Turning Theory

into Practice

WRAMTA REGIONAL CONFERENCE 2012

MAKING CONTINUING

EDUCATION COUNT:

SARAH PIERCY, M.M., MT-BCEARLY LEARNING MENTOR COACH

“No man is wise enough by himself”

- Plautus

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 criteria2. Professional Development Systems

3. Adult Learning Theory4. Change Theory

5. The Coaching Approach and Process 6. How to take your Professional Development to the

next level

AGENDA

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?

CBMT

CBMT Scope of Practice

IV. Professional Development & ResponsibilitiesA. Professional Development – 9 items

B. Professional Responsibilities – 17 items

How?

CBMT

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?

AMTA

AMTA Standards of Practice

“…rules for measuring the quality of services”

I. Referral & AcceptanceII. Assessment

III. Treatment PlanningIV. ImplementationV. Documentation

VI. Termination of ServicesVII. Continuing Education

VIII. Supervision

Who measures?

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?

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?

AMTA

“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?

PROFESSIONAL DEVELOPMENT

“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”

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

IndividualizedConfidential

Relationship-basedNon-evaluative

SupportiveRegular & On-going

COACHING

Types of CoachingExecutive, Skills, Life, Performance & Business

Mentoring vs. Counseling vs. CoachingShare many techniques and strategies

Mentor – offers advice, teaches and supportsCounselor – deals more with in-depth personal issues

Coach – facilitates the learning process

Video: “How Coaching Works”

COACHING

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 andTalking with friends,

Meeting new people a Valuable end!

ACTIVITY BREAK!

Andragogy – the art and science of helping adults learn

5 Assumptions of Adult Learners1. Have an independent self-concept and can direct their

own learning2. Have accumulated a reservoir of life experiences that

are rich resources for learning3. Have learning needs closely related to changing social

roles4. Are problem-centered and interested in immediate

application of knowledge5. Are motivated to learn by internal rather than

external factors

What does this mean for Professional Development?

ADULT LEARNING THEORY

Principles of Adult Learning based on the 5 Assumptions1. 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

learner5. Must begin with the problem and not the solution

VariablesLife experience

Work experiencePositive/Negative previous experience with learning

Performance abilitiesTime between interactions

Aging factors

ADULT LEARNING THEORY

Theories of Change1. Lewin’s 3 Step Change Theory

2. Lippitt’s Phases of Change Theory3. Prochaska & Diclementes Change Theory

4. Social Cognitive Theory5. 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….

CHANGE THEORY

Things to regard when working with Adult Learners

1. Routine thoughts & behavior2. Desire to change3. Action to change

4. Social/Emotional/Environmental/Personal influences

5. Driving & restraining forces6. Self-Efficacy – having the confidence in the ability to

take action and persist in the action

CHANGE THEORY

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

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

THE COACHING APPROACH

What we also know about the Prefrontal Cortex

Responsible for behavior regulationProcesses abstract thinkingProcesses thought analysisProcesses right and wrong

Predicts probably outcomes to actions and eventsMediates 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!

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”

THE COACHING APPROACH

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!

ACTIVITY BREAK!

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 baseObservation 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-assessmentJournaling

THE COACHING PROCESS

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

COACHING & MUSIC THERAPY

Let’s practice, Turning Theory into Practice!

Write down a skill that….1. You are not familiar with2. You are wanting to refine

3. You have been given feedback on and need to improve for a performance

evaluation

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

COACHING & MUSIC THERAPY

Anyone willing to share?

COACHING & MUSIC THERAPY

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!

CLOSING ACTIVITY!

Group discussionProcess

Strengths/WeaknessesFeelings

Team Work/Communication

CLOSING ACTIVITY REFLECTION

“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

Sarah Piercy, M.M., MT-BCEarly Learning Mentor Coach

Salt Lake CAP Head Start/Early Head Start850-322-0618 cell

801-323-3900 ext. 236 officepiercysarah@hotmail.com personal

spiercy@slcap.org work

THANK YOU FOR ATTENDING!

1. Conlan, J., Grabowski, S., Smith, K., Adult Learning: Emerging Perspectives on Learning, Teaching and

Technology, 2003.2. Knowles, Malcolm., The Theory of Andragogy, 19843. Kritsonis, Alicia., Comparison of Change Theories, 20034. Rock, David., A Brain-Based Approach to Coaching, 2006www.freedictionary.comwww.cbmt.orgwww.musictherapy.orgwww.youtube.com

1. How Coaching Works, by Wellcoaches2. Instructional Coachinmg: Staff Development for

Improved Teacher and Student Learning, by School Improvement Network

REFERENCES