sure that they are culturally responsive across all sites and activities. Don’t assume that the largest or most established program is representative! Look for evidence of cultural competency at each site.

• When possible, translate any new materials or approaches into local languages and pilot test before implementing (Lopez, Hofer, Bumgarner, & Taylor, 2017).

• Review all program assessments, interviews, and surveys for ableism and cultural and linguistic responsiveness (Lopez et al., 2017).

Another thing coaches can encourage programs to do toward more Community mapping can be a very useful exercise for identifying informal and equitable relationships is to further formal partnerships. OST staff who are the opportunities and stability of famalso members of the local community may ilies. Programs can establish partnerbe particularly knowledgeable about who ships with schools and community does what and where. Coaches can facilitate this exercise. organizations to support the needs of families beyond afterschool care, such as community mental health, physical health and wellness, juvenile and adult justice and restorative justice, English-language learner support, employment, housing, and immigration support, trauma-informed care, inclusivity, special needs, and many more.

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FOR REFLECTION If you are an internal coach, what immediate steps can you or did you take to distinguish your role as program leader from your role as a coach? If you are an external coach, what information about you would help you establish common ground with the program leader and staff?

Think about behaviors and actions that help build trust with someone. Are the behaviors and actions for sustaining trust always the same, or do they change as the relationship matures?

What work have you done recently to develop your cultural and linguistic competence? How could your work benefit if you develop new skills?

Relationships References Jablon, J., Dombro, A. L., & Johnsen, S. (2016). Coaching with powerful interactions: A guide for partnering with early childhood teachers. Washington, DC: National Association for the Education of Young Children.

Kennedy, E., Bronte-Tinkew, J., & Matthews, G. (2007). Enhancing cultural competence in out-ofschool time programs: What is it and why is it important? Child Trends. https://www.childtrends. org/wp-content/uploads/2013/07/2007-03CulturalCompetenceOST.pdf Lopez, M., Hofer, K., Bumgarner, E., & Taylor, D. (March 2017). Developing culturally responsive approaches to serving diverse populations: A resource guide for community-based organizations. National Research Center on Hispanic Children and Families. http://www. hispanicresearchcenter.org/wp-content/uploads/2017/03/Cultural-Competence-Guide.pdf Mulligan, E. M., & Kozleski, E. M. (2010). Culturally responsive coaching for inclusive schools. http:// niusileadscape.org/docs/FINAL_PRODUCTS/LearningCarousel/GuideCoachingDialogues.pdf

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Chapter 3 \Communication

3 Communication Communication is the way people build relationships and create understanding with others. The core competencies in this category address how coaches communicate and the specific practices of active listening, appreciative inquiry, and conflict resolution.

This chapter offers tips and strategies to help you communicate effectively, whether you are an internal or external coach.

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1. Communication Style

CORE COMPETENCY

Engages in collaborative communication by being present, attentive, and responsive to both obvious and subtle forms of communication Human beings communicate both verbally and nonverbally. To communicate emotion and information well takes self-awareness. By fostering this selfawareness, you can increase your effectiveness as a coach.

“The quality of our relationships with others is often dependent upon the quality of our communications.”

Seligson & Stahl (2003)

More than words People communicate through more than words. Frequently cited research says that only 7 percent of our message is communicated through spoken words, while 38 percent is communicated by tone of voice and 55 percent by body language (Crane, 2002). Although these percentages have been questioned, nonverbal communication plays a large role.

You can build trust and strong relationships by making sure the words you speak are consistent with your tone of voice and body language.

Check your tone of voice: • Does your tone convey warmth, understanding, and confidence?

• Is your pacing neither too slow nor too fast?

• Does your tone communicate sincerity? Is it judgment-free?

Check your body language: • Does your posture send the message that you are fully present and relaxed? If you know you feel stressed, lower your shoulders and consciously shed the tension your body is carrying. Try to enter the visit or meeting with a fresh and positive mindset.

One exciting part about coaching in OST is that little eyes and ears are often paying attention. Remember that how program leaders communicate with staff is an opportunity to model respectful communication not only to adults, but also to children and youth!

• Is your facial expression pleasant? Does it convey interest? If you, like many people, naturally frown when you are concentrating, try to catch yourself and shift to a neutral facial expression.

• Is your eye contact appropriate? Direct eye contact is important, but don’t let it become so intense that it makes the recipient feel uncomfortable.

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• Are your gestures purposeful and deliberate? Use motions that support the message you want to send. Gestures that are too expansive or abrupt can distract from the ideas you are trying to share.

FOR REFLECTION How do culture and neurological diversity affect how comfortable people are with eye contact and other forms of nonverbal communication?

Effective communication to enhance relationships and learning Here are some tips to help you communicate effectively with the people you coach.

• Use two-way communication. Two-way communication produces natural discovery (Crane, 2002). Use a conversational tone that is informal, relaxed, warm-hearted, and easy to listen to. If you use a “telling” style of speech, the respondent may feel “talked at” and therefore fall silent.

• Individualize how you listen and respond. Be ready to differentiate how you communicate. Some people are talkative right from the start; others take longer to get comfortable. Some people need time to reflect before responding. Be patient in allowing “wait time” for a response. Some people may even want to think about an idea or question until your next meeting or perhaps respond to you in an email.

• Use open-ended questions that start with “what” and “how.” What and how questions require people to reflect and respond thoughtfully. Posing positive questions indicates that you are interested in hearing about others’ thoughts, experiences, and values. It helps continue the conversation. A closed-ended question that can be answered “yes” or “no” shuts down the communication and often the thought process. Why questions—for example, “Why did you choose that solution?”—may make the respondent feel defensive (Crane, 2002; see Core Competency 3, Appreciative Inquiry).

• Use plain language in both spoken and written communication. Know your audience and tailor your language to its needs. In general: • Be succinct.

• Avoid jargon or define specialized words or terms.

• Use audiovisual aids when explaining an involved concept or a series of ideas.

In written communication, use these plain-language strategies: • Keep sentences short, without extra clauses.

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• Use headings and sub-headings to organize information.

• Make bulleted lists. Start every item with a verb.

• Spell out acronyms.

• Articulate individual and program strengths. By clearly articulating what individuals or teams have done well, you can help them see what kinds of practices are working. Then they can intentionally repeat the practices or build on those successes (Jablon, Dombro, & Johnsen, 2016; see Chapter 2, Core Competency 3, Strengths-Based Relationships).

• Check in about the coaching process itself. After each session, ask, “What worked well for you during this session?” Take notes about strengths you saw during the session so you can review your notes before the next meeting and continue to build on those strengths. (See Chapter 2, Core Competency 2, Clear Expectations.)

Effective virtual communication Technology offers amazing tools for fast, cost-effective communication and remote collaboration. External coaches—especially if they are in rural areas or have difficulty scheduling meetings—may find virtual coaching sessions valuable. Collaboration tools allow users to share video clips, comments, and resources. If you decide to conduct virtual sessions, get to know the platform you choose so you can take full advantage of it.

Meanwhile, both internal and external coaches often need to communicate by email, text, or instant messaging app.

When you do, follow these tips from “A Guide to Effective Communication in Today’s Digital World” (2017): • Choose your words carefully. Tone can often be misinterpreted in writing. Even on the phone, you don’t have the benefit of body language and facial expressions.

• Don’t try to read between the lines. Instead of guessing at someone’s emotion, find out over the phone or in person.

• Listen and learn. Listening carefully takes extra work when you are not face to face.

Try not to text or call staff while programs are in session. OST staff need to be primarily engaged with youth. They also need to answer texts and calls that are immediately relevant—but your message can wait!

• Pay attention to etiquette. When emailing, always be conscious of tone. Avoid using ALL CAPS, which can be interpreted as yelling, and be careful to reply only to the correct recipient. When texting, first get the recipient’s permission to text. When you do, be mindful of the time so your message doesn’t disturb the recipient.

• In all modes, always stay professional. (“Guide to Effective Communication in Today’s Digital World,” 2017; see more in Chapter 5, Professionalism) 26

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2. Active Listening

CORE COMPETENCY

Uses active listening strategies to fully understand ideas, perspectives, and feelings

Listening is an active process through which a coach can fully understand the other person’s perspectives and feelings. Active listening is essential to open and trusting coaching relationships; it also helps to avoid misunderstandings.

Active listening can mean being silent and giving nonverbal cues to show understanding. It can mean paraphrasing what the other has said: “It sounds like what you are saying is….” Done in a genuine way, such paraphrases can help avoid miscommunication.

Research (Zenger & Falkner, 2016) shows that coaches who are great listeners: • Ask questions periodically to promote discovery and insight.

• Interact in a way that builds self-esteem by making the other person feel actively supported.

• Structure cooperative conversations in which the coach is clearly trying to help.

• Create a safe environment where differences can be discussed openly and where the coach is not working to win an argument. (Zenger & Falkner, 2016) Sharpen your listening skills These five tips can help you communicate more fully by listening more carefully.

1. Be fully present and quiet your static. The pace of life today is hectic.

You may arrive at a coaching session with your mind swirling around your growing to-do list or an upsetting interaction earlier in the day. You have to find a way to quiet this static, as it interferes with your ability to be present with the people you are coaching. It gets in the way of authentic connections and hinders your ability to build a strengths-based practice (Jablon, Dombro, & Johnsen, 2016). Sometimes a few deep breaths is all it takes.

(See the next section, on mindfulness.)

2. Practice empathic listening. Prepare for conversations by putting yourself in the other person’s shoes. Take a learning stance by gathering information about the other person’s experience, views, and perspective. If you “listen” from your own frame of reference, you can, as Steven Covey (2005) points out, slide into such mistakes as: • Evaluating the person’s words or motives—and then judging them.

• Asking questions from your perspective, rather than understanding the other person’s thinking.

• Giving counsel based on your own experience rather than building on the other person’s ideas and strengths. (Covey, 2005) Coaching for Quality in Out-of-School Time: A How To Guide

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3. Pay attention to nonverbal communication. Communicate warmth and support through your tone of voice and body language. Pay close attention to what the speaker’s nonverbal communication is telling you.

If you’ve ever worked 4. Paraphrase what the speaker says if you need to with children and be sure you understand. For example, the program youth, you know the leader or a staff member team says, “I am so overimportance of quiet whelmed with my job, I just don’t seem to have time to signals and call-andtackle the CQI work.” You might respond, “It sounds like response in getting you feel swamped.” It is important to wait here for confira good start to listening. Think about mation. When you get it, you might ask if it would help to your own quiet signal talk about the task list to see if the two of you can find a for getting ready to creative solution. By contrast, if the person says that the listen. (Just don’t say, overwhelmed feeling comes rather from the emotional “1, 2, 3, eyes on me!” strain of the job, that requires different solutions. aloud accidentally!)

5. Reflect on the person’s most important thoughts and feelings. Make sure that you fully understand what the other person is feeling.

With the overwhelmed staff member, you might say, “I know you are swamped.

Can you explain how that makes you feel?” If you just get a shoulder shrug, you can prompt the person with choices: “Do you feel discouraged? Disrespected?”

Use mindfulness to improve your ability to be present Mindfulness is defined as a moment-to-moment awareness of one’s experience without judgment (Davis & Hayes, 2012). Mindfulness practices—not only meditation but also physical practices such as yoga, tai chi, or qigong—can help you learn to be fully present in the moment.

Research (Davis & Hayes, 2012; Flaxman & Flood, 2012) shows that professionals who use mindfulness can improve their ability to empathize with those they serve.

Studies of mindfulness practice have shown that helping professionals can develop: • Increased compassion • Reduced stress • Decreased tendency to be emotionally reactive or to take on others’ negative emotions • Ability to focus attention and suppress distracting information (Davis & Hayes, 2012; Flaxman & Flood, 2012) FOR REFLECTION What are some ways you can include mindfulness in your coaching practice?

What classes or resources can you explore?

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Chapter 3 \ Communication

3. Appreciative Inquiry

CORE COMPETENCY

Understands and effectively uses appreciative inquiry, a strengths-based approach to organizational change “We sow the seeds of change with the very first questions we ask.”

Orem, Binkert, & Clancy (2007)

Appreciative inquiry provides a concrete way to deliver strengths-based practice. It mobilizes inquiry by asking an “unconditional positive question,” that is, one that is open-ended and does not have a wrong answer (Orem, Binkert, & Clancy, 2007).

Coaching using appreciative inquiry starts with what leaders and teams do well.

It helps people move from deficit-based thinking to asset-based thinking.

APPRECIATIVE INQUIRY HELPS TEAMS MOVE FROM...

THIS STATE

TO THIS STATE

What they don’t want

What they want

What is not working

What is working well and what they can do more of

What is problematic

What is possible

What is holding them back

What is propelling them forward

What they stand to lose

What they stand to gain

Source: Orem, Binkert, & Clancy (2007)

The table below gives examples of problem-solving questions and appreciative questions. Think about how the answers to the appreciative questions are more likely to generate energy and excitement.

PROBLEM-SOLVING QUESTIONS

APPRECIATIVE QUESTIONS

What isn’t working?

What is working well now?

What do you want more of?

How are you going to fix this?

What is your solution?

What has been your experience with that?

What are you worried about?

What do you think caused this to happen?

What do you value most about yourself?

What gives you energy?

What are you going to do about this situation?

How will you know when you are successful and have reached best practice?

When and where is best practice happening?

How can you bring that best practice to other times or activities?

What’s your plan?

What are your wishes for the future for yourself and for the organization?

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Orem, Binkert, and Clancy (2007) offer the following tips for using appreciative inquiry in coaching: • Use questions that express curiosity, not judgment.

• Use questions that get people thinking more deeply. Questions should invite multiple good answers rather than one “right” answer.

• Encourage divergent thinking—that is, generate creative ideas by exploring many possible solutions.

• Use language such as brainstorm, collaborate, and co-create—words that underscore the idea of being a learning partner. (Orem, Binkert, & Clancy, 2007) If you’d like to go deeper, read about the four core processes of appreciative inquiry in Appendix C.

4. Conflict Resolution

CORE COMPETENCY

Assesses and manages group dynamics to ensure that issues or concerns are addressed

As a coach, your goal is to work with the program leader or staff team to build a cohesive CQI team with a shared vision. In long-term professional relationships, differences of opinion naturally arise. Divergent viewpoints can be healthy and contribute to organizational learning. However, coaches must be prepared to address any deeper conflicts that emerge. Change can bring interpersonal tensions. When these tensions begin to get in the way of team cohesion or stop progress toward goals, you need to be ready to deal with them.

Various conflict resolution frameworks (e.g., Senge, The Heart of Transformation; Boston de Sylvia, 2003; Covey, 2005) offer strategies for handling inevitable conflicts. They agree on many basic strategies, including the following: 1. Stay calm and centered.

2. Before you approach the conflict, consider what you know about the people involved and what approaches might work.

3. Listen to both the words and the body language of the parties involved.

4. Use a “learning conversation” approach (see box page 31) to understand all parties’ perspectives, feelings, and unmet needs.

Conflict resolution goes hand in hand with listening skills. Put on your “listening ears,” and help the people you’re coaching to do the same.

5. Once you have heard all perspectives, work together 30

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Chapter 3 \ Communication

to identify possible win-win solutions. It may help to state a positive goal before you engage the parties in brainstorming solutions.

6. Have the parties select one solution they can all agree to.

7. Clarify who has what responsibility in carrying out the solution.

8. Check in later to make sure the solution worked.

How To Facilitate A Learning Conversation To facilitate a learning conversation, help the people you’re coaching to move away from establishing blame and toward understanding—both of what happened and of how people feel about it (Stone, Patton, & Heen). Encourage the parties involved to try the following shifts in attitude or action: • Instead of delivering your own message or using persuasion, ask questions to try to understand others.

• Instead of trying to let others know how they were wrong, find out what effect you are having on them.

• Instead of avoiding a conversation about feelings, share your own feelings and acknowledge the feelings of others.

• Instead of protecting your identity, work toward understanding what identity issues are on the line for others.

FOR REFLECTION Think of five words or short phrases to describe your communication style and habits. Do these words align with the characteristics of an effective communicator? If not, what changes can you make to improve your practice?

Have you ever knowingly or unknowingly used appreciative inquiry? What were the results?

How comfortable are you with conflict, especially in a coaching relationship?

If you aren’t comfortable with conflict, choose one or two strategies from this chapter to try the next time conflict arises.

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Communication References Boston de Sylvia, S. (2003). Aiming the Mind: Strategies and Skills for Changing Culture through Conscious Communication. Conscious Communication Institute.

Crane, T. G. (2002). The heart of coaching: Using transformational coaching to create a highperformance culture. San Diego, CA: FTA. Covey, S. (2005). The 7 habits of highly effective people: Powerful lessons in personal change. Simon and Schuster.

Davis, D.M., Ph.D., & Hayes, J.A. Ph.D. (July/August 2012). What Are the Benefits of Mindfulness?

Monitor on Psychology, 43(7). http://www.apa.org/monitor/2012/07-08/ce-corner.aspx Jablon, J., Dombro, A. L., & Johnsen, S. (2016). Coaching with powerful interactions: A guide for partnering with early childhood teachers. Washington, DC: National Association for the Education of Young Children.

Flaxman, G., & Flood, L. (2012). Brief Summary of Mindfulness Research. Mindfulness Awareness Research Center: UCLA. http://marc.ucla.edu/workfiles/pdfs/marc-mindfulness-researchsummary.pdf A guide to effective communication in today’s digital world [Blog post]. (2017, July 27). https://blog. wps.com/a-guide-to-effective-communication-in-todays-digital-world Orem, S., Binkert, J., & Clancy, Ann (2007). Appreciative coaching: A positive process for change.

John Wiley & Sons, Inc. Seligson, M., & Stahl, P. (2003). Bringing yourself to work: A guide to successful staff development in after-school programs. New York, NY: Teachers College Press.

Senge, Peter. The Heart of Transformation, from video on Listening and Inquiry as Intentional Innovation Methods. http://globalleadership.tv/video/peter-senge-the-heart-of-transformation/ listening-inquiry-intentional-innovation-methods/ Stone, D., Patton, B., and Heen, S. (2010). Difficult Conversations: How to Discuss What Matters Most. New York, N.Y.: Penguin Books.

Zenger, J., & Falkman, J. (July 14, 2016). What Great Listeners Actually Do. Harvard Business Review. https://hbr.org/2016/07/what-great-listeners-actually-do

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Chapter 4 \ Adult Learning

4 Adult Learning Adult learning, simply defined, is the art and science of helping adults learn.

The competencies in this category address the basics of adult learning theory, along with how to respond to different learning preferences, identify motivations to learn, and promote ongoing learning and sustained change. This chapter provides tips and strategies to help you leverage the principles of adult learning to work effectively with OST program leaders and staff teams.

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1. Adult Learning and Coaching

CORE COMPETENCY

Demonstrates an understanding of adult learning theory and strategies for adult learning Adult learners want to be validated for what they already know and recognized for their strengths and experience. When they feel validated, they are “more likely to risk a bit of vulnerability to ask questions and stretch their thinking and practice.”

Jablon, Dombro, & Johnsen (2016)

Adults have a lot of knowledge and experience to build from. They therefore learn differently from young people. Adult learning was first presented as a concept in 1967 by Malcolm Knowles. The table below summarizes his assumptions about adult learning (Knowles, Hotten, & Swanson, 2015) and applies them to coaching (Lubin, 2013).

ADULT LEARNING ASSUMPTIONS

APPLICATION TO COACHING

Need to know reasons for learning Learners need to know why they should learn something before they engage in learning.

Explore “what’s in it for me” with the program leader or staff team. How will they benefit from coaching and program improvement?

Self-concept Adults are independent and have a more secure self-concept than young people do. They want to direct their own learning.

Find out what the program leader or staff team wants to work on and how they want to learn. In this way, you enable them to direct both the content and the process of the learning.

Prior experience Adults have accumulated more experiences than young people have. Learning should build on their beliefs, experiences, and successes.

Build on the program leader’s or staff team’s prior knowledge. Ask the people you coach to remember a positive learning experience and to apply the same excitement to the new learning goal. If they readily think of a negative learning experience, ask what wisdom they gained from that experience and how they can apply it to the new goal.

Readiness to learn Adults are ready to make changes when those changes are related to their developmental tasks and timed to support their current goals.

When people seek out coaching, they are already motivated. However, if they are assigned to coaching, they may need time to get ready for change. In the meantime, stay centered on goals. Be empathetic and mindful of the uniqueness of each program leader and team member.

Orientation to learning Adults are looking for practical, problem-centered approaches to learning that are relevant to their personal or professional life.

Your coaching should be of immediate value to the program leader or staff team. Use learning strategies that help with practice and application, like case studies, role-playing, simulations, and self-evaluation.

Motivation to learn Adults are motivated to learn things that can help them with their life situations. They are looking to reach internal goals related to job satisfaction, self-esteem, and quality of life.

They may be driven by external goals such as an increased salary, job promotion, or status.

If the program leader or staff team is stuck, it may be because they believe someone or something else is causing the challenge. Help them to see where they have control and where they can make a difference.

Ask them, “What could be the value of this coaching to you? To your organization?”

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Assessing readiness for change Individuals or organizations that choose coaching support usually have at least some readiness for change. However, when individuals or teams have been assigned to, rather than choosing, coaching support, they may resist. You should know how to assess readiness for change and how to build readiness if necessary.

Conditions that affect readiness for change can be temporary and situational. For example, a program leader may be facing external stresses or may not feel supported in his or her role. Staff teams may be resistant when they feel threatened by changes they don’t control, such as an unusual amount of staff turnover or recent loss of a source of funding.

Other factors in readiness for change may be more permanent or systemic, including: • Motivation and time to do the work • Level of host agency support • Widespread or repeated staff turnover or budget changes • Amount of community support • Frequency of staff meetings and training • Capacity for data collection See Appendix F for a readiness tool you can use to identify and build capacity of a program to undertake CQI.

Staff turnover is a reality for OST programs. As staff members change, so do the knowledge and skills of the team as a group.

The amount of coaching support the team needs or can accept is likely to ebb and flow with these changes. If you are the program leader, be sensitive to fluctuations in staff capacity. If you are an external coach, check in periodically with the program leader about program capacity and strengths.

Building on prior learning Coaches need to be able to build on what program leaders and staff teams know and can do.

One helpful approach is scaffolding. As in child development, this step-by-step approach helps adults, too, learn a new practice. Scaffolding means adjusting assistance to fit learners’ current level of practice. You offer more support when a task is new and then gradually release responsibility, typically in three steps: 1. Demonstrate the practice (“I do”) 2. Do the practice with the learner (“we do”) 3. Watch as the learner does it independently (“you do”) As you build on prior learning, emphasize progress, not perfection. Expecting a person to perform a task or accomplish a goal without making a single mistake is unrealistic and unhealthy. Be alert to incremental improvements in attitude, behavior, or work process, and reinforce progress toward the goal (Crane, 2002).

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2. Learning Preferences

CORE COMPETENCY

Collaborates to co-create an environment that meets individual and group learning preferences

People are different! Most people have preferences for the way they like to learn.

One way to respond to the uniqueness of individuals is to vary the approaches you use to support learning.

Learning styles can be defined as “the diverse ways to decode, encode, process, store, and retrieve information, as well as the emotional and environmental elements that affect motivation and desire to learn” (Bloom, 2015). It can be helpful to think of learning styles as strategies for learning. There are many different frameworks which identify ways to perceive and process information, and modalities of learning (see Appendix D for two helpful typologies) (Bloom, 2015).

Varying the modalities you use can be a useful way to respond to individual learning preferences.

Internal and external coaches can approach learning differences in similar ways: • Pay attention to your own learning preferences. How do you recall faces and names or follow-up tasks? What learning modes are you using right now to improve your coaching ability?

• Explore the learning preferences of the people you coach.

Show program leaders how to identify their own preferences. Play to the strengths you identify together. For example, if the program leader is an analytic learner, try defining options and analyzing the advantages and disadvantages of each.

Think about how the members of your staff team learn. For example, if they are visual learners, writing down next steps is more helpful than reviewing the steps orally.

• Use a variety of learning modalities to help people understand new concepts or practices and how to apply them to their work.

Encourage the program leader to use a variety of approaches to accommodate all members of the CQI team.

Use various modalities—from videos of best practice to discussions and role-plays—as you help the team develop and implement action plans.

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FOR REFLECTION What are other differences in the ways people learn, make change, and form new habits?

This chapter presents one common approach to learning preferences. What other learning frameworks or approaches—for example, the Myers-Briggs Type Indicator personality inventory—are you familiar with and resonate with you?

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3. Motivation and Self-Discovery

CORE COMPETENCY

Assists the program leader or staff team to identify their motivations to learn and change

“Change works best when we realize that it will improve our life, not because we have to change. We change when we realize the change will make things better, easier, more effective for me and for those that I support. Sometimes I will change because I have to or because I get rewards for it, but there is more buy-in when I embrace the change because it feels right.”

Young (2011)

Malcolm Knowles posited that the most potent motivations are internal rather than external (Chao, 2009). When people feel they have ownership of the change process, they are more likely to make meaningful, sustainable change (Kanter, 2012).

When you enter into a learning partnership with an OST leader or staff team in order to improve quality, you need to know how to tap into motivations Help People Feel The Potential For to learn and change at both the The Change individual and organizational levels.

People often rely on the rational part of the brain to solve problems. They see a probHere are some ways to tap people’s lem, analyze it, and think about what needs motivation to learn and change: to change. Some believe that replacing anal• Find out what motivates ysis with feeling—switching from see-anthe people you work with. alyze-change to see-feel-change—greatly As you build a relationship increases the chance of success (Heath & with the program leader or Heath, 2010; Kotter & Cohen, 2002). staff members, find out what motivates them to learn and change. What matters to them?

Most people are motivated when they feel they are doing something that fits with their values. Peter Senge (2006), who wrote extensively about learning organizations, often starts his work by asking people to identify the three things they value the most.

Then he asks how those values can be reflected in the organization’s mission.

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See: Help others to visualize the problem and the solution.

Feel: Find ways to build a sense of excitement or optimism about how the change will make things better both for us and for the people we serve. At the same time, work to reduce doubt, cynicism, or complacency.

Ask, “How will it look when we are successful?

How will this change make things better?”

Change: Provide chances to practice the new approach. Give positive feedback when people make progress toward the end goal.

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• Tap into an emotional experience about what the change will mean.

Think of a way to tap emotions about what is possible, so the program leader or team members are inspired to take the next step. People often think that change is a cognitive and logical process. However, many people are more likely to change when they have an experience in a “feeling place” (Heath & Heath, 2010).

• Encourage self-discovery. One of the most important tasks of coaching is to build the confidence of both individuals and teams so they can co-create new knowledge and test new approaches and strategies. People need to have the freedom to take risks and to know that mistakes are a natural and accepted part of the learning process.

• Reduce barriers to learning. Find out how much time and energy people have available for reflection, learning, and change. Find ways to help them fit CQI work into their other demands. If the change process is just added onto all the other tasks, people may not come to the table with the energy and motivation it takes to succeed. Structure the CQI effort to avoid competition with priorities like family responsibilities, other jobs, and core professional tasks.

• Try to understand the reason for any resistance (Kanter, 2012). Before beginning any major change, find out how people are feeling about it. Ask, “What are your best hopes about this change? What are your concerns?” No matter what the reason is for resistance, start an open dialogue about people’s feelings so that you can address the resistance and begin to move forward.

The table below outlines some causes of resistance and ways to address them.

CAUSE OF RESISTANCE

COACHING SOLUTION

People feel they have lost control over their workplace.

Involve them more fully in the design of the change.

(See Chapter 6, Core Competency 2, Stakeholder Involvement and Shared Decision-Making.)

People worry that they won’t be competent with the new process or won’t be able to meet new expectations.

Help people identify the strengths that will enable them to achieve this change. Ask them what support they need. Assure them that the change will be made over time so they can practice and get better.

People are overwhelmed with the number of changes happening at once.

Outline the planned changes. Then create an implementation timetable that staggers the changes in a manageable way.

Feelings are hurt. The proposed change replaces an approach or project created by a person or group to whom people feel attached, or resentments about existing approaches are getting in the way.

Acknowledge the importance of the current approach or project, or try to bring some part of it into the future. If resentments are the issue, take time to work out the conflict. (See Chapter 3, Core Competency 4, Conflict Resolution.)

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4. Transfer of Learning

CORE COMPETENCY

Promotes ongoing learning and sustained change

Transfer of learning is how people apply the knowledge, skills, and attitudes they learn in training and how they maintain that new learning over time. Research indicates that people can recall and use about 40% of training materials immediately after the training but only 15% one year later (Harbert, Tucker-Tatlaw, & Coloma, 2010). To help people get the most of their investment in coaching, you need to give them ways to recall what they learn immediately and to apply it so it becomes part of their practice.

To facilitate learning that is sustained over time, try these strategies can help (Harbert et al., 2010): • Set well-defined goals and objectives in an action plan so participants have clearly defined the knowledge and behaviors they want to apply after the coaching.

• Use authentic learning tasks that have sufficient complexity to help with application. Authentic learning tasks mimic the ultimate application, as in simulations and role-plays. For example, if you are coaching people to use an observation tool, have participants practice with the tool using video clips.

• Provide enough repetition, practice, and feedback to prepare people to use the new behavior on the job. Practicing a new skill beyond mastery to automaticity is one of the most important predictors of retention.

• Work with the program leader or staff team to develop job aids like checklists, posters, and index cards to remind them how to bring the coaching concepts into practice.

• Bring organization leaders on board. Emphasize that change takes time and that mistakes do—and must—happen in the learning process.

• Provide opportunities for reflection and self-monitoring, as outlined in the next section.

Reflective Practice and Collaborative Reflection Strategies Reflective practice is the ongoing process of critically examining current and past professional practices in order to improve future practice (Biddle, 2012).

It requires practitioners to stand back from their work and consider the values and principles that underlie it. Reflective practice can be done by individuals in a process of self-reflection (see Chapter 5, Core Competency 2) or collaboratively by program teams (Biddle, 2012).

Collaborative reflection strategies can make people more accountable and help them apply concepts so their learning becomes part of daily routine. Internal 40

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coaches can use these strategies with their teams; external coaches can suggest their use to program leaders.

• Job-embedded professional development. Job-embedded strategies include demonstrations of instructional practices, observations in other programs, reading articles, and watching presentations.

• Peer observation and coaching. In a peer observation, two staff members take turns observing each other. First, they meet to identify a focus for the observations and perhaps identify Smaller OST a protocol to use. Then they observe each other’s pracprograms often don’t have a large enough tice for about an hour. Then they debrief, share what they staff to build their own saw, and coach each other in ways to improve practice. internal mentoring • Mentoring. Mentors are trusted and supportive colnetwork. Is there a leagues who nurture professional competence. They larger OST community to tap into? Think serve as coaches, positive role models, developers of about how you can talent, openers of doors, and confidants (Bloom, 2015). facilitate a connection.

For example, an experienced program leader can mentor a new program leader.

Communities of Practice and Peer Learning Communities One structure that encourages collaborative reflection is a community of practice (CoP): “a group of people who share a concern or passion for something they do and learn how to do it better as they interact regularly” (Lave & Wenger, 1991). CoP participants work together in community to understand a concept and how to apply it.

CoPs often focus on connecting research to practice, that is, connecting what people know with what they do. Peer learning communities (PLCs) are similar, though they typically focus on a specific topic and may be more limited in scope than CoPs. CoPs and PLCs have many benefits. According to Cambridge, Kaplan, and Suter (2005), the groups help: • Build relationships • Provide a shared context • Enable dialogue to stimulate learning • Capture existing knowledge • Generate new knowledge to transform practice • Organize purposeful action As a coach, you might refer the program leader and staff to a CoP or PLC, or you might help them create one. See Appendix E for information on how to create a CoP. Coaching for Quality in Out-of-School Time: A How To Guide

Working in OST is not quite like working in any other field. Having a space in which to share challenges and celebrate successes— and knowing that people in the room truly understand what you’re talking about—is a gift.

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FOR REFLECTION Consider your own readiness to learn more about coaching. What personal developmental tasks or goals are driving your readiness? How is this insight useful in your coaching of others?

Which learning styles do you naturally favor when working with others? How can you better incorporate other learning styles into your repertoire?

What are one or two concrete things you can do to reduce barriers to learning for your learning partners? What is the role of organizational leadership in reducing these barriers?

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Adult Learning References Bloom, P. J. (2015). Blueprint for action: Leading your team in continuous quality improvement. Lake Forrest, IL: New Horizons.

Biddle, J. K. (2012). The three Rs of leadership: Building effective early childhood programs through relationships, reciprocal learning, and reflection. HighScope Press.

Cambridge, D., Kaplan, S., & Suter, V., (2005). Community of Practice Design Guide: Step-by-Step Guide for Designing and Cultivating Communities of Practice in Higher Education. National Learning Infrastructure Initiative at EDUCAUSE. https://net.educause.edu/ir/library/pdf/ NLI0531.pdf Chao, R. Y. (November 2009). Understanding the Adult Learners’ Motivation and Barriers to Learning.

European Society for Research on the Education of Adults. https://pll.asu.edu/p/sites/default/ files/lrm/attachments/Understanding%20the%20Adult%20Learners%20Motivation%20and%20 Barriers%20to%20Learning.pdf Crane, T. (2002). The heart of coaching: using transformational coaching to create a highperformance coaching culture. San Diego, CA: FTA. Curtis, D., Lebo, D. Cividanes, W.C.M., Carter, M. (2013). Reflecting in Communities of Practice: A Workbook for Early Childhood Educators. Red Leaf Press.

Harbert, A., Tucker-Tatlaw, J., & Coloma, J. (November 2010). Transfer of Learning Guide. San Diego State University School of Social Work. http://calswec.berkeley.edu/files/uploads/transfer_of_ learning_guide_2010_0.pdf Heath, C. & Heath, D. (2010). Switch: How to change things when change is hard. Broadway Books.

Jablon, J., Dombro, A. L., & Johnsen, S. (2016). Coaching with powerful interactions: A guide for partnering with early childhood teachers. Washington, DC: National Association for the Education of Young Children.

Kanter, R. M. (September 25, 2012). Ten Reasons People Resist Change. Harvard Business Review. https://hbr.org/2012/09/ten-reasons-people-resist-chang Knowles, Malcolm, Hotten, E.F. & Swanson, R. A. (2015). The adult learner: The definitive classic in adult education and human resource development (8th ed). New York: Routledge.

Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge University Press.

Lubin, M. M. (April 2013). Coaching the adult learner: A framework for engaging the principles and processes of andragogy for best practices in coaching. Dissertation submitted to Virginia Polytechnic Institute. https://vtechworks.lib.vt.edu/bitstream/handle/10919/22017/Lubin_ MM_D_2013.pdf Rhode Island Department of Education (WestEd 2012). Becoming a Successful Community of Practice Facilitator. http://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-andAssessment-World-Class-Standards/Assessment/Formative-Assessment-PD-Online-Modules/ Becoming_a_Successful_CoP_Facilitator.pdf Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.

Young, B. (2011). Change, That Elusive Dance. Exchange: The Early Childhood Leaders’ Magazine Since 1978, 200, 10-12.

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5 Professionalism How coaches act professionally is an important component of their effectiveness. Do you take your role seriously and respect your obligations? Do you strive to improve your skills? How do you handle difficult situations?

The competencies in this category explore professionalism: standards of behavior, strategies for continued growth and development, and approaches to ethical issues. This chapter offers tips and strategies to help you continue to improve as a professional coach.

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1. Professional Accountability

CORE COMPETENCY

Meets the standards expected of a coach Effective coaches demonstrate professionalism, advance program quality, and practice CQI both for themselves and, if applicable, for their organization.

EXPECTATION

EXAMPLES

Demonstrates professionalism

• Is punctual, discrete, and courteous • Presents self professionally • Develops supportive and trusting relationships with coaching recipients • Establishes mutually defined goals and roles • Provides needed supports and follows up promptly • Maintains good records of the support provided and contributes to data collection to identify inputs, outputs, and outcomes • Uses self-assessment and self-reflection to identify areas of professional growth • Actively participates in supervision, peer learning communities, and other ways to improve practices

Advances program quality

• Creates a mutual learning partnership with the program leader or staff team • Is familiar with and shares evidence-based and promising practices • Uses appreciative inquiry (Chapter 3, Core Competency 3) and reflective practices (Chapter 7, Core Competency 2) to promote critical thinking and decision-making • Encourages involvement of staff and stakeholders in decision-making • Builds program capacity for data-informed practice and program assessment • Supports development and implementation of a CQI action plan • Helps to develop feedback loops to track progress

Contributes to system or organizational CQI

• Shares successes, challenges, and trends with others in the organization or peer network to strengthen coaching approaches and quality improvement

2. Professional Development and Self-Reflection

CORE COMPETENCY

Models self-reflection and continuous improvement of skills

As you support the professional development of the people you work with, you must also tend to your own professional development. Coaching requires sophisticated knowledge, skills, and dispositions. Being a lifelong learner and bringing openness to your coaching relationships will enhance your effectiveness. To be prepared to be a good coach and get the support you need, you can: • Develop an ongoing practice of self-reflection • Create and implement an annual individual professional development plan • Consider how your dispositions can improve your coaching practice Coaching for Quality in Out-of-School Time: A How To Guide

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Develop an ongoing practice of self-reflection Self-reflection helps to build your social and emotional competence. It can equip you to understand what you are feeling so you can select effective responses to the words and actions of the people you work with. Self-reflection can help you to put yourself in other people’s shoes, seeing program challenges and obstacles from their perspective.

Mindfulness strategies can help you to be fully present with the program leader or staff team (see Chapter 3, Core Competency 2, Active Listening).

Taking quiet time can be challenging with a busy and demanding schedule. But if you don’t, the “static” of a hectic life can interfere with your ability to be fully aware in your interactions, leading to automatic reactions that may not be helpful to you or those you coach (Jablon, 2016). Try allowing 15 minutes between staff appointments or 30 minutes between one program leader and the next so that you can jot down notes from the first meeting and review your plan for the second. Take a few minutes just to sit Finding a quiet space can be a challenge quietly, clear your mind, and breathe. in an OST environment. Don’t be shy about Think a bit about the person or group asking program staff to recommend a quiet you are about to encounter, your place. This simple question can also yield intentions and goals for this meeting, interesting insight into program dynamics. and what you need to remember about this relationship.

A coaching log or journal can help you gain clarity, at the end of a busy day, about accomplishments and next steps. You can also use your journal to capture ideas from a conference, community of practice meeting, or other learning session. Your log or journal can help you keep track of next steps and identify information or skills to work on (Bloom, 2015).

Professional reading is a great way to grow in your practice. The references at the end of each chapter of this guide can be an entrance point into the growing array of books and articles about CQI and coaching. Websites, blogs, podcasts, and videos are other good professional development tools. Besides reading to support your individual growth, you may want to share short, high-interest articles or book chapters in staff or community of practice meetings.

Video recording is a great learning tool with growing reach thanks to the video capabilities of smartphones. Just as you can use video with your learning partners to, for example, show part of an activity observation or a leader-staff interaction, you can also use video to give you an objective view of your own work as a coach. You can ask a peer or your supervisor to record a meeting with a program leader or have a staff member record a staff meeting—or just set up your 46

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phone to record on its own, if need be. Recording such videos of your own work is a way of modeling reflective practice to the program leader or staff team. If you compare recordings over time, you can see the progress you are making.

Create and implement an annual individual professional development plan An individual professional development plan details how you plan to build skills toward your professional goals. Every coach has specific professional development needs, with skills that need to be strengthened. Your goals may include career advancement or an advanced degree to expand your skills.

Creating and implementing an individual professional development plan has four steps (adapted from Bloom, 2015). You can also use this approach with program leaders or members of your staff team.

Step 1. Start with self-reflection • What have you brought to this job from previous education and experience?

• What aspect of your job gives you the greatest personal satisfaction?

• What keeps you from being as effective as you would like?

• What new skills or knowledge would help you be more effective this year?

• What do you see yourself doing in the next three to five years? What skills or knowledge will you need to advance your career in that direction?

• What are your learning styles and preferences, and how can you take them into account when creating your plan?

Step 2. Collect data • Review any performance evaluations from the past year.

• Fill out the Coaching Core Competency Self-Assessment in Chapter 9.

Identify areas of strength and think about how you can build on those strengths. Identify areas for growth.

• Consider which coaching dispositions (see below) are areas of strength and which are areas for growth.

• If you have been keeping coaching logs, read through them. They can reveal where your practice has improved over time and where you still want to improve.

Step 3. Set goals and action steps • Create a complete list of strengths and areas for growth based on the core competencies.

• Brainstorm a list of possible goals and action steps.

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Engaging with different kinds of OST programs is a professional development opportunity. Each program you work with has different needs, requiring different parts of your coaching toolkit.

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• For action steps, research available professional development opportunities, including national events. In addition, consider such strategies as peer mentoring, shadowing, and video recording.

• Identify priorities through reflection, on your own and with your supervisor or team, on essential areas for growth for the programs or individuals with whom you work. Consider also your own long-term career plan.

• Finalize your plan by identifying available professional development opportunities that fit your learning style. Match your plan to your schedule and financial resources for professional development.

Step 4. Implement the plan and evaluate progress • Participate in the professional development opportunities in your plan.

• Work with your supervisor or a peer learning community to think about how to transfer what you have learned to your daily approach to coaching. (See Chapter 4, Core Competency 4, Transfer of Learning.)

• Track the ways in which you use new concepts in your regular coaching practice.

• Include progress on your professional development plan in quarterly meetings with your supervisor, if applicable.

The dispositions of a coach Dispositions are a habitual way of acting toward others or thinking about things.

For example, a person who asks deep questions and ponders important issues could be described as having a reflective disposition (Bloom, 2015). The National Council for Accreditation of Teacher Education further defines dispositions as “professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities” (Young, 2011).

The National AfterSchool Association Core Knowledge and Competencies for Afterschool and Youth Development Professionals (2011) includes a list of dispositions for OST worker, including, for example, “delights in and is curious about children and youth and how they grow and develop” and “shows warmth, caring, and respect for each child and youth as an individual” (p. 9).

Similarly, coaching requires certain beliefs and dispositions that set the tone for interactions with learning partners (Buysse & Wesley, 2005). Dispositions are harder to teach than skills or knowledge; changing dispositions can take time because they are part of a person’s enduring patterns of behavior (Bloom, 2015).

The Framework for the North Carolina Technical Assistance Practitioner Competencies (North Carolina Department of Health and Human Services, 48

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Division of Child Development and Early Education, 2013) lists the coaching dispositions summarized in the table below. Each disposition is followed by adjectives describing what that disposition looks like in practice.

CARING

COMMUNICATIVE CREATIVE

CRITICAL THINKER

PROFESSIONAL

Empathic Compassionate Understanding Respectful Passionate Culturally competent

Present Responsive Attentive Collaborative Vocal

Reflective Enterprising Open-minded Effective Modest

Ethical and principled Responsible Reliable Discreet Objective

Flexible Inventive Resourceful Resilient

FOR REFLECTION What other dispositions would you add to the list?

Use your dispositions to improve your practice Your dispositions may not be easy to change, but you can change how you work with them, choosing to emphasize your assets while developing areas in which you want to improve.

Follow the strengths-based approach you use with program leaders or your staff team. Identify dispositions that are strengths for you. Thinking of each program leader or staff member you work with, identify ways to intentionally use these Having a hard time recognizing disposistrengths to improve your interactions. tions that are strengths? The next time You might even put a reminder about you’re working with a program leader or staff team, pay attention to when you feel these dispositions into your calendar your energy levels rising. You probably for the next site visit or meeting. feel that lift because you’re doing something you’re wired to do.

Include dispositions that you want to improve in your professional development plan. For example, if you want to improve cultural competence, you might take a workshop or find a good book or articles to read. If you want to be more present and responsive, you may focus on mindfulness practice. If you want to be more collaborative, you may choose to work on appreciative inquiry. In any case, set a concrete, time-limited action plan and decide how you will evaluate your progress.

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3. Professional Ethics

CORE COMPETENCY

Maintains trustworthiness and integrity

Like any profession, coaching poses its own unique ethical challenges. A good coach not only behaves ethically but also models ethical practices for program leaders or the staff team.

Ethical concerns The three categories of ethical concerns for coaches are coaching issues, relationship issues, and process issues (Buysse & Wesley, 2005). Under each category, we have listed a few actions you can take. Many of these issues apply to the work of external coaches, though some also are concerns for program leaders serving as internal coaches.

Coaching issues • Make referrals when necessary. The task of a coach is so broad that you are likely to be asked to respond to program issues for which you lack adequate preparation. You may be able to facilitate dialogue and reflection to surface knowledge the program leader or staff team already have. If more expertise is needed, seek out another person or resource to recommend.

The good news is that a lot of resources are available for coaches in the OST field. The bad news is that you have to sift through all those resources! Start before problems arise. Find a few favorite publications, websites, blogs, and professional associations, and keep them handy.

The references sections of this guide include some ideas.

• Clarify values. Identify your own personal and professional values that influence the work, and help the program leader or staff team identify theirs.

Cultural values and professional philosophies can and do differ. When you discern a conflict in values between you and your learning partners, it is up to you to surface those differences and work through them.

Relationship issues • Facilitate informed consent. Make sure program leaders have complete information about the coaching stages and process, what participation means, and the nature of the relationship.

• Observe confidentiality. Share your confidentiality policy with the program.

That policy may come from your organization or may be your own; you may be able to align with the policy of the program you are working with. Include details about how you will maintain confidentiality and define cases in which 50

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you will share information that would otherwise be confidential. An obvious example is your obligation to report child abuse or neglect. If you are under supervision, tell the program leader you may be sharing information about the program with your supervisor. Staff and families may also need to know what you are doing in the program and what information you will and will not share.

• Set professional boundaries. You must be able to distinguish your feelings or needs from those of the program leader or staff team. See Code of Ethics below.

• Be aware of power dynamics. External coaches have power based on their expertise and, often, on the fact that the program leader’s boss hired them to help. Internal coaches wear both supervisor and coach hats. The balance of power usually is with the coach. Be aware of this power distribution, and support the right of learning partners to accept or reject suggestions.

Process issues • Be informed of requirements, standards, and policies. Never suggest that a program leader or staff team adopt an approach that conflicts with organizational or legal requirements.

• Use evidence-based communication and coaching strategies. You are less likely to cross ethical boundaries when you follow good practices like the ones in Chapters 2 and 3.

Code of ethics An important part of any profession is its code of ethics. Your organization or program may have a code of ethics. If you are an external coach, ask about the code of ethics of the organization that engaged you.

FOR REFLECTION What do you see as the essential components of a coaching code of ethics?

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If you or your organization needs to develop a code of ethics, you may want to explore codes developed by related organizations.

• The National AfterSchool Association’s code of ethics (n.d.) sets the standard of behavior for afterschool professionals. Standards are organized by ethical responsibilities to children and youth, to families, to colleagues, and to community and society.

• The International Coaching Federation, the world’s largest organization of professionally trained coaches, has a code of ethics (2015) that includes professional conduct like setting clear and culturally sensitive professional boundaries and having a clear agreement about how information will be shared with the learning partner’s organization.

• The National Association of Social Workers has a code of ethics (2017) whose broad value statements provide a philosophical foundation for ethical practice. For example, it says that social workers “have a primary goal of helping people in need and addressing social problems” and urges them to “recognize the central importance of human relationships.”

FOR REFLECTION Imagine it’s a year from now, and you’re reading the coaching log or journal you’re keeping now. What kinds of things would you like to read about? Why?

Which of your dispositions are well suited for coaching? Which are challenges for you?

What are some of the key elements of your coaching code of ethics? How do these values align with or differ from those of the programs you work with?

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Professionalism References Buysse, V. and Wesley, P. W. (2005). Consultation in Early Childhood Settings.

International Coaching Federation (June 2015). Code of Ethics. https://coachfederation.org/code-of-ethics/ National AfterSchool Association. (n.d.) Code of ethics for afterschool professionals. https://naaweb.org/images/NAA-Code-of-Ethics-for-AferSchool-Professionals.pdf National AfterSchool Association (2011). Core Knowledge and Competencies for Afterschool and Youth Development Professionals https://indd.adobe.com/ view/52148024-4c17-42d4-9aef-dfef320cf6cf National Association of Social Workers (2017). Revised Code of Ethics. https://www.socialworkers. org/About/Ethics/Code-of-Ethics/Code-of-Ethics-English North Carolina Department of Health and Human Services, Division of Child Development and Early Education (2013). Framework for the North Carolina Technical Assistance Practitioner Competencies. http://ncchildcare.dhhs.state.nc.us/PDF_forms/TACompetenciesApril232013.pdf

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6 Continuous Quality Improvement This coaching guide is all about CQI: supporting programs in an ongoing, formal approach to creating and sustaining a high-quality learning organization.

The competencies in this category delve into how to support others in their CQI process, covering change theory, stakeholder involvement, use of data, and action planning. This chapter gives you tools to support programs in building their capacity for continuous improvement.

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1. Change Theory

CORE COMPETENCY

Understands that improvement is continuous and takes time

“People don’t resist change. They resist being changed.”

Senge (2006)

Recall the CQI process from Chapter 1.

Continuous Improvement Process

Change does not happen overnight. Realistic expectations and continuous, incremental steps are key to successful quality improvement. Tips for supporting change related to CQI principles are presented in the table below.

CQI PRINCIPLE

COACHING TIPS

Make gradual improvements involving people who have a stake in the change

• Coordinate change efforts so teams don’t feel swamped by changes. People have difficulty making changes when they are tired or distracted or when they have too many changes to focus on.

Build on strengths, interests, and talents

• Help individuals and teams identify ways to build on their strengths to reach their goal.

Help people feel the potential of the change

• Find out how the program leader or CQI team feels about the planned changes. Work to shift negative thinking and feelings to positive.

Build buy-in and address resistance

• Find out where the resistance is coming from. Address any needs for more information, more support, or more time for implementation.

• Make sure that the program leader communicates key ideas and directions throughout the program, including to organizational leadership. If you are the program leader, this communication is your responsibility.

• Highlight moments of effective practice when you observe them. Help the team see the first small signs of change. These bright spots can illuminate the way forward (Jablon et al., 2016).

• To help the program leader or CQI team envision the changes, take a field trip to a similar program that is already operating the way the CQI team is planning.

• If people seem uneasy about talking about the proposed change, put out an informal survey. Bloom (2015) offers a sample change-reaction checklist.

People often talk about “low hanging fruit” and “early wins” when it comes to making change. If you want to work on improving peer relations in an OST setting, maybe there’s an easy change you can make in the arrival or opening activity. If you want to work on staff development, you can build in reflection time to every staff meeting.

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2. Stakeholder Involvement and Shared Decision-Making

CORE COMPETENCY

Emphasizes continuous quality improvement in partnership with the program leader or staff team

“Action without the participation of those involved is destined to fail… How we talk to one another, how we listen, how we relate, may be the most important thing of all. If we do not get that right, our noble intentions will not work.”

Intrator & Scribner (2007)

A stakeholder is a person or group with an interest in or concern about the issue at hand. For an afterschool program, key stakeholders are the program leader, the staff team, and the participants. Additional stakeholders could be family members and community and school partners. A CQI team may include representatives from each stakeholder group.

Involving stakeholders in decision-making increases buy-in. Change is hard enough when people want to change; the failure of most New Year’s resolutions is a case in point. When the decision to change comes from the top down, the change is even less likely to be successful or sustainable.

By contrast, when the people affected by the change have a say in the decision—when planners encourage participatory decision-making—stakeholders are more likely to support the action plan or policy change.

You can support shared decision-making by encouraging the program leader or staff team to: • Create a shared vision. Involve as many stakeholders as possible in identifying program goals and outcomes. Start with funder requirements. Brainstorm with staff, or have the program leader do so, to see what the people who work daily with participants think is important. Then involve participants, their families, and community members in tailoring the vision to meet local needs.

• Learn as a team about research-based best practices so that the team selects strategies that are guided by evidence.

Staff turnover and the fact that youth • Collect data about participants age out of programs means that stakeholders are likely to change frequently. and families, the local comEncourage your learning partners to munity, and current program plan proactively to preserve continuity quality. (See Core Competency despite these changes.

3 below, Data-Informed Practice and Assessment.)

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Which stakeholders the organization chooses to involve depends on its readiness for CQI. If the level of readiness is not apparent, one good strategy is to start with a core staff team and gradually build a bigger CQI stakeholder team with a more comprehensive process. The table below shows a sample threephase plan for deepening CQI efforts.

CQI PHASE

Initial

STAKEHOLDERS

Program staff

SAMPLE TASKS

Program leader facilitates weekly staff dialogue about the latest program evaluation report.

Staff receive training on a program quality self-assessment tool to gain experience in assessing program quality, clarifying the vision, and identifying areas for improvement. They can start by looking at the areas of observational quality that are most predictive of positive youth outcomes: adult-child interactions and participant engagement.

Intermediate

Program staff, youth, and some family members

CQI team conducts a program quality observational assessment to see what is working and what needs to improve.

In addition, CQI team decides which stakeholders to survey (staff, families, participants) to get the most valuable data to add to the program assessment results.

The program leader summarizes findings on strengths and areas for improvement, focusing on programmatic areas and structural quality issues such as access to professional development and fiscal strength.

Comprehensive

Program staff, CQI team collects additional data on, for example, afterschool atyouth, families, ex- tendance or outcomes, school achievement, youth risks or assets. ternal stakeholders and partners

3. Data-Informed Practice and Assessment

CORE COMPETENCY

Supports the program leader or staff team in collecting and analyzing data to make informed decisions

Program stakeholders are likely to have a variety of opinions about program strengths and areas for improvement. Data-informed practice can help programs move beyond opinions and hunches to focus improvement efforts where they can make a difference.

Sources and uses of data Coaches can support program leaders and CQI teams in analyzing data on a regular basis to inform an action plan. The program may have specific data collection requirements. The required data plus information from a broad range of sources can give programs a 360-degree picture of what is working well and what needs to change in their strategies, structures, policies, and procedures (Bernhardt & Geise, 2014).

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“Without a clear sense of how the people, structures and processes of a center interact to produce desired outcomes, directors can’t ensure their program will be as effective as possible. Assessing organizational needs can help you turn these vague, amorphous feelings into more precise data about what aspects of your program can be improved.”

Bloom (2015)

As a starting point, you may want to recommend that the program adopt a valid and reliable self-assessment. Use of such a tool enables the staff team to think about program quality and to discuss what quality means.

NIOST’s A Program Assessment System (APAS; see www.NIOST.org) is a tested and nationally recognized suite of tools including an observation protocol, program staff and youth surveys, and a structural quality questionnaire.

Together, the tools measure OST quality and youth outcomes.

In addition to a self-assessment, you may recommend that the team use surveys and interviews to gather qualitative data on consumer satisfaction. For example, if a few families have complained about hours of service, the CQI team can use a survey to find out how many people feel this way. Having this information will help the organization balance the need of families with the cost of expanded hours.

Sometimes data is a potent force in shifting routines and attitudes to bring about needed change. For example, staff may think that the children are satisfied with program activities. However, the youth surveys show that youth in grades 6 to 8 are much less happy than those in grades 4 and 5. A focus group with the middle schoolers could not only provide more data about the reasons for dissatisfacKids do say the darnedest things!

Even before formal data analysis of tion but also begin the process of youth surveys, go ahead and share engaging youth in restructuring the funny or heartwarming quotes. They program to better meet their needs. can give staff a big boost!

You can also encourage the CQI team to look for other sources of information on program quality such as program attendance data and school attendance and achievement records. Encourage your learning partners to go slowly, collecting only the data they know how to use.

Analyzing the data Once they have collected data, you can support program leaders and staff teams in analyzing the data. The purpose of data analysis is to create a 58

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complete portrait of the program with clear indications of program strengths and areas for improvement.

Caution: People often want to start thinking of strategies and solutions before they have analyzed all the data. Encourage your learning partners to wait for the full picture from all the data before they set priorities, following these steps: Step 1. Summarize data collected based on the ideas or constructs measured.

Step 2. Consolidate the data collected using a spreadsheet or data analysis software; the team may need the help of a data specialist.

Step 3. Identify program strengths and areas that need improvement based on the data.

Support for data-informed practice Coaches can support CQI efforts by encouraging the program leader or CQI team to adopt data-informed practices. In a review of more than 50 studies from the fields of educational leadership and management, health care management, nonprofit leadership and management, public management, and organizational learning and development, six elements were found to consistently support data-informed practice (Derrick-Mills et al., 2014): 1. Leadership. Leaders must set a clear expectation that use of data is part of daily practice. They must also involve the CQI team in shared decisionmaking. To be fully prepared to make decisions, the team needs information that can guide decisions. Involving stakeholders in gathering and analyzing data is critical to shared decision-making.

2. Analytic capacity. Leaders must be prepared to collect valid and reliable data and to help the team analyze it to decide how to improve program quality. If team members aren’t ready, how can readiness be increased? What technology is available to help with the collection and analysis of data?

3. Commitment of resources and professional development. Leaders must prioritize and commit time and resources to data collection, analysis, and use. They must identify who is responsible for data collection and make sure those staff members have time separate from other responsibilities to accomplish this task.

4. Culture of collaborative inquiry. Leaders must create a safe space where learning is emphasized over accountability. Otherwise, conversations about data may lead to defensiveness and disagreements. When focused on learning, the team can more freely learn from what the data reveals.

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continues throughout implementation. Checking back on how the data is changing provides important feedback loops for improving practice.

6. Organizational characteristics and environment. Each organization is different. Data should be understood in the context of these differences.

4. Action Planning and Implementation

CORE COMPETENCY

Supports the program leader or staff team in developing and implementing an action plan for continuous improvement

The next steps are to help the program leader or staff team identify their priority areas, create a plan for how they will improve, and then to begin implementing this plan.

Identify priorities for improvement Once the program leader and staff team have analyzed the data and identified areas for improvement, they can set priorities for the action plan.

Though the top priorities may be self-evident, more likely there will be more areas for improvement than the team can tackle at one time. If so, help the program leader or staff team to identify priorities. Here are some initial steps they can take.

• Start by talking generally about where the program is now.

• Review the strengths and areas for improvement identified by the team.

• Examine the extent to which these data-informed lists match what the CQI team sees in practice. Is anything important missing? Are there trends in the field that should be taken into consideration?

• Once each quality construct is sorted into an area of strength or an area that needs improvement, prioritize the improvement items to create an action plan.

These questions can help with the process of discerning what is most important (Hunter et al, 2015): 1. Need: What is the most important issue that requires change?

2. Capacity: Do you have the resources you need to make the change, including staff, skills, and funding?

3. Impact: What change will yield the biggest impact on program participants?

4. Evidence-based: What changes are evidence-based and aligned with promising practice?

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Create an action plan Once priorities for improvement have been identified, you can support the program leader or staff team to create an action plan. Here are some tips you can share to help your learning partners create a plan.

5. Write clear SMART goals (Cornell Human Resources, n.d.).

• Specific. A specific goal generally answers these questions: • Who is involved?

• What will be accomplished?

• Where will it happen?

• When will it be completed?

• Which requirements and constraints need to be considered?

• What is the purpose of including this goal?

• Measurable. The goal includes specific criteria for measuring progress, including how the team will know when the goal is accomplished.

• Attainable. The goal considers schedules, workload, knowledge, and funding.

• Realistic. The team is willing and able to work on this goal. If no one agrees to be responsible for completing the goal, perhaps there is a lack of buy-in.

• Timed. There is a timeframe and dates for completion.

6. Generate possible strategies or action steps.

• Create a list of evidence-based strategies for the issue at hand.

• Select a strategy that fits the program and has a high likelihood of success.

7. Identify who is responsible. Assign tasks to those who know the most about the goal and have the motivation and time to implement the strategy.

8. Set a timetable. Be realistic about when the task can be completed. Consider other tasks or initiatives the program is already implementing.

9. Identify resources. Think through what is needed to complete the task. This may be staff time, training, funds, or materials.

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Implement the action plan The program leader is generally responsible for implementing the action plan.

External coaches can support program leaders to take the steps below; if you are the program leader, use these steps as a guide.

1. Coordinate implementation. The program leader should: • Make sure that each person responsible for an objective or action step knows how to report back on progress or problems.

• Check in frequently with people who are doing the work. Ask how their energy is for the work ahead and whether they need assistance.

• Track the timetable. If the work is not getting done on time, find out whether the person responsible is swamped with other tasks or does not have the necessary knowledge or skills. If the timetable is too ambitious, work with the CQI team to modify the plan.

2. Continue to build buy-in. The program leader needs to help the CQI team take time for ongoing communication and coordination.

Regular staff meetings can be a great tool in the CQI process—the already-reserved time can be structured to include time for reflection or to work on an identified action step.

• Get buy-in from organization leadership before you begin. Make sure it will provide the time and money needed to implement the plan.

• Share progress with the larger program community and organization leadership.

• Continue to meet with program staff on the implementation of the plan.

• Publicly celebrate efforts and successes. CQI adds a layer of work on top of everyday tasks. People need to feel their efforts are leading to progress.

• Identify any problems or resistance. Maybe the person in charge of implementation needs help, or maybe some part of the program community is resisting the change. Start with the CQI team, and then broaden the discussion as necessary to identify the issue and develop a solution or compromise (Metz, 2007).

3. Incorporate feedback loops. Institute procedures for reflecting on progress as new practices are implemented.

• Regular meetings enable the CQI team to reflect on progress.

• Check to see whether staff members need training or technical assistance to implement proposed changes.

• Check in with people affected by the change, either formally or informally, to see whether the goal has been accomplished as intended.

4. Once the action plan is complete, celebrate! Then talk about when to start the CQI cycle again.

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FOR REFLECTION How is building staff and stakeholder buy-in different from addressing resistance? How are they the same? How can you help program leaders or your staff team see and address these similarities and differences?

In your experience, what kinds of stakeholders are most often difficult to engage? What advice can you give program leaders or your staff team about persisting to engage such stakeholders?

What are the biggest challenges programs face in becoming more data-informed? What can you do to help program leaders or your staff team minimize these challenges?

CQI References Bernhardt, Victoria and Geise, Bradley (2014). Using Data for Continuous School Improvement. https://proposals. learningforward.org/handouts/Nashville2014/PC212/PC212%20Handouts.pdf Bloom, Paula Jorde (2015). Blueprint for Action: Leading Your Team in Continuous Quality Improvement. Third Edition. New Horizons.

Cornell University Human Resources. (n.d.). Goal setting. https://hr.cornell.edu/professional-development/ career-management/career-management-resources/goal-setting Derrick-Mills, Teresa, Heather Sandstrom, Sarah Pettijohn, Saunji Fyffe, and Jeremy Koulish. (2014). Data Use for Continuous Quality Improvement: What the Head Start Field Can Learn from Other Disciplines, A Literature Review and Conceptual Framework. OPRE Report # 2014-77. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families. U.S. Department of Health and Human Services. https://www.researchconnections.org/childcare/resources/28919/pdf Hunter, Sarah B., Patricia A. Ebener, Matthew Chinman, Allison J. Ober and Christina Y. Huang. (2015). Promoting Success: A Getting to OutcomesÂŽ Guide to Implementing Continuous Quality Improvement for Community Service Organizations. Santa Monica, CA: RAND Corporation. https://www.rand.org/pubs/tools/TL179.html.

Intrator, Sam and Scribner, Megan (2007). Leading from Within: Poetry That Sustains the Courage to Lead. Wiley.

Metz, Allison J. R. (June 2007). A 10-Step Guide to Adopting and Sustaining Evidence-based Practices in Out-of-School Time Programs. Child Trends. https://www.childtrends.org/wp-content/uploads/2007/04/ child_trends-2007_06_04_rb_ebp2.pdf Senge, Peter M. (2006) The Fifth Discipline: The Art & Practice of the Learning Organization. New York: Doubleday.

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7 Coaching Strategies This coaching guide and its core competencies provide a blueprint for what effective coaches need to know and be able to do. Using this guide, you’ve learned how to support program leaders or your staff team in the CQI process by building strong relationships, communicating effectively, conducting yourself professionally, and implementing adult learning and CQI principles.

This chapter aims to fill out your coaching toolkit.

The competencies in this category expand on some coaching ideas already discussed and introduce new ones. The goal is to ensure that you have plenty of knowledge, skills, and strategies; that you know how to use reflective practice; and that you are poised to build the leadership capacity of the programs you work with.

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1. Coaching Knowledge, Skills, and Strategies

CORE COMPETENCY

Demonstrates coaching knowledge and skills

To be an effective coach, you need to put the knowledge and skills you’ve learned into practice. It helps to have lots of strategies in your toolkit, including the ones outlined here.

Readiness assessment A critical first step for coaches in the CQI process is to assess a program’s level of readiness. A readiness assessment can help you determine what the program can take on and what coaching strategies may work. To check the time, resources, and staff a program has to devote to CQI, you can use the readiness assessment in Appendix F, develop your own tool, or conduct an intake interview.

You can then use the results to tailor your support for the program leader or staff team (Tout et al., 2015).

Observation and feedback Program observations are part of data-informed practice (Chapter 6, Core Competency 3). When you observe program or leadership activities, follow these tips to make your feedback effective: • Involve learners by asking questions about their experiences. If you share only your opinion, listeners won’t have ownership and may even feel defensive.

• Describe what you saw, and avoid judgmental language.

• Try to get learners to think concretely about future improvements and incremental steps to get there (Whitmore, 2007).

CQI participants need to believe that feedback will lead to action, especially in OST, where it is easy to get swept up in the fast pace of day-to-day operations. Make sure action steps are part of your feedback conversations.

• Identify “moments of effectiveness” (Jablon, 2016) to help learners build on strengths.

You can incorporate any of three different types of feedback into your coaching practice (Rush & Shelden, 2011): 1. Informative feedback. Share knowledge related to an observation, action, or reflection. Respectfully build on what your learning partners already know and do. If they have no existing skill or knowledge in a given area, use direct teaching or modeling.

2. Affirmative feedback. Let program leaders or staff members know they are Coaching for Quality in Out-of-School Time: A How To Guide

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being heard by saying things like “I understand” or by paraphrasing what they have just said.

3. Evaluative feedback. Any evaluation must begin with a concrete positive statement about something you saw or heard.

Directive feedback—telling the program leader or staff team what to do—is inconsistent with the guiding principles outlined in Chapter 1. Instead, use informative feedback and direct teaching or modeling. In the process, you’re teaching the leader or staff member to do the same.

Dialogue and reflection Dialogue is the key to team learning. In dialogue, rather than presenting and defending opposing viewpoints, people suspend their own view to listen to others and enlarge one another’s ideas. In this way, dialogue leads to understanding. When people engage in dialogue, they seek to understand another’s perspective and come to a mutual understanding.

Coaches can support this deeper level of learning by using appreciative inquiry (Chapter 3, Core Competency 3). The use of open-ended, positive questions stimulates insight and reflection, two keys to making change (Appendix B).

Sharing of research and resources An important role of a CQI coach is to share information about evidence-based practices, including valid and reliable assessment tools. When you share proven improvement strategies and tools, be sure to: • Consider the learning styles of the people with whom you are working.

• Provide information in a way that is user-friendly. If you want to share a dense article or a large quantity of information, develop a summary in the form of a tip sheet.

• Allow time for reflection. People need time to absorb information, stretch their thinking, and develop new insights that will drive change.

• Make referrals to appropriate experts as needed.

Modeling Modeling occurs when a coach demonstrates how to implement a new practice. Modeling is an intentional, direct, and specific strategy that can be planned ahead of time or used during an unplanned teachable moment.

Implicit modeling is what you say and do that others experience as you do it and then wrap into their practice. Every interaction you have with those you coach is an opportunity to model careful listening, respect, and appreciation (Jablon, 2015).

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Explicit modeling is demonstrating a specific practice. As you do so, try these strategies (Rush & Shelden, 2011): 1. Explain what you are going to model and why.

2. Assign a specific task for the learner to do, such as taking notes.

3. Narrate what you are doing and why, either while you are modeling or when you are done.

4. Debrief the experience. Discuss what worked and what would be hard for the learner to replicate.

5. Have the learner try the practice. If the person doesn’t feel quite ready, the two of you can do it together. Then you can gradually release responsibility.

6. Debrief the practice.

7. Develop a plan for how the strategy or activity will happen when you are not present.

8. Check in later to see how the learner feels about implementing the new strategy.

Field trips When a program leader or staff team wants to improve a practice, they may not know what the practice looks like when done well. In that case, you can recommend a visit to another site that is known for having strong practice—not necessarily the best practice, just strong practice—in the area being discussed.

When you set up a field trip, recommend a structure for the observation, either by giving the program leader or staff team a section of an observation tool or by suggesting that they take notes on specific aspects of practice. Observers should, if possible, meet for reflection immediately following the observation. If the visiting program leader and the leader of the program being visited make a good connection, they may establish an informal mentoring relationship.

Video observations Video recording can be more effective than traditional observations. With a recording, observers can slow down and focus on objectivity. Video recording enables the one being observed, and the observer, the ability to revisit a point in time—dialogue, facial expressions, and body language.

Some people feel intimidated about being recorded, so this strategy typically requires a solidly established relationship. Of course, before recording, make sure that those being recorded have filled out consent forms. Agree with the person being observed on when the recording will take place and what practice will be the focus.

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When you sit down with program leaders or staff members to debrief video observations, follow these steps recommended by the Harvard Center for Education Policy Research (2017): 1. Review the video. Ask learners either to narrate what they are doing as you watch the video together or to watch a segment of the video and then summarize it. This process helps both you and the learners understand the rationale behind the practice you’re seeing.

2. Question. Ask reflection questions like these: • How did you decide on that approach?

• Tell me about your decision to use that approach.

• How do you think that went?

• What was effective, and what might you do differently?

3. Code and count. Ask learners to focus on a specific practice by counting how many times they use it in the video. This practice is another way of focusing attention.

4. Pause. Have learners pause the video at a pivotal moment. A pivotal pause can help them focus on one thing to change.

Video is also a great tool for distance coaching. Program leaders can record themselves or their teams in a specific practice, send the video electronically to the coach, and discuss by phone or using an online collaboration platform. In this way, you can focus with your learning partners on practice without having to travel.

2. Reflective Practice

CORE COMPETENCY

Both self-reflects and builds the capacity of the program leader or staff team to use reflection as part of the continuous improvement process

Reflective practice should by now be a familiar friend, if you’ve worked through this guide in sequence. Reflection enables people to step back, take stock of what is and isn’t working, and gain insight into what they should continue or build upon. It guides learners to question underlying assumptions, values, norms, and practices that have been defined for them by others. This inquiry stance makes reflection an effective strategy for generating new ideas and approaches (Biddle, 2012).

As you help program leaders or your staff team develop a habit of inquiry and reflection, you help them build their capacity to become aware of their current knowledge and behavior, learn new concepts and skills, refine their actions, and engage in ongoing self-assessment.

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Reflection may be related to action in three ways (Rush & Shelden, 2011): • On action: What did you do? How did that compare to what you wanted to have happen?

• In action (just-in-time coaching): What could you be doing right now to get to your goal?

• For action: What are you going to do similarly or differently next time?

Use a reflective framework Rush, Shelden, and Raab (2008) offer the framework for reflective questioning summarized in the table below.

TYPE OF QUESTION

EXAMPLES

TIPS FOR COACHES

Awareness What have you already tried?

Promote understanding of what learners already know or are doing

This is the most common question type. Use it sparingly so program leaders or staff don’t feel they are being interrogated.

Analysis Compare the current state to the desired future state

How does what just happened compare to what you would like to have happen?

Use this type most frequently. Give time for learners to examine thoughts, feelings, and intentions. Be comfortable with silence; then listen carefully to the response.

Alternatives Provide possible options to obtain the desired results

What are all the possible ideas to consider?

Brainstorm options together. Make suggestions and solicit ideas from program leaders and staff.

Action Collaborate to develop a plan

What are you going to do before the next time we meet?

Would you be interested in hearing what I have seen other programs try?

Confirm the plan, including specific steps. A back-up plan may be a good idea.

Also be sure to reflect on your own coaching process. This may include journal writing and quiet thinking, joining a community of practice or peer learning community for coaches, or reflecting with your supervisor, if you have one.

Ask learning partners for feedback You probably have some mechanism for formal assessment of your coaching practices. In addition, take advantage of the benefits of frequent and informal feedback from the program leaders or staff members you coach. Rather than waiting for formal assessments, you can use this feedback to make mid-course corrections.

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Here are some inquiry-based questions you can use: • What am I doing that you find helpful?

• What improvements have you seen me make?

Reflecting on a reflection? Is there such a thing? Yes! Newer OST staff can often learn from the reflections of experienced staff. Consider building low-stakes reflection into your meetings with the program leader or staff team.

• What suggestions would you like me to consider?

3. Leadership Capacity-Building

CORE COMPETENCY

Builds the leadership capacity of the program leader or staff team

“Jazz-band leaders must choose the music, find the right musicians, and perform in public. But the effect of the performance depends on so many things—the environment, the volunteers playing in the band, the need for everybody to perform as individuals and as a group…the absolute dependence of the leader on the members of the band, the need of the leader for the followers to play well.”

De Pree (1992)

Supporting program leaders is a vital strategy to sustaining change in quality improvement. OST programs need leaders who can create strong underlying structures, promote a clear vision, hire qualified staff, and develop a budget that supports program goals. Program leaders also need to promote individual and team learning, action planning, and innovation.

External coaches support sustainable change by strengthening the capacity of program leaders to guide CQI. Internal coaches not only have day-to-day responsibility for CQI in their role as program leaders but also build the next generation of program management by developing the leadership capabilities of frontline and midlevel staff. Either way, as you foster leadership skills among the people you coach, you are building the capacity of OST programs to make CQI a way of life.

Coaches can support development of many leadership skills. The chart below suggests ways external coaches can build leadership capacity, though internal coaches may find the information useful, too. This chart highlights a few key areas of program leadership as examples. Don’t worry—you aren’t expected to have expertise in every area! Coaches can help by connecting program leaders and staff with training or technical assistance in specific areas such as workforce development, strengthening business practices, or establishing partnerships.

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LEADERSHIP SKILL: SUPPORTING CQI

Team-building and shared leadership. Your first job is Coaches can: to support program leaders in learning how to form teams • Contribute ideas about the makeup of the and support shared decision-making. Besides helping to CQI team. achieve buy-in, this approach: • Monitor team members’ learning needs and Spreads the work. One person can’t do CQI alone! foster growth, particularly of leadership skills.

Builds the capacity of emerging leaders. A strong team keeps going even if the leader leaves the organization.

• Use role-plays, reflection, and feedback to develop leaders’ ability to involve teams in decisions.

Meeting facilitation. Facilitators provide structure and Coaches can: guidance so participants can focus on making the best • Support the program leader in developing a decisions possible. Core facilitation practices include meeting agenda. staying neutral on content, asking questions, summariz• Observe a meeting, provide feedback, and ing decisions, and recording and synthesizing ideas. Best give the program leader time to reflect. practices include making sure everyone has a chance to contribute, brainstorming, checking in on how people are feeling, leading decisions, and providing closure.

LEADERSHIP SKILL: HUMAN RESOURCES

Workforce development. One of the primary drivers of program quality is a qualified and well-supported workforce. Programs with effective recruitment and onboarding practices, ongoing training and supervision, and attention to workplace conditions—including fair compensation—foster better morale, longer retention, and staff commitment to quality.

Coaches can: • Help the program leader consider ways to strengthen recruitment and retention practices.

For example, building the capacity of emerging leaders can encourage them to stay with the organization.

• Encourage the program leader to assess and improve worker satisfaction.

• Help the program leader see how workforce needs and fiscal management overlap.

LEADERSHIP SKILL: FISCAL MANAGEMENT

Sound fiscal management affects program quality.

Research has shown that fiscal management can be strengthened by providing training and coaching and by finding ways to make administrative and reporting requirements more efficient (Kotloff & Bard, 2012).

Coaches can: • Find out what kind of financial management supports programs have access to through their organization.

• Share training opportunities on fiscal management and strategic planning with the program leader.

There’s a saying, “You can’t be what you can’t see.” The CQI process can open program leaders and the staff team to think about making long-term investments in their programs and careers.

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Coaching Strategies References Biddle, Julie K. (2012). The Three R’s of Leadership. High Scope Press.

De Pree, Max (1992). Leadership Jazz. Dell.

Harvard Center for Educational Policy Research (Fall 2017). 4 Instructional Coaching Strategies. http://sibme.com/4-instructional-coaching-strategies-harvard-cepr/ Kotloff, Lauren and Bard, Nancy (April 2012). Building Stronger Nonprofits Through Better Financial Management: Early Efforts in 26 Youth-Serving Organizations. Public/Private Ventures and the Wallace Foundation. http://www.wallacefoundation.org/knowledge-center/Documents/BuildingStronger-Nonprofits-Through-Better-Financial-Management.pdf Rush, D., and Shelden, M.L. (2011). The Early Childhood Coaching Handbook. Brookes Publishing.

Rush, D., Shelden, M. L., and Raab, M. (2008). A Framework for Reflective Questioning When Using A Coaching Interaction Style. http://fipp.org/static/media/uploads/casetools/casetool_vol4_no1.pdf Tout, K., Epstein, D., Soli, M., and Lowe, Claire (March 2015). A Blueprint for Quality Improvement Initiatives: Final Report.

Child Trends. https://www.childtrends.org/wp-content/uploads/2015/03/2015-07BlueprintEarlyCareandEd.pdf Whitmore, John (2007). Coaching for Performance: Growing People, Performance and Purpose.

Nicholas Brealy Publishing.

Conclusion Coaches play a vital part in helping OST programs grow. You are part of an exciting movement to provide high-quality experiences for all children and youth, starting with your own program or, if you are an external coach, with the programs you support.

NIOST’s mission is to support the healthy development of children, families, and communities and to advance the OST field through research, training, advocacy, and tools. We help OST programs get better at what they do.

We are proud to have you as a partner in this work. Together, we can strengthen families and communities to help young people succeed in school, in life, and in work. Please reach out to us for further training and support.

Program leaders and CQI teams can benefit from our resources, including: • APAS (A Program Assessment System) quality assessment tools • Training • System-building support Visit NIOST.org to learn about these resources and join our community. We look forward to supporting your work as we strive together for quality for all.

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Appendix A. Five Disciplines of a Learning Organization Chapter 1, Guiding Principles

This chart details Peter Senge’s five disciplines of a learning organization and suggests questions coaches can ask to help build a learning organization (Senge, 2006).

DISCIPLINE

DESCRIPTION

QUESTIONS A COACH CAN ASK*

Shared vision

Shared vision happens when teams develop shared pictures of the future that foster genuine commitment.

What do we want to create together? Have we involved key stakeholders in developing this vision? How can we align program mission and vision with any requirements from funders, school districts, or others?

Personal mastery

Personal mastery happens when team members clarify and deepen their personal visions, focus their energies, see reality objectively, and develop needed skills.

How can we support self-awareness and discovery? Do we allow time for reflection? Do we allow for mistakes as part of the learning process? Do all staff have professional development plans to help them reach individual career goals and program goals?

Team learning Team learning happens when teams start thinking together.

They share their experience, insights, knowledge, and skills to learn how to do things better.

Is there an established climate of dialogue?

Do people feel free to share their ideas and concerns? Are new patterns of thinking encouraged? Do people listen carefully to others so that they begin to think together and agree on action steps toward common goals?

Questioning mental models

Questioning mental models happens when people surface deep-seated values, beliefs, and assumptions to consciously decide how to take action.

Is there freedom to challenge team assumptions? What do the data say is true?

Does everyone agree with the analysis? What do we sense is true but cannot support with data? Can we think out of the box to come up with innovations?

Systems thinking

Systems thinking happens when teams take time to see the inter-relationships that underlie complex situations and interactions. They see the whole and know that one change can affect other parts of the program.

As we create our action plan, are we considering how proposed changes may affect other aspects of the organization, such as the staff, budget, program quality, and youth outcomes?

Has our action plan led to the results we intended? Are there unintended consequences we need to address?

Are there external trends or opportunities to consider? For example, has staff turnover increased because low unemployment rates mean employees can get jobs with better salary or benefits? What strategies do we need to address this trend?

*Some from Senge’s Fifth Discipline Fieldbook, 1994.

Senge, P. (2006). The fifth discipline: The art and practice of the learning organization. New York: Doubleday.

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Appendix B. How Coaching Affects the Brain Chapter 1, Guiding Principles

In 2005, David Rock used magnetic resonance imaging (MRI) to study what happened in the brain during a coaching session. He discovered that a central feature of effective coaching was evidence of “insight” in the client. Three focus areas in the brain—attention, reflection, and action—are connected to insight.

The table below summarizes Rock’s findings and offers considerations for your coaching practice.

FOCUS AREA

WHAT HAPPENS IN THE BRAIN

WHAT A COACH CAN DO

Attention

The working memory is in the prefrontal cortex, where new information is stored.

Because the capacity of the prefrontal cortex is limited, forging new pathways is similar to cutting through a thick forest. When attention is focused in constructive ways, progress toward best practice is possible.

Facilitate change by helping learning partners focus attention on the change they seek.

Reflection

When people reflect, the brain shuts down external senses and focuses on internal stimuli, engaging the part of the brain that makes links.

During this process, the brain gives off alpha waves and releases serotonin, both of which increase relaxation and positive feelings.

Encourage individuals and teams to take quiet time for the reflection that builds insight.

Insight

When the brain processes information, it gives off gamma waves. Gamma waves produce adrenaline and serotonin, which create a sense of energy. That energy passes within an hour.

Leverage the energy of insight to propel learning partners beyond a fear of change. Motivate them to take action immediately, even if the action is only making a commitment to do something later.

Action

Practicing a new behavior repeatedly creates a new pathway in the brain that, over time, moves the behavior to the “automatic pilot” part of the brain.

Help learning partners practice new skills and apply new ideas. Empower them to come up with ideas themselves, thus making it more likely that their insights will propel them forward.

Rock, D. (2006). A Brain-Based Approach to Coaching. International Journal of Coaching in Organizations, 4(2), 32-43. http://researchportal.coachfederation.org/MediaStream/PartialView?documentId=2886 Coaching for Quality in Out-of-School Time: A How To Guide

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Appendix C. Core Processes of Appreciative Inquiry Chapter 3, Communication

Orem, Binkert, and Clancy (2007) define four core processes in appreciative inquiry: definition, discovery, dream, and design. This table connects these processes to the CQI cycle and offers questions coaches can ask their learning partners.

CORE PROCESS OF APPRECIATIVE INQUIRY

CONNECTION TO CQI CYCLE

QUESTIONS A COACH CAN ASK

Definition Choose strengths as the focus of inquiry.

Building strengthsbased relationships

Discovery Use inquiry to identify positive strengths; get people to share stories. Have the program leader or staff team explore how to apply these strengths in other areas.

Assessing the When do you function at your best? How can program by identifying you apply these strengths to other areas of program strengths your practice?

What has been the team’s major learning or insight so far? What is the next level of thinking the team needs to do?

Which of your professional successes are you most proud of?

What are the best contributions you make to your program?

What are you doing as an effective program leader or staff member?

Dream Developing a shared Create shared images vision of what is of a preferred future. possible Tap the motivations and desires of the program leader or staff team to develop a dream for the future.

What is the deeper purpose that is worthy of your best effort? What bold steps would you choose if success were guaranteed? What are the most exciting possibilities?

Design Innovate and improvise ways to create the future. Guide the program leader or staff team in creating a structure to reach their dreams.

What needs immediate attention moving forward?

What strategies are most possible and most likely to help the program reach the established goals?

Action planning and implementation

Orem, S., Binkert, J., & Clancy, Ann (2007). Appreciative coaching: A positive process for change. John Wiley & Sons, Inc.

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Appendix D. Learning Styles Chapter 4, Adult Learning

P. J. Bloom (2015) summarized the many learning preference typologies into two basic frameworks. The first defines four types of learners on two continuums: concrete vs. abstract and sequential vs. random: TYPE OF LEARNER

DESCRIPTION

COACHING STRATEGIES

Practical learners concretesequential

Want to see the real-life application of the ideas they are learning. Their favorite question is, “Why does this matter?”

Use handouts, products, and notes with stepby-step details. Practical learners like a clear agenda so they know what is going to be accomplished.

Analytic learners abstractsequential

Like to weigh the advantages and disadvantages of each issue. Their favorite question is, “How do you know this is true?”

Develop lists of pros and cons. Analytic learners like to have vigorous logical debates.

Imaginative learners abstractrandom

Focus more on the process of learning than on the content.

Learning must be personal.

Their favorite question is, “Why is this important?”

Set up small-group discussions or in-depth sharing in pairs. Imaginative learners may be good at the big picture and less focused on details.

Inventive learners concreterandom

Use experimentation and insight to solve problems.

Inventive learners may come up with novel solutions. Their favorite question is, “What if?”

Set up thought experiments or simulations of new practices. Inventive learners may be too busy coming up with alternatives to follow directions.

The second is defined by three basic perceptual modalities: PERCEPTUAL MODALITY

DESCRIPTION

COACHING STRATEGIES

Visual

Learn best when information comes in visual images

Use diagrams, charts, and tables or media such as videos or pictures. Visual learners use mind pictures to memorize information but have trouble remembering oral instructions, so help them by writing down the directions.

Auditory

Learn best when information Use small- and large-group discussions, lectures, is spoken; can recall specifics storytelling, and recordings. Reinforce written inof what was said structions by reading or paraphrasing them aloud.

Kinesthetic

Learn best by touching, moving, and feeling

Use role-playing, scenarios, and active games.

Some kinesthetic learners need to move and can’t sit for long periods.

Bloom, P. J. (2015). Blueprint for action: Leading your team in continuous quality improvement. Lake Forrest, IL: New Horizons.

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Appendix E. Communities of Practice Chapter 4, Adult Learning

As a coach, you might support the program leader to create a CoP, or you might even create one yourself. Cambridge, Kaplan, and Suter (2005) offer the following suggestions for building a CoP: • Determine who the audience will be. Decide who will be in the community and for what purpose. Spend time learning about the specific needs of the individuals and organizations. “Effective communities of practice balance members’ diversity with a sense of shared purpose” (Curtis et al., 2013).

• Design the CoP. Work with the group to identify how members will communicate with each other, define the group’s learning goals, and decide what knowledge to share. The group should also lay out a schedule and define the facilitator role.

• Launch the CoP. Build relationships and trust so people are comfortable to share fully. Continue to reflect on how you can keep the group motivated and engaged. Identify how the CoP’s success will be measured and how members will be recognized for their contributions.

• Promote meaningful conversations. CoP facilitators can promote meaningful conversation through these six norms of collaboration (WestEd, 2012): • Pause. Provide time for people to think before responding to a question or to reflect on what they heard the last person say.

• Paraphrase. “I hear you saying” is a way to check for understanding and convey that you are listening.

• Probe. Use inquiry to make sure you understand the point being made.

Make no inferences.

• Presume positive intentions. Make no judgments.

• Put ideas on and off the table. Explicitly identify when a new idea is up for discussion; be equally explicit when an individual or group decides the idea isn’t right for now.

• Pay attention to self and others. Watch body language and other nonverbal cues to see how the group is doing.

• Sustain the CoP. The role of the facilitator may change over time.

Eventually the group may be ready to continue on its own.

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Online CoPs have their advantages and challenges. Face-to-face meetings are preferable, but virtual CoPs address travel barriers. To facilitate successful online participation: • Have a strong technology person on the CoP team.

• Use a meeting platform that enables participants to see one another.

• Make sure every participant gets an orientation to the platform.

• Build relationships through a warm-up activity.

• Ask people to state their name before they talk, at least at first.

• Keep sessions interactive.

• Encourage participants to communicate between sessions for peer support.

The National Professional Development Center on Inclusion at the University of North Carolina at Chapel Hill has a Communities of Practice Indicators Worksheet (http://fpg.unc.edu/node/4468, 2008) you can use to assess your CoP approach.

Cambridge, D., Kaplan, S., & Suter, V., (2005). Community of Practice Design Guide: Step-by-Step Guide for Designing and Cultivating Communities of Practice in Higher Education. National Learning Infrastructure Initiative at EDUCAUSE. https://net.educause.edu/ir/ library/pdf/NLI0531.pdf Rhode Island Department of Education (WestEd 2012). Becoming a Successful Community of Practice Facilitator. http://www.ride.ri.gov/Portals/0/Uploads/Documents/Instruction-andAssessment-World-Class-Standards/ Assessment/Formative-Assessment-PD-Online-Modules/ Becoming_a_Successful_CoP_Facilitator.pdf

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Appendix F. Out-of-School Time Readiness Questionnaire Chapter 7, Coaching Strategies

NIOST developed this questionnaire to help program leaders gauge their program’s ability to engage in CQI. In addition, completing the survey can help leaders to: • Develop an early picture of issues that need attention • Involve stakeholders who need to buy into the CQI process If you are an external coach, you can use this questionnaire with program leaders in the early stages of the CQI process. If you are an internal coach, completing this questionnaire will help you set the stage for CQI. Directions More than one person in a program can fill out this questionnaire. One should be the program leader, who may be a director or a site coordinator. The person in charge of personnel and fiscal decisions, if different from the program leader, should also fill out the questionnaire. Staff may also fill it out as a team. The more individuals involved, the more reliable the information, and the more likely these people are to participate when it comes time to implement change.

© National Institute on Out-of-School Time

Once respondents have completed the questionnaire, program leaders can review the answers and summarize findings on the last page. Now they have information to help them gauge the program’s readiness to begin the CQI process.

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QUESTIONNAIRE In answering the following questions, select the answers that most accurately describe your program. Be conservative and honest in judging your program’s ability to fully engage in quality improvement.

1. Motivation, time, and support Being motivated to work on improvement is important for success, but you will also need the time to do the work involved. Check every statement that is true.

The staff team is motivated to make program changes.

The administrative team is motivated to make program changes.

The program leader can work 4 hours per month this year on program improvement.

A few staff members can each work 2 hours per month this year on program improvement.

A few parents or stakeholders can each work 10 to 15 hours this year on program improvement.

We have 2 or 3 hours of staff or volunteer administrative support per month to help with improvement tasks.

We have staff or volunteer capacity to collect and compile data once or twice a year.

Having concrete support from the host agency (if applicable) is another key to success. Check every statement that is true.

Our host agency will assign a representative to work actively on improvements.

Our host agency will help to make sure program staff have time to work on improvements.

Review: The more boxes you checked, the more prepared your program is to initiate CQI. If you checked only a few boxes, brainstorm with your staff or coach to find ways to make time for this work and build your host agency’s support.

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© National Institute on Out-of-School Time

Our host agency is willing to consider improvements that may require changes in space or budget commitments.

2. Program transitions Check every statement that is or may be true this year.

We expect that more than one-third of our staff will turn over this year.

We plan to expand participant enrollment by more than 25%.

We plan to add programming for the first time, such as extended learning, a summer program, or a before-school program.

Our program has to find new space.

We will be adding a new site to our program.

We are facing budget uncertainty.

Our agency is reorganizing in structure, staff, and/or programs.

Review: A program that expects to have a lot of changes, growth, or instability will find it difficult to focus on program improvement. If you checked one or more boxes for question 2, consider postponing quality improvement to focus on the issues that affect program stability.

3. Staff recruitment and retention Check the one description that best fits your program.

More than one-half of our staff has turned over in the last year, including staff leaders (director, site coordinator, and/or group leaders).

More than one-third of our staff has turned over in the last year, but some leaders have been here for over a year.

Leadership is stable, and less than one-third of our staff turned over last year.

© National Institute on Out-of-School Time

Review: If you checked the first box, work on reducing staff turnover before tackling other improvement issues. If you checked the second box, consider the reasons for staff turnover and work on resolving that issue as a main priority of your quality improvement plan.

4. Community and family support Check every statement that describes your program.

Our program staff can attend community training opportunities.

Our program leader is part of a professional support network or has access to technical assistance, coaching, or a quality advisor.

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We are part of a community network working on program improvement.

Parents and/or community members volunteer in our program.

Check every statement that describes your program.

Most staff members have little opportunity to communicate with families.

Staff communicate frequently with families during pick-up time, through a bulletin board, or by email or an e-newsletter.

Families attend special events such as performances, game nights, and potluck suppers.

We assess individual family needs at least once a year and act on those needs in the program.

Review: The more boxes you checked, the better prepared your program is to involve staff and families, support the program leader, and include the community. The program is less prepared if you checked no items or one item for these questions. In that case, consider ways to forge deeper connections with the community and families before undertaking CQI. 5. Staff meetings and training Check the one statement that best describes how often staff members meet to plan, review programming, or connect with parents or the host agency.

Staff meet a few times a year.

Staff meet once a month.

Staff meet at least twice a month.

Check the one statement that best describes how often staff attend training in one year, whether in your agency, outside your agency, or online.

Most staff members attend 8 hours or less of in-person or online training in a year.

Most staff attend more than 8 hours of in-person or online training in a year.

The program is less prepared if you checked only the first item of these questions. In that case, consider ways to create more staff meeting time and opportunities for staff training.

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© National Institute on Out-of-School Time

Most staff members are not able to attend or participate in online trainings.

6. Capacity for data collection Check every statement that describes your program.

We have sufficient infrastructure (time, finances) to research and select assessment tools and to be trained to use them OR we have existing tools.

We have sufficient staffing or external resources to conduct data collection and analysis.

We have a team identified to lead the CQI work.

We intend to share data with staff and stakeholders and create an action plan.

© National Institute on Out-of-School Time

Review: CQI is based on the collection, analysis, and sharing of data. You’re ready for CQI if you checked all four items.

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SUMMARY OF FINDINGS Areas of strength:

Areas for growth:

How do you perceive your program’s readiness to engage in CQI? Ready!

Almost ready, but we need support in ________________________________ _________________________________________________________________ _________________________________________________________________

If you are ready to start a CQI process, congratulations! NIOST advises programs to work with a coach who can help you set realistic goals, find resources or other supports, set a time table, and create a community team to share responsibilities.

If a coach is unavailable, create your own team to divide up the responsibilities, share the work, and enjoy the rewards. Contact NIOST for assistance at niost@wellesley.edu.

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© National Institute on Out-of-School Time

Not ready: We have significant challenges that prevent CQI work at this time.

9 Coaching Core Competencies Self-Assessment Tool Š 2020 by the National Institute on Out-of-School Time. All rights reserved.

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Chapter 9 \ Coaching Core Competencies Self-Assessment Tool

Introduction The self-assessment tool is designed to assess your skills based on the Coaching Core Competencies. The tool will empower you and help you reflect on the core knowledge and skills you need to support programs. This self-assessment tool allows coaches to: ASSESS your level of skill in each of the categories.

REFLECT on your current practice to identify specific areas of opportunity for growth.

PLAN specific actions and professional development that will lead to improvement.

Assess Use this tool to assess your areas of strength and opportunities for growth.

Keep in mind that even after many years of experience, there is more to learn as new research and promising practices emerge and programs present unique demands.

There are charts for each category. For example, the first chart focuses on Relationships. Each category is divided into sections, one for each core competency. The first section in Relationships focuses on core competency 1: Builds trust through transparency, openness, and honesty For each core competency there are several “indicators,” or examples of what the core competency looks like in practice. For example, in the Relationships category, indicator “a” under competency 1 is: Learns and acknowledges individual strengths and cultural context to foster a collaborative relationship grounded in trust and mutual respect.

For each indicator, mark one of the following:

2. Basic knowledge and occasionally demonstrates skills. You have some knowledge of what the indicator means and a few basic skills.

3. Deeper knowledge and frequently demonstrates skills. You have gained deeper understanding of why the indicator is important and how it supports CQI. You are beginning to use these skills in your work.

4. Consistently demonstrates high level of knowledge and skills. You understand very well why the indicator is important and consistently demonstrate the skill.

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1. Beginning understanding. You have a beginning awareness of the concept.

Use the optional “other” row for any additional indicators or examples of each competency you think of. Take notes and total your self-ratings in each category as you work through the tool. Before you go on to the next category (e.g., Communication), transfer the numbers you’ve just written into the summary table that appears at the end of the tool. You’ll use this summary table to see where you are strongest and where you can improve.

Reflect No matter what your motivation, prior experience, or ability, you probably didn’t become a coach with all the knowledge and skills you need. Professional development—including workshops, peer support, supervision, mentoring, and on-the-job training—is an important way to develop your skills. Consider your ratings as you think about areas of strength and opportunity, reflecting on the work you do. Set personal priorities. Think about what professional development approach will be most helpful for reaching your goals.

It may be useful to review your completed self-assessment with a colleague, supervisor, or a program leader you have worked with. Someone else may have noticed additional areas to improve based on current trends in the work or something they have observed in your practice. Or they may feel that you have underestimated your competency on an item.

Plan Set goals, plan for needed resources or professional development, and establish a timeframe for meeting your goals. You can use the Professional Growth Plan at the end of this tool to: Identify professional development goals. Review the self-assessment summary table and notes from your reflections. Identify your areas of strength and the areas that need further development. Set personal goals for professional growth.

© National Institute on Out-of-School Time

Develop strategies to meet each goal. Include specific details such as names and dates of trainings.

Identify the resources you need to meet your goals. Research opportunities to observe other coaches, participate in a training session, connect to a peer mentor, or consult on a specific issue.

Identify your responsibilities. Take responsibility for your learning (for example, registering for a training). Whatever professional development approach you choose, set aside time to reflect on what you have learned and think about how to incorporate it into your practice.

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Identify organizational responsibilities. Your program or organization may offer to cover any costs in exchange for incorporating your new knowledge in your practice.

Set a timeline for carrying out your plan. The timeline should be reasonable but finite so you can track progress towards your plan.

Ongoing self-reflection is recommended as part of a strong CQI process. The Coaching Core Competencies Self-Assessment Tool can be used periodically to help you assess your strengths, growth, and areas for future improvement.

Coaching Core Competencies Relationships Relationship-Building and Trust: Builds trust through transparency, openness, and honesty.

Clear Expectations: Defines, clarifies, and reaches agreement with the program leader or staff about roles, responsibilities, and realistic expectations.

Strengths-Based Approach: Focuses on assets to build on individual, team, and organizational strengths.

Inclusion: Promotes equity by appreciating all peoples, origins, traditions, methods of communication, and abilities.

Communication Communication Style: Engages in collaborative communication by being present, attentive, and responsive to both the obvious and the subtle forms of communication. Š National Institute on Out-of-School Time

Active Listening: Uses active listening strategies to fully understand ideas, perspectives, and feelings.

Appreciative Inquiry: Understands and effectively uses appreciative inquiry, a strengths-based approach to organizational change.

Conflict Resolution: Assesses and manages group dynamics to ensure that issues or concerns are addressed.

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Principles of Adult Learning Adult Learning and Coaching: Demonstrates an understanding of adult learning theory and strategies for adult learning.

Learning Preferences: Collaborates to co-create an environment that meets individual and group learning preferences.

Motivation and Self-Discovery: Assists the program leader or staff team to identify their motivations to learn and change.

Transfer of Learning: Promotes ongoing learning and sustained change.

Professionalism Professional Accountability: Meets the standards expected of a coach.

Professional Development and Self-Reflection: Models self-reflection and continuous improvement of skills.

Professional Ethics: Maintains trustworthiness and integrity.

Continuous Quality Improvement (CQI) Change Theory: Understands that improvement is continuous and takes time.

Stakeholder Involvement and Shared Decision-Making: Emphasizes continuous quality improvement in partnership with the program leader or staff team.

Data Informed Practice and Assessment: Supports the program leader or staff team in collecting and analyzing data to make informed decisions.

Action Planning and Implementation: Supports the program leader or staff team in developing and implementing an action plan for continuous improvement.

Š National Institute on Out-of-School Time

Coaching Strategies Coaching Knowledge, Skills, and Strategies: Demonstrates coaching knowledge and skills.

Reflective Practice: Both self-reflects and builds the capacity of the program leader or staff team to use reflection as part of the continuous improvement process.

Leadership Capacity-Building: Builds leadership capacity of the program leader or staff team.

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Coaching Core Competencies­—Self-Assessment Tool Relationships CORE COMPETENCY 1: RELATIONSHIP-BUILDING AND TRUST Builds trust through transparency, openness, and honesty.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Learns and acknowledges individual strengths and cultural context to foster a collaborative relationship grounded in trust and mutual respect. b. Continuously demonstrates personal integrity, sincerity, honesty and transparency. c. Develops a reciprocal relationship, for example by sharing experiences, exploring expectations, and acknowledging own mistakes and limitations. d. Builds trust by being on time, organized, and following through in a timely way.

Other

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CORE COMPETENCY 2: CLEAR EXPECTATIONS Defines, clarifies, and reaches agreement with the program leader or staff about roles, responsibilities, and realistic expectations.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Demonstrates a commitment to the concept of creating shared goals and engaging in joint decision-making and problem-solving. b. Clarifies expectations, e.g., by setting ground rules and checking in with the program leader or staff team about the effectiveness of the change process.

Other TOTAL Ps in each column

CORE COMPETENCY 3: STRENGTHS-BASED APPROACH Focuses on assets to build on individual, team, and organizational strengths.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

© National Institute on Out-of-School Time

a. Acknowledges, offers constructive comments on, and builds upon the program leader’s and staff’s abilities and contributions. b. Celebrates the program leader’s and staff’s successes and capability for future growth. c. Champions and provides ongoing support for new behaviors and actions including those outside the program leader’s or staff team’s comfort zone.

Other TOTAL Ps in each column

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CORE COMPETENCY 4: EQUITY, DIVERSITY, AND INCLUSION Promotes appreciation for all peoples, origins, traditions, methods of communication, and abilities.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Demonstrates understanding that individual and program practices are embedded in culture. b. Uses positive and culturally sensitive interactions to develop a respectful relationship with the program leader and staff team. c. Identifies common interests and goals. d. Integrates cross-cultural awareness and divergent points of view. e. Ensures that decisions, policies and practice embrace and respect families, cultural values, attitudes and beliefs about learning.

Other

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Communication CORE COMPETENCY 1: COMMUNICATION STYLE Engages in collaborative communication by being present, attentive, and responsive to both obvious and subtle forms of communication.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Recognizes the complexity of communication by paying attention not only to words, but also to tone of voice, facial expression, and body language when both speaking and listening. b. Employs communication strategies based on individual differences and learning preferences. c. Uses a conversational tone, sharing thoughts that are supportive and strength-based. d. Uses a range of effective communication techniques including: asking critical thinking questions (what, where, when, who, and how); effective listening; and effective written communication skills. e. Uses plain language in both spoken and written communication.

Other

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CORE COMPETENCY 2: ACTIVE LISTENING Uses active listening strategies to fully understand ideas, perspectives, and feelings.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Restates what the program leader or staff has said to ensure understanding. b. Asks questions (e.g. what, where, when, how) to clarify beliefs, thoughts, and actions. c. Creates a climate of openness that encourages others to ask questions or raise concerns in the interest of shared learning and goals.

Other TOTAL Ps in each column CORE COMPETENCY 3: APPRECIATIVE INQUIRY Understands and effectively uses appreciative inquiry, a strengths-based approach to organizational change.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

© National Institute on Out-of-School Time

a. Uses inquiry to identify strengths, successes, and contributions to build on for program improvement. b. Asks open-ended questions to facilitate reflective thinking. c. Asks questions that elicit and seek to understand the program leader’s or staff team’s perspective, values and feelings.

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CORE COMPETENCY 4: CONFLICT RESOLUTION Assesses and manages relationship dynamics to ensure issues or concerns are addressed.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Interprets interpersonal dynamics ­—e.g., between a program leader and staff, or a program and a partnering program—and addresses ways to support relationships and team functioning. b. Identifies possible conflicts and addresses them through positive conflict management. c. Promotes collaborative team-building and problemsolving skills.

Other

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Principles of Adult Learning CORE COMPETENCY 1: ADULT LEARNING AND COACHING Demonstrates an understanding of adult learning theory and strategies for adult learning.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 2 Beginning Basic understanding knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Determines program leader’s or staff team’s needs and current level of knowledge. b. Recognizes the program leader’s or staff team’s readiness for change, and builds on their experience and knowledge. c. Understands and can describe the importance of context, including the program’s policies, procedures, and organizational structure.

Other TOTAL Ps in each column CORE COMPETENCY 2: LEARNING PREFERENCES Collaborates to co-create an environment that best meets individual and group learning preferences.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 2 Beginning Basic understanding knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Explores and understands own learning preferences and those of the program leader or staff team. © National Institute on Out-of-School Time

b. Effectively uses a variety of training methods and materials to respond to different learning preferences. c. Uses short reflections after meetings or other conversations to increase ability to transfer learning to new contexts.

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CORE COMPETENCY 3: MOTIVATION AND SELF-DISCOVERY Assists the program leader or staff team to identify their motivations to learn and change.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. 
Explores with the CQI team their values and what motivates them to change. b. Promotes active experimentation and self-discovery, assisting the CQI team to identify and act on opportunities that will enable them to demonstrate, practice and deepen new learning. c. Strives to build a learning organization.

Other TOTAL Ps in each column CORE COMPETENCY 4: TRANSFER OF LEARNING Promotes ongoing learning and sustained change.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

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a. Facilitates opportunities to practice new learning. b. Uses reflective practice, including self- and collaborative reflection. c. Encourages and supports adult-learning groups such as communities of practice and peer learning communities.

Other TOTAL Ps in each column

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Professionalism CORE COMPETENCY 1: PROFESSIONAL ACCOUNTABILITY Meets the standards expected of a coach.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Appropriately presents self professionally (e.g., style and demeanor). b. Is punctual, discreet, and courteous. c. Is responsible and accountable for service delivery, including the quality and content of implementation and follow up. d. Follows through on commitments in an appropriate and timely manner. e. Establishes mutually defined goals and effectively explains roles, responsibilities, and expectations of the coach, program leader, and staff team.

Other TOTAL Ps in each column CORE COMPETENCY 2: PROFESSIONAL DEVELOPMENT AND SELF-REFLECTION Models self-reflection and continuous improvement of skills.

1 2 Beginning Basic understanding knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Uses self-assessment and self-reflection for ongoing professional growth. b. Has an individual professional development plan.

Other TOTAL Ps in each column

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Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

CORE COMPETENCY 3: PROFESSIONAL ETHICS Maintains trustworthiness and integrity.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Adheres to a code of ethics for making professional decisions. b. Maintains confidentiality according to established policies when sharing experiences, discussing issues and solving problems with the program leader or staff team.

Other

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Chapter 9 \ Coaching Core Competencies Self-Assessment Tool

Continuous Quality Improvement CORE COMPETENCY 1: CHANGE THEORY Understands that improvement is continuous and takes time.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 2 Beginning Basic understanding knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Demonstrates understanding of the cycle of continuous quality improvement for organizational change. b. Promotes motivation for change by building buy-in, helping the program leader and staff feel the potential of change, and addressing any resistance.

Other TOTAL Ps in each column CORE COMPETENCY 2: STAKEHOLDER INVOLVEMENT AND SHARED DECISION-MAKING Emphasizes continuous quality improvement in partnership with the program leader or staff team.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 2 Beginning Basic understanding knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

Š National Institute on Out-of-School Time

a. Ensures program leader or staff team shares experiences, values and ideas to create a shared vision. Encourages program leader or staff team to create a shared vision with stakeholders. b. Encourages program leader or staff team to involve stakeholders in shared decision-making, including families and youth.

Other TOTAL Ps in each column

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CORE COMPETENCY 3: DATA INFORMED PRACTICE AND ASSESSMENT Supports the program leader or staff team in collecting and analyzing data to make informed decisions.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Articulates the value of data-informed action planning to the program leader or staff team. b. 
Supports the program leader or staff team in selecting assessment tools and surveys (with their stakeholders) that have established reliability and validity and match program goals. d. Encourages a culture of collaborative inquiry in discussions about the data results. e. Guides program in data analysis that creates an accurate picture of strengths and areas for improvement.

Other

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CORE COMPETENCY 4: ACTION PLANNING AND IMPLEMENTATION Supports the program leader or staff team to develop and implement an action plan for continuous improvement.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Supports programs in setting priorities based on biggest impact on those served and the capacity to make the change. b. Supports programs to create an action plan that connects to program mission and maps out a plan for realistic and gradual change. c. Ensures goals that are specific, measurable, attainable, realistic, and have target dates. d. Identifies with the program leader or staff team ways that you as the coach can support the implementation of the action plan.

Other

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Coaching Strategies CORE COMPETENCY 1: COACHING KNOWLEDGE, SKILLS AND STRATEGIES Demonstrates coaching knowledge and skills.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Demonstrates strengths-based practice when offering feedback, for example by identifying “moments of effectiveness” in current program practice. b. Shares current research and promising practices about child development, adult learning, program assessment, and quality improvement to guide the CQI effort. d. Connects program to resources and system supports as needed. c. Models coaching practices like careful listening, respect, and reflection. e. Comfortably uses technology resources which support communication and coaching practice such as videotaping of program practices.

Other

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CORE COMPETENCY 2: REFLECTIVE PRACTICE Both self-reflects and builds the capacity of the program leader or staff team to use reflection as part of the continuous improvement process.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Demonstrates effective use of appreciative inquiry to guide reflective practice for program leaders and staff teams. b. Builds capacity of the program leader and staff to use reflective practice—on their own and collaboratively—to identify strengths, analyze data, and develop and track progress of strategic action plans. c. Uses self-reflection to improve coaching practice.

Other

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CORE COMPETENCY 3: LEADERSHIP CAPACITY-BUILDING Builds the leadership capacity of the program leader or staff team.

Indicate your rating of each indicator with a check mark P in column 1, 2, 3, or 4.

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

a. Supports the development of leadership skills (such as building strong teams, creating a shared vision, sharing decision making, and action planning) of the program leader or staff team to guide Continuous Quality Improvement. b.
Encourages the program leader or staff team to assume a leadership role in identifying their own needs and implementing change through action plans. c. Supports the development of leadership skills identified during the CQI process (such as fiscal management, staff development and supervision, reducing turnover).

Other

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Chapter 9 \ Coaching Core Competencies Self-Assessment Tool

Self-Assessment Summary

Transfer the totals from the bottom line of each core competency into the corresponding row below. Then pick the three core competencies where you have many marks in columns 1 or 2. Put a star in the last column on those three rows. Those are your areas for improvement.

COMPETENCY

1 Beginning understanding

2 Basic knowledge and occasionally demonstrates skills

3 Deeper knowledge and mostly demonstrates skills

4 Consistently demonstrates high level of knowledge and skills

AREA FOR IMPROVEMENT

RELATIONSHIPS Relationship-Building and Trust Clear Expectations Strengths-Based Approach Inclusion COMMUNICATION Communication Style Active Listening Appreciative Inquiry Conflict Resolution PRINCIPLES OF ADULT LEARNING Adult Learning and Coaching Learning Preferences Motivation and Self-Discovery Transfer of Learning PROFESSIONALISM Professional Accountability Professional Development and Self-Reflection Professional Ethics CQI Change Theory Š National Institute on Out-of-School Time

Stakeholder Involvement and Shared Decision-Making Data Informed Practice and Assessment Action Planning and Implementation COACHING STRATEGIES Coaching Knowledge, Skills, and Strategies Reflective Practice Leadership Capacity-Building

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Coach Professional Growth Plan Your goal:

Strategies to meet your goal:

Resources needed to meet the goal:

© National Institute on Out-of-School Time

Coach’s responsibilities:

Supervisor’s responsibilities (if applicable):

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Timeline for meeting the goal:

Date, time, and location of next meeting to review progress and set new goals:

_________________________________

_________________________________

Coach’s Signature

Supervisor’s Signature (if applicable)

_________________________________

_________________________________

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Date Date

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