Coaching at a Tier 2 for Grownups
What does it look like?
Joan Horton, CSIU, Independent Facilitator
Aimee Newswanger EITA, Central Regional Facilitator
Objectives
• Participants will review the implementation of tier 2 classroom
strategies.
• Participants will define cognitive dissonance and apply it to
coaching.
• Participants will discuss the concept of coaching strategies for
teachers who need tier 2 supports
The Pyramid Model
Tertiary
Intervention:
Few Children
Secondary
Prevention: Some
Children
Universal
Promotion:
All
Children
• The Foundation = Best
practices and responses for
all children.
• Targeted – Children need
more practice.
• Individualized Intervention –
Children need highly
individualized strategies to
achieve success.
3
Tier 2 for children
•
•
•
•
Increased instruction
Increased opportunity to practice
Practice and repetition
Smaller groups
2 ways to take this discussion
• 1. Coaching teachers in use of tier 2 strategies
• 2. Coaching teachers who fall into our tier 2 category.
What might a “Tier 2 Teacher” look like?
Grown up hot buttons
• What do teachers do that drive you nuts but aren’t really
“disciplinary worthy”?
• How do those behaviors make you feel?
• How can we reframe those behaviors?
• We are not talking about “Tier 3” teacher behaviors – but “Tier
2”
Describe cognitive dissonance
• Cognitive dissonance occurs when a person holds two
conflicting thoughts in their mind at the same time.
• It increases with:
– The importance of the subject to us
– How strongly the dissonant thoughts conflict
– Our inability to rationalize and explain away conflict.
Festinger (1957), Festinger and Carlsmith (1959)
http://changingminds.org/explanations/theories/cognitive_dissonance.htm
Cognitive Dissonance is MOTIVATING
• Cognitive Dissonance will often lead us to change one of our
conflicting belief’s or action.
• To relieve Cognitive Dissonance folks often:
– Change behavior
– Justify behavior by changing conflicting cognition or
– Justify our behavior by adding new cognitions.
Festinger (1957), Festinger and Carlsmith (1959)
http://changingminds.org/explanations/theories/cognitive_dissonance.htm
Your job . . .
• Create cognitive dissonance using data and
providing support to transition those
conflicting beliefs into positive actions!
Not our job . . .
To resolve the dissonance . . .
Structured Conversation around Tier 2 practices:
Ms. Sabrine
Would you classify her as a teacher needing tier 2 coaching strategies?
What might her push back (to you) be?
What data would you use to create the dissonance?
What other data do you have and how do you use it?