Data Collaborative Portal

Supports practitioners to transfer mindsets, knowledge, and skills gained during training to routine practice through personal observation, instruction, and feedback.

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Staff Coaching is essential because most skills needed by successful practitioners can be assessed during selection and introduced in training but really are learned on the job with the help of a coach. An effective coach provides “craft” information along with advice, encouragement, and opportunities to practice and use skills specific to the innovation (e.g. engagement, treatment, clinical judgment). The full and effective use of human service innovations requires behavior change at the practitioner, supervisory, and administrative support levels. Training and coaching are the principle implementation methods in which behavior change is brought about for carefully selected staff in the beginning stages of implementation and throughout the life of evidence-based practices and programs and other innovations. Organizations make use of data to continue to improve coaching methods.

Driver Look Fors

When we are integrating the Implementation Drivers into our work we have specific look fors for each Driver that will help inform us whether or not we are removing as many potential barriers and seizing all the opportunities to improve our program. Below are the specific look fors for this driver. It includes the following information:

Look For Description: it will begin with a numbered look for the driver. It will include a description of a critical component that should always be seen in your organization.
Data Source(s): The Data Sources are a nudge to help us understand how we can prove that this is actually occurring throughout our organization, as well as a location to capture change ideas and improvements.
Fully In-Place: This represents the criteria that the Data Collaborative, and NIRN, considers that the look for is completely in-place. Or in other words, the organization is meeting our expectations for this component of the driver.
Partially In-Place: Similarly to Fully In-Place, this represents the criteria. The difference is that not all of the look for are represented in the organization.
Not Yet In-Place: This represents when the look for has not been reflected in your organization.

1. There is someone accountable for the coaching of staff who will carry out explicit instruction in literacy

Fully In-Place

A specific person is responsible for coordinating the quality and timeliness of coaching processes for staff supporting explicit instruction in literacy

- AND -

This person is able to execute the responsibilities related to his/her role in the coaching process

Partially In-Place

A specific person is responsible for coordinating the quality and timeliness of coaching processes for staff supporting explicit instruction in literacy

Not Yet In-Place

There is not a specific person responsible for coordinating the quality and timeliness of coaching processes for staff supporting explicit instruction in literacy

Data Source(s)

Job description of person accountable for coaching

2. Coaching is provided to improve the competency of staff who carry out explicit instruction in literacy

Fully In-Place

Coaching is provided at least monthly to the staff who carry out explicit instruction in literacy

-AND-

Coaches’ feedback to staff is based on direct observation (e.g. face to face, audio or video recording) and at least one other data source such as:

Group or individual consultation
Product or document review
Interviews with key stakeholders

Partially In-Place

Coaching is provided at least monthly to the staff who carry out explicit instruction in Literacy

-AND-

Coaches’ feedback to staff is based on one of the following:

Group or individual consultation
Product or document review
Interviews with key stakeholders

Not Yet In-Place

The staff who carry out explicit instruction in literacy do not receive coaching at least monthly

Data Source(s)

Coaching schedules
Samples of coaching feedback

3. Leadership Team (LT) uses a coaching service delivery plan

Fully In-Place

A written plan outlines the coaching supports provided to staff who carry out explicit instruction in literacy including three of the following:

• requirements for coach competency

• frequency of coaching

• coaching methods

• communication protocols for coach and supervisor

-AND-

Adherence to the plan is reviewed at least three times a year

Partially In-Place

A written plan outlines the coaching supports provided to staff who carry out explicit instruction in literacy including at least one of the following:

• requirements for coach competency

• frequency of coaching

• coaching methods

• communication protocols for coach and supervisor

Not Yet In-Place

A written coaching service delivery plan does not exist

Data Source(s)

Sample of coaching service delivery plans
Content and concept lists used by coaches

4. Leadership Team (LT) regularly assesses coaching effectiveness

Fully In-Place

LT assess effectiveness of coaching quarterly through the use of two or more of the following data sources:

• Practitioner fidelity

• Coach fidelity

• Staff satisfaction surveys from those being coached

-AND-

Coaching effectiveness data are used to inform improvements in selection, training, and other implementation supports

Partially In-Place

The effectiveness of coaching to improve the competency of staff who carry out explicit instruction in literacy is assessed at least annually through the use of at least one of the following data sources:

• Practitioner fidelity

• Coach fidelity

• Staff satisfaction surveys from those being coached

Not Yet In-Place

Coaching effectiveness is not assessed

Data Source(s)

Coaching Fidelity:

• Observations of coaches conducting coaching activities

• Coaching Logs

• Coaching Notes

Satisfaction Surveys from those being Coached
Evidence the data are used to inform improvements in coaching methods

Source:

Ward, C., Metz, A., Louison, L., Loper, A., & Cusumano, D. (2018). Drivers Best Practices Assessment. Chapel Hill, NC: National Implementation Research Network, University of North Carolina at Chapel Hill. Based on: Fixsen, D.L.,Blase, K., Naoom, S., Metz, A., Louison, L., & Ward, C. (2015). Implementation Drivers: Assessing Best Practices. Chapel Hill, NC: National Implementation Research Network, University of North Carolina at Chapel Hill.

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