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Turning Theory into Practice

wramta Regional Conference 2012 Making Continuing Education Count: Sarah Piercy, M.M., MT-BC Early Learning Mentor Coach. Turning Theory into Practice. “No man is wise enough by himself” - Plautus. AGENDA.

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Turning Theory into Practice

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  1. wramta Regional Conference 2012Making Continuing Education Count:Sarah Piercy, M.M., MT-BCEarly Learning Mentor Coach Turning Theory into Practice

  2. “No man is wise enough by himself” - Plautus

  3. AGENDA Today we will be exploring the practice of Coaching, as an approach to Professional Development Participants will gain knowledge and understanding of the following: 1. CBMT and AMTA Professional Development criteria 2. Professional Development Systems 3. Adult Learning Theory 4. Change Theory 5. The Coaching Approach and Process 6. How to take your Professional Development to the next level

  4. CBMT CBMT Code of Professional Practice “Maintenance of Board certification will require adherence to the CBMT’s Code of Professional Practice” “The CBMT does not guarantee the job performance of any individual” Who does?

  5. CBMT CBMT Scope of Practice IV. Professional Development & Responsibilities A. Professional Development – 9 items B. Professional Responsibilities – 17 items How?

  6. AMTA AMTA Code of Ethics 1.3 The MT will participate in continuing education activities to maintain and improve his/her knowledge and skills 2.1 The MT will strive for the highest standards in his/her work, offering the highest quality 3.9 The MT will use every available resource to serve the client best 6.1 The MT will strive to increase the level of knowledge, skills and research within the profession How?

  7. AMTA AMTA Standards of Practice “…rules for measuring the quality of services” I. Referral & Acceptance II. Assessment III. Treatment Planning IV. Implementation V. Documentation VI. Termination of Services VII. Continuing Education VIII. Supervision Who measures?

  8. AMTA AMTA Professional Competencies 22. Professional Role/Ethics 22.3 Demonstrate dependability: follow through with all tasks regarding education and professional training 22.8 Demonstrate critical self-awareness of strengths and weaknesses 22.15 Demonstrate basic knowledge of music therapy service reimbursement and financing sources How?

  9. AMTA AMTA Education & Training Advisory Board 2 Levels of Professional Practice – measured by Professional growth, Personal growth, Musical development & Clinical experience 1. Professional Level 2. Advanced Level It’s up to you to measure, track & submit….but, how?

  10. Professional Development “Skills and knowledge attained for both personal development and career advancement” “Encompasses all types of facilitated learning opportunities” Current Approaches: consultation, coaching, communities of practice, technical assistance, lesson study, mentoring & reflective supervision What system do Music Therapists use?

  11. Coaching • “Coaching is a process that enables learning and development to occur and thus performance to improve. To be successful, a coach requires a knowledge and understanding of process, as well as, the variety of styles, skills and techniques that are appropriate to the context in which coaching takes place” • “Coaching is unlocking a person’s potential to maximize their own performance. It is helping them learn rather than teaching them” • “Coaching has emerged from a synthesis of many fields including training, adult learning, consulting, change management, the human potential movement, psychology and systems science”

  12. Coaching • A Coach will challenge your current attitudes and work practices, help you set realistic goals, share in the learning process, motivate, encourage and teach self-assessment and reflective practices Coaching is: Strengths-based Individualized Confidential Relationship-based Non-evaluative Supportive Regular & On-going

  13. Coaching • Types of Coaching Executive, Skills, Life, Performance & Business • Mentoring vs. Counseling vs. Coaching Share many techniques and strategies Mentor – offers advice, teaches and supports Counselor – deals more with in-depth personal issues Coach – facilitates the learning process • Video: “How Coaching Works”

  14. Activity Break! Gather together in your group and write a short poem in 6/8 meter. Use Music Therapy or attending Regional Conference as your topic. Use the first letter of each individuals name as the starting letter for each line of your poem. Write down your poem and hold onto it until the next activity. For example: Sarah, Tony, Maria, Victoria Sharing our talents and Talking with friends, Meeting new people a Valuable end!

  15. Adult Learning Theory Andragogy – the art and science of helping adults learn 5 Assumptions of Adult Learners 1. Have an independent self-concept and can direct their own learning 2. Have accumulated a reservoir of life experiences that are rich resources for learning 3. Have learning needs closely related to changing social roles 4. Are problem-centered and interested in immediate application of knowledge 5. Are motivated to learn by internal rather than external factors What does this mean for Professional Development?

  16. Adult Learning Theory Principles of Adult Learning based on the 5 Assumptions 1. Must include the adult learner in the process 2. Must include previous experience and provide opportunities for new experience 3. Must be centered around the adult learners interests 4. Must be relevant to the immediate situation of the adult learner 5. Must begin with the problem and not the solution Variables Life experience Work experience Positive/Negative previous experience with learning Performance abilities Time between interactions Aging factors

  17. Change Theory Theories of Change 1. Lewin’s 3 Step Change Theory 2. Lippitt’s Phases of Change Theory 3. Prochaska & Diclementes Change Theory 4. Social Cognitive Theory 5. The Theory of Reasoned Action and Planned Behavior Research has not proven any right or wrong way of understanding or approaching the process of change in adults but there are some commonalities these theories share that have been shown to make a difference in the success of adult learners….

  18. Change Theory Things to regard when working with Adult Learners 1. Routine thoughts & behavior 2. Desire to change 3. Action to change 4. Social/Emotional/Environmental/Personal influences 5. Driving & restraining forces 6. Self-Efficacy – having the confidence in the ability to take action and persist in the action

  19. The Coaching approach Every coach has their own style but ultimately bases practice on their knowledge of adult learning, the process of change and the process of coaching There are many approaches to coaching – formal/informal; directive/non-directive; business/personal; skill based/performance based Coaches choose and modify their approach depending on the coaching context, as well as, the individual person being coached

  20. The Coaching approach Brain-Based Coaching – David Rock 1. Neurons detect changes in the environment and send out signals to alert us to anything that is unusual” 2. Basal Ganglia - neural connections that control routine behavior; connections fire rapidly; lots of space (inside brain, thalamus) 3. Prefrontal Cortex - neural connections that control the learning of new skills/behaviors; connections fire slowly; not much space (front of brain) 4. Actions repeated enough to become learned are pushed down to the basal ganglia, freeing up space for learning new things in the prefrontal cortex

  21. The Coaching approach What we also know about the Prefrontal Cortex Responsible for behavior regulation Processes abstract thinking Processes thought analysis Processes right and wrong Predicts probably outcomes to actions and events Mediates conflicting thoughts Governs social control (emotions/urges) Takes in data Decides on actions Experiences in the first five years of life directly impact the growth and development of these functions and cannot be reversed, only treated through cognitive, behavioral or drug therapies….and Music Therapy! 

  22. The Coaching approach Take a moment to process all that you’ve learned so far, as you watch…write down your thoughts/feelings/questions as you process (journaling) Video: “Instructional Coaching”

  23. Activity Break! Trade your poem with another group As a group compose a piece of music to go with your new poem (body/voice percussion, melody, movement…anything goes!) Clearly write down directions for how you’d like your poem to be performed. Others will have to read and perform this, so be sure to make it clear and legible!

  24. The Coaching Process The first and most important step: Relationship Building After a relationship has been established, coaching includes a combination of the following: • Discussion of past experiences and personal beliefs • Review of current knowledge base • Observation and self-assessment of skills • Identify skills to refine and set realistic goals – needs to include a form of goal setting that fits the individual • Repeated “in-action” practice of new skill – can include modeling, co-learning and shadowing • Reflection and self-assessment • Journaling

  25. Coaching & Music Therapy How can Music Therapists use coaching as an approach to Professional Development? 1. Adopt Coaching for Music Therapists as an organizational practice 2. Adopt coaching strategies to facilitate personal professional development

  26. Coaching & Music Therapy Let’s practice, Turning Theory into Practice! Write down a skill that…. 1. You are not familiar with 2. You are wanting to refine 3. You have been given feedback on and need to improve for a performance evaluation

  27. Coaching & Music Therapy • Write down your strengths • Find correlation • Write down what you need to be successful - resources • Make a plan to practice • Make a plan to reflect and assess

  28. Coaching & Music Therapy Anyone willing to share?

  29. Closing activity! Trade your composition with another group As a group, learn how to perform the composition, divide parts and practice performing Take turns performing for us all!

  30. Closing activity REFLection Group discussion Process Strengths/Weaknesses Feelings Team Work/Communication

  31. “Lots of people want to ride with you in the limo, but what you want is someone who will take the bus with you when the limo breaks down” -Oprah Winfrey

  32. Thank You for attending! Sarah Piercy, M.M., MT-BC Early Learning Mentor Coach Salt Lake CAP Head Start/Early Head Start 850-322-0618 cell 801-323-3900 ext. 236 office piercysarah@hotmail.com personal spiercy@slcap.org work

  33. References 1. Conlan, J., Grabowski, S., Smith, K., Adult Learning: Emerging Perspectives on Learning, Teaching and Technology, 2003. 2. Knowles, Malcolm., The Theory of Andragogy, 1984 3. Kritsonis, Alicia., Comparison of Change Theories, 2003 4. Rock, David., A Brain-Based Approach to Coaching, 2006 www.freedictionary.com www.cbmt.org www.musictherapy.org www.youtube.com • How Coaching Works, by Wellcoaches • Instructional Coachinmg: Staff Development for Improved Teacher and Student Learning, by School Improvement Network

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