Kim Watchorn: A) strong = context-specific and individualized; B) gaps = focused; intensive
Jennifer Eklund-Smith: Strong - Individualized, context-specific Gaps - We are finally in a place to narrow in on focused.
Kim Watchorn: For years (when at state level and now), when I train and talk about the “Layered Continuum of Supports”, I often using coaching educators as an example. (e.g., “what’s for an all-staff meeting” = universal; “what’s a book study” = targeted; “what’s an individual coaching cycle = intensive)… if we distribute and disseminate our services & supports & deploy our TA according to layers, we reflect MTSS logic.
Laura Marsden: For the work in NC: Strengths in Individualized, Focused on fidelity and HQPD, and Context specific. Gaps: Formative data collection for measure impact of the coach/coaching model
Sue Daker: Human capital is the largest issue we have in Iowa---COVID-19 or not. Lots of coaching needed; coaches are assigned based on assignment to district for other parts of their job. Successful implementation of SDI take very specific and focused coaching; those currently providing that coaching are having success. We just need more as we scale the work.
Kim Watchorn: I’ve had success when training districts by talking about building capacity of “coaching practices” vs. hiring coaches (as exclusive solution). E.g. Core Skills of coaching = Active Listening, Powerful Questioning, & Reframing
Sue Daker: The statewide school improvement plans in Iowa are focused on MTSS implementation. Our SDI-focused SPDG meshes in with that VERY nicely. Our statewide focus from the git go has been to have the SDI professional learning mesh in with the work happening in districts to implement MTSS.
Jennifer Eklund-Smith: I agree with the idea of support not being a person. I think that this is where the support is differentiated based on where the individual is at in a particular skill. Some may get a person with an intensive focus, while others are working in a team to support each other, etc.
Vicki Griffo: CA has found that we have to ease teachers into the cycle of feedback - self-, peer-, and coach to develop trust and comfort.
Sue Daker: Is there a vision for coaching? Are goals set for coaching from the district level? Are goals set for teacher access of coaching---from the building or district level? These are the things that we've found in Iowa that need to be in place---otherwise coaching tends not to be as effective.
jbowers: Thanks for the engaging conversation.
Vicki Griffo: Thank you!
Kim Watchorn: Thanks
Laura Marsden: Thank you!