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Training of Trainers�Tier I and II Team Training�

Sheri Luecking, Co-Director

Sheri.luecking@midwestpbis.org

Midwest PBIS Network�

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AGENDA

8:30-10:00 Overview of Training of Trainers

Training Plan

Checklist

10:00-10:15 Break

10:15-11:30 Adult Learning Theory, Training Tips

Research

Activity: Train others what you learned

11:30-12:30 Lunch on your own

12:30-1:45 Practice training the Tier 1 and/or 2 modules

1:45-2:00 Break

2:00-3:00 Coaching

3:00-3:30 Wrap up and next steps

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Learning Expectations

EXPECTATION	BEHAVIOR
Be Responsible	Make yourself comfortable Take care of your needs (water, food, restroom, etc.) Share your questions with the group
Be Respectful	Turn cell phones off or to “vibrate” Listen to others attentively by staying quiet while they are speaking Follow up, and complete assigned tasks
Be Engaged	Ask what you need to know to understand and contribute Contribute to the team by sharing relevant information and ideas

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WHAT DID I SIGN UP FOR?

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Introductions

Make eye contact with someone you don’t know very well
Make a new friend and share your

Name, role, district
Why are you here?
What do you hope to get from this adventure?
What do you have in common?

Introduce your friend and introduce them to the rest of the group

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Training Plan

Review Training plan at your table (see Midwest Tier 2 tab on website) https://sites.google.com/a/midwestpbis.org/midwest-pbis-network/materials/Training-of-Trainers/tierii
What questions do you have?
What is missing?
How equipped are you to complete each phase/activity?

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Checklist

Review Checklist (see Midwest Tier 2 tab on website) https://sites.google.com/a/midwestpbis.org/midwest-pbis-network/materials/Training-of-Trainers/tierii
Share at your table…

How is this useful?
What questions do you have?

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EVERYTHING YOU NEED TO KNOW ABOUT ADULT LEARNERS

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Activity

Best training: key features

Worst Training: key features

Talk at your table and make a list

Generate ideas on how you can be the best trainer!

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Training Tips

https://www.youtube.com/watch?v=nz6SwliUWoE

Take survey, share scores
http://www.go2itech.org/HTML/TT06/toolkit/assessment/adults.html
Personal Learning Styles Inventory

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Group Activity:�Count off, form groups of 2-3, read, teach the rest of us!

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Self-reflection Activity

Raise your hand and show on a scale of 1-5 how comfortable you are with presenting information in front of people.

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Trainer Rating Rubrics

Review trainer self assessment (on MW Tier 2 TOT website)
Review Training Participant Evaluation (on MW Tier 2 TOT website)
How would these be helpful?
What is missing?
What would you develop if you were assessing the training?

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TOT Self-Assessment

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Getting “evaluated”, really we mean getting feedback

Talk to your shoulder partner about evaluation/feedback
How do you feel about getting feedback?
Do you get defensive?
Do you look for what you can improve?
What if someone is very critical of you?
How comfortable are you with feedback?

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LET’S PRACTICE

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Dip your toe in the water

Review the modules on the midwestpbis.org website
Pick your favorite
Take some time at your table to review
Prep how your would train the content
Share with the group
Group be prepared to give feedback starting with strengths and then areas to improve

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Materials on Website

www.midwestpbis.org
Ppts
Layout
Supporting documents

Action Planner

Data Tools: PBIS apps is your friend!

Tiered Fidelity Inventory (TFI)
Self Assessment Survey (SAS)

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COACHING TIPS

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INVEST IN COACHING!

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Coaching

Maurice Cheeks, Coach, Portland Trail Blazers

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Training Outcomes Related to Training Components
	Training Outcomes
Training Components	Knowledge of Content	Skill Implementation	Classroom Application
Presentation/ Lecture
Plus Demonstration
Plus Practice
Plus Coaching/ Admin Support Data Feedback

10% 5% 0%

30% 20% 0%

60% 60% 5%

95% 95% 95%

Joyce & Showers, 2002

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What is the definition of coaching?

What is your definition?

a supporter
a partner with the team and administration
a resource for information
a liaison between team and the district and trainers
a facilitator for data-based decision making
a facilitator with MTSS-B implementation and the cultural change in your school
attentive to team action planning progress

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Guiding Principles for Effective Coaching

Build local capacity

Become unnecessary…but remain available

Maximize current competence

Never change things that are working
Always make the smallest change that will have the biggest impact

Focus on valued outcomes

Tie all efforts to the benefits for children

Emphasize Accountability

Measure and report; measure and report; measure and report.

Build credibility through:

(a) consistency, (b) competence with behavioral principles/practices, (c) relationships, (d) time investment.

Pre-correct for success

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Coaching Conversations

Highly intentional
Focused on the other person
Stimulate growth and change
Positive assumptions of capability

Conversations lead to action.

Cheliotes, L. G. & Reilly, M. F. (2010). Coaching Conversations: Transforming Your School One Conversation at a Time. Thousand Oaks, CA,: Corwin.

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“Coaching is communicating.” �

https://www.youtube.com/watch?v=_JmA2ClUvUY

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Leadership Practices Continuum

Supervising Zone		Mentoring Zone		Coaching Zone Co-Creating the Relationship
Give advice; give the answer	Give advice; by asking “loaded questions”	Teaching	Offering Options	Creating awareness	Designing actions	Planning and goal setting	Monitoring progress	Celebrating success
				Effective Communication

Cheliotes, L. G. & Reilly, M. F. (2010). Coaching Conversations: Transforming Your School One Conversation at a Time. Thousand Oaks, CA,: Corwin.

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Coaching Skills

Active Listening

Asking Questions

Descriptive Feedback

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Listening

“Authentic listening is an important way to show respect for others.

When we really listen, we have a chance to enter into a deeper form of communicating.” Jim Knight

p. 209

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Active Listening

Take 10 minutes to complete and score the Listening Skills Self-Assessment

Develop an action plan

Listening qualities I have:
Listening qualities I want to develop:

What did you learn about yourself? How will this help you coach others to maintain a trauma informed lens?

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Listening Strategies

Commit to listen.
Pause before you speak and ask,

“Will my comment open up or close down this conversation?”

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Unproductive Patterns of Listening

Judgment or Criticism
Autobiographical Listening
Inquisitive Listening
Solution Listening

“Listening without any obligation to act allows you to hear what the other person is saying rather than formulating your next response.”

Cheliotes, L. G. & Reilly, M. F. (2010). Coaching Conversations: Transforming Your School One Conversation at a Time. Thousand Oaks, CA,: Corwin.

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Use words that unite; �avoid words that divide

Use the constructive word “and” rather than “but”.

This builds on, rather than blocks out, what has just been said.

It advances discussions rather than anchoring them in argument.

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Where and when would you use these techniques?��From Center for Adaptive Schools�www.adaptiveschools.com

The Norms of Collaboration

1. Pausing

2. Paraphrasing

3. Posing Questions

4. Putting Ideas on the Table

5. Providing Data

6. Paying Attention to Self and Others

7. Presuming Positive Intentions

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1.Pausing

Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion, and decision-making.

2.Paraphrasing

Using a paraphrase starter that is comfortable for you – “So…” or “As you are…” or “You’re thinking…” – and following the starter with an efficient paraphrase assists members of the group in hearing and understanding one another as they converse and make decisions.

3.Posing Questions

Two intentions of posing questions are to explore and to specify thinking. Questions may be posed to explore perceptions, assumptions, and interpretations, and to invite others to inquire into their thinking. For example, “What might be some conjectures you are exploring?” Use focusing questions such as, “Which students, specifically?” or “What might be an example of that?” to increase the clarity and precision of group members’ thinking. Inquire into others’ ideas before advocating one’s own.

4.Putting Ideas on the Table

Ideas are the heart of meaningful dialogue and discussion. Label the intention of your comments. For example: “Here is one idea…” or “One thought I have is…” or “Here is a possible approach…” or “Another consideration might be…”.

5.Providing Data

Providing data, both qualitative and quantitative, in a variety of forms supports group members in constructing shared understanding from their work. Data have no meaning beyond that which we make of them; shared meaning develops from collaboratively exploring, analyzing, and interpreting data.

6. Paying Attention to Self and Others

Meaningful dialogue and discussion are facilitated when each group member is conscious of self and of others, and is aware of what (s)he is saying and how it is said as well as how others are responding. This includes paying attention to learning styles when planning, facilitating, and participating in group meetings and conversations.

7. Presuming Positive Intentions

Assuming that others’ intentions are positive promotes and facilitates meaningful dialogue and discussion, and prevents unintentional put-downs. Using positive intentions in speech is one manifestation of this norm.

This is a handout available for printing or stored electronically.

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Asking Questions

Presume positive intent

Negative Intentions		Positive Intentions
Have you contacted Jamie’s family?	VS	What contacts have you made with Jamie’s family?
Did you think your touch or raised voice may have been a trigger for Joe?	VS	What possible triggers have you considered for Joe’s behavior?
Have you tried connecting with Angela on a personal level?	VS
Did you complete the assessment for how your classroom practices are trauma informed?	VS
Have you thought about how Trish’s behavior may resemble fight, flight or freeze response?	VS

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Asking Questions

For evidence (what events demonstrate this?, Can you compare?)
To shift to interpretive dialogue rather than only facts (What changes would you make...?, Can you elaborate on why...?)
That are open-ended (What happened after...?, What differences exist?)
For context (What is relationship between?, Has this happened before?)
For goal setting or action planning (What would happen if...?, What might an alternative be?)
To refocus on team (What evidence supports?, What do others think...?)

What opportunities do you have for using these types of coaching questions to support staff maintaining trauma informed lens?

Coaching for Capacity Building Manual from ISBE

www.schoolimprovementcoach.org

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What opportunities might you have for using these types of coaching questions to support all staff maintaining trauma informed lens?

Example questions:

For evidence: What events could have happened that??; Can you compare...?,Do you know another instance where...?

Shift to interpretive: What changes would you make to solve....?, Can you elaborate on the reasons why....?, How would you estimate the results for....?)

Open-ended: Why do the results show...?; What happened after?; What differences exist?

For context: What is the relationship between?, Has this ever happened before?; Why did these changes occur?

Goal setting/action planning: What changes could be made to solve....?; What would happen if...?; What might and alternative be?

Refocus on team: What evidence supports?; What do others think about....?; Can you help me understand

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Descriptive Feedback

State clearly observations
Be specific
Provide feedback as soon as possible
Describe versus evaluate

Coaching for Capacity Building Manual from ISBE

www.schoolimprovementcoach.org

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Activity

Introduce yourself to your shoulder partner.
Determine who will be “A” and who will be “B”.
“A” will share an event that recently occurred or one that is coming up, while “B” listens for 1 min. At the end of the minute, “B” will summarize or paraphrase what was heard. Ask clarifying or “posing” questions (30 sec.)
Switch roles and repeat the process

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What did you notice?

How is this activity helpful during team meetings?

You could also suggest that they try any or all of the following:

1.Pausing

Pausing before responding or asking a question allows time for thinking and enhances dialogue, discussion, and decision-making.

2.Paraphrasing

Using a paraphrase starter that is comfortable for you – “So…” or “As you are…” or “You’re thinking…” – and following the starter with an efficient paraphrase assists members of the group in hearing and understanding one another as they converse and make decisions.

3.Posing Questions

Two intentions of posing questions are to explore and to specify thinking. Questions may be posed to explore perceptions, assumptions, and interpretations, and to invite others to inquire into their thinking. For example, “What might be some conjectures you are exploring?” Use focusing questions such as, “Which students, specifically?” or “What might be an example of that?” to increase the clarity and precision of group members’ thinking. Inquire into others’ ideas before advocating one’s own.

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Major Roles & Responsibilities of Coaching

Coordination

Evaluation

Technical Assistance

Training …

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…with the Goal to…

Facilitate and monitor while coaching to build capacity & sustainability

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AVOID PITFALLS!

PLAN AHEAD!

RUSH INFORMATION

SKIP PROCEDURES

IMPLEMENT WITH FIDELITY!

EXCLUDE OTHERS

IGNORE FACTS

INCLUDE ALL STAKEHOLDERS!

MAKE DATA-DRIVEN DECISIONS!

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Outcomes of Coaching

Help teams with:

MTSS-B Fluency

Rapid redirection from mis-applications

Fidelity of overall implementation

Sustainability over time

“Do for” 1 time

“Do with”

Cheer on!

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What do we do again?

Professional Development

Teaching, participating, supporting, delegating

Leadership Support
Problem Solving Skills
Resource Provider
Fluency with content area
Facilitation and Communication
Interpersonal Skills

How can anyone possess that many skills?

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WRAP UP AND NEXT STEPS

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Homework

Explore Public Speaking Tips online

Consider the following

5 TED Talks That Will Teach You the Art of Public Speaking

https://yourstory.com/2016/12/public-speaking-ted-talks/

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What happens next?

Tier 1 or 2 Team Training

Be prepared to either coach/support your designated team
Plan to take notes in the ppt slides for those sections you plan to train!

Debrief after Day 1 Team Training
Agree on dates for webinars
Prep for webinars
Sign up for co-training during Fall, Winter, or Spring Institutes
Mark your calendar for all follow-up webinars/events
Put my number in your favorites contact list!

Sheri Luecking 618-920-3595

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Consider co-leading CNM’s?

9 locations
4 times a year
Co-lead the Coaches Network Meetings

Which location do you participate in?

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WHAT NEEDS TO BE COMPLETED?	RESOURCES NEEDED?	WHO?	WHEN?
A.
B.
C.

Complete your Action Plan

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