Social Emotional Foundations for Early
Learning (SEFEL): Mindful Coaching
June 27, 2013
Department of Public Instruction
Office of Early Learning
Preschool Exceptional Children Program
Welcome!
Objectives
Participants will learn:
1.The definition of mindful coaching
2.Key tenants of mindfulness and self awareness
3.Six voices or roles of a coach
4.The coaching cycle and tools to support these
practices
5.The measurement tools used in the SEFEL project
CSEFEL Pyramid Model for
Social-Emotional Development
SEFEL Jeopardy
Emotional Morning Picture
$100
$100 $100
literacy Greeter Apron Schedules
Meaningful Tucker
$200 the Behavior
$200 $200
jobs Turtle Support Plan
Building the
Classroom
Solution kit
$300 $300 $300
school with
Rules kindness
5
The
Teaching Individualized
Treatment/focused
intervention
Intensive
Pyramid Interventions
Social Emotional Prevention
Teaching Strategies
Creating Supportive Environments
Universal
promotion
Positive Relationships with
Children, Families, and Colleagues
Discussion Question
According to CSEFEL, Typically about 10% of the
preschool children in group care are described as
having challenging behaviors. When
developmentally appropriate, preventive strategies
in the bottom levels of the triangle are practiced
consistently, the percentage drops to 4%. So, only
4% actually need a behavior intervention plan.
Do you agree? How does this statement compare
with the children in classrooms youve
taught/observed?
Why do we exist?
Why SEFEL?
To improve social-emotional outcomes for children
in early care and education
Why SEFEL coaching?
To increase the likelihood that teachers will
implement SEFEL strategies effectively
Attitudes, role playing guided reflection
values field application self-analysis
case studies clinical
Desired impact on learners
supervision
(learning outcomes from low t o high)
guided reflection
role playing
Skill follow-up plans
field application
coaching
demonstration
observation
reading interviewing
Knowledge
lecture problem solving
brainstorming
discussion
reading
Awareness lecture
Low High
Different levels of professional development approaches
(intensity levels from low to high)
Adapted from: Harris, B.M (1980). Improving staff development through in-service education. Needham, MA: Allyn &
Bacon
Coaching
Joyce & Showers, 2002
You cannot teach humans anything.
You can only help them discover it
within themselves.
Galileo
A definition of coaching
That part of a relationship in which one
person is primarily dedicated to serving the
long-term development of effectiveness
and self-generation in the other.
Doug Silsbee (2010)
Service is the rent we pay to be living.
It is the very purpose of life and not
something you do in your spare time.
Marian Wright Edelman
Small group discussion
Have you ever received coaching either
formally or informally?
How does this definition fit with your
experience?
A definition of coaching
That part of a relationship in which one
person is primarily dedicated to serving the
long-term development of effectiveness
and self-generation in the other.
Doug Silsbee (2010)
Large group discussion
How does Silsbees definition fit with your
personal definition of coaching?
With your own experience?
Have any of these definitions evolved over
time?
Small group discussion
Coaching/Non-coaching relationships
Think about a person you are coaching
What other relationships do you have
with that person?
Helping someone think about
options
A. True
B. False
Asking questions to encourage
new thoughts
A. True
B. False
Lecturing about a prescribed
solution
A. True
B. False
Conducting an annual
performance review
A. True
B. False
Outlining a strategy for others to
follow
A. True
B. False
Modeling a classroom strategy
A. True
B. False
Delegating tasks
A. True
B. False
The Mindful Controller
Mindfulness is the inner state in which we
can observe ourselves in action.
It is the state of being aware of our own
sensations, thoughts, feelings, and
judgments.
Mindful self-awareness is the starting point
in serving our clients well.
Activity: Listening Exercise
Pair up
Select a speaker and a listener
Speaker describes their best vacation
Listener must not say anything
When facilitator calls time, the listener must
repeat what was said to the speaker
How did you feel during this exercise?
What sensations and emotional reactions did you
experience?
Attachments & Aversions
We are drawn toward pleasure and attached to
finding it/ we avoid pain
We seek material gain, trying to get what we want/
we try to avoid losing what we have
We want to be known and respected/ we have an
intense dislike for shame, embarrassment, and
loss of face
We are attached to praise and to being appreciated
and even adored/ we wish to avoid blame and
responsibility for negative things.
Attachments & Aversions for Coaches
We want to be seen as competent by the client/ we want to
avoid being seen as ineffective or unhelpful
We value a personal connection with the client/ we try to
avoid tension or conflict in the relationship
We look for a sensation of aliveness and creativity/ we are
impatient with rote conversation
We like the security of coaching according to a specific
template or model/ we try to avoid being seen as
uncertain
Activity: Awareness of Attachments
Pair up
Select a speaker and a listener
Speaker describes a challenging time in his or
her childhood
Listener must not say anything
Listener must count the number of time
he/she wanted to make a statement
How many times did you want to
say something?
A. Less than 5
B. Between 5 to 7
C. Greater than 7
Coaching Habits of Mind
Self-judgment
Social identity
Projection
Philosophical positions
Emotional Triggers
Routines
Distractions
Expert Mind
Lunch Break
The Partner
The Investigator
The Reflector
The Teacher
The Guide
The Contractor
Activity: Finding your Voice
Did you complete the Silsbee self-assessment?
Reflect:
Which voice do you overuse?
Which voice do you underuse?
Which voice are you attached to?
Which voice do you have an aversion to?
Discuss in small groups
Reflection
Reflection and
and Feedback
Feedback Initial
Initial Phase
Phase
Reflect on teacher and Relationship
child progress Building
Tool: Post-TPOT and Tools: Teacher-
SSIS Coach Agreement
Supporting strategies to Based on data from
improve teacher TPOT & Teacher
practices Checklists
Tools:Coaches Planning Tools: Teacher Plan and
Guide Yearly Coaching Plan
Focused
Focused Observation
Observation Shared
Shared Goals
Goals and
and Plans
Plans
Adapted from National Center for Quality Teaching and Learning
Small Group Activity
Pick a partner
Use the Coaches Planning Guide, pg.2 and
think of one question to ask the teacher in this
scenario that helps her think about:
1. The Situation
2. The Outcome
3. The Actions
Training Materials and Resources
http://csefel.vanderbilt.edu/-
http://www.challengingbehavior.org
http
://eclkc.ohs.acf.hhs.gov/hslc/tta-system/teachin
g
Talk about how training can be incorporated into
coaching
Measurement Tools
Teacher Checklists
Aligned with the sections of the TPOT
Teacher self-assessment- 10 sections
Yes/No format
Identify strengths/emerging skills
Teaching Pyramid Observation Tool
(TPOT)
Purpose is Formative Assessment and
Accountability:
Pre-TPOT used in conjunction with Teacher
Checklists to identify target teacher behaviors to
begin training and coaching efforts
Comparison of Pre and Post TPOT provides
accountability measure
Using the TPOT
Observations
Conducted for a minimum of 2 hours
Must observe centers or free play and at least
one teacher-directed activity
Focus of observation is lead teachers behavior
Interviews for those practices that cannot be
observed in a 2-hour observation
Small Group Activity
Review each section of the TPOT
Compare one section on the TPOT with the
corresponding section on the Teacher Checklists
1. What did you notice?
2. If you were the teacher, how would you
feel about using the Teacher Checklists
as a self-assessment?
Social Skills Improvement System
(SSIS)
Purpose: assesses childrens social skills and
problem behaviors
Used to compare change from the beginning
of the year to the end of the year
Accountability for the state
SSIS Scoring
Social Skills
Category Score Range
Well Above Average > 130
Above Average 116-130
Average 86-115
Below Average 70 - 85
Well Below Average < 70
SSIS Scoring
Problem Behaviors
Category Score Range
Well Below Average < 70
Below Average 70-85
Average 86-115
Below Average 70 - 85
Well Below Average < 70
