7. Coaching Strategies

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.

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

CORE COMPETENCY

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. CQI participants need to believe that feed• Try to get learners to think conback will lead to action, especially in OST, where it is easy to get swept up in the fast cretely about future improvements pace of day-to-day operations. Make sure and incremental steps to get there action steps are part of your feedback (Whitmore, 2007). 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

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).

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.

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.

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

Awareness Promote understanding of what learners already know or are doing

EXAMPLES

What have you already tried?

Analysis Compare the current state to the desired future state How does what just happened compare to what you would like to have happen?

TIPS FOR COACHES

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

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

Action Collaborate to develop a plan What are all the possible ideas to consider?

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

What are you going to do before the next time we meet? Brainstorm options together. Make suggestions and solicit ideas from program leaders and staff.

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.

Here are some inquiry-based such a thing? Yes! Newer OST staff

questions you can use:

• What am I doing that you find helpful? • What improvements have you seen me make? • What suggestions would you like Reflecting on a reflection? Is there

me to consider? can often learn from the reflections of experienced staff. Consider building low-stakes reflection into your meetings with the program leader or staff team.

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

CORE COMPETENCY

“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.

LEADERSHIP SKILL: SUPPORTING CQI

Team-building and shared leadership. Your first job is to support program leaders in learning how to form teams and support shared decision-making. Besides helping to achieve buy-in, this approach: Spreads the work. One person can’t do CQI alone! Builds the capacity of emerging leaders. A strong team keeps going even if the leader leaves the organization. Coaches can: • Contribute ideas about the makeup of the

CQI team. • Monitor team members’ learning needs and foster growth, particularly of leadership skills. • Use role-plays, reflection, and feedback to develop leaders’ ability to involve teams in decisions.

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

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.

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.