coach training march 21-2012[1]

Sarah GriffithsCassandra O’Neill

www.wholonomyconsulting.com

Meeting

Objectives

Welcome and

Learning Goals

Goal of coach training?

To support people to deliver high quality coaching

What does our coach

training look like?

Building on what we already have in place . . .

The principles

Review of existing knowledge and previous trainings.

Practice skills and reflect on practice.

Develop more advanced skills and knowledge

Reviewing what we know

What would make today successful from your perspective?

Turn to your neighbor. Share your learning goal for the day. Listen to theirs.

Philosophy of coaching

• Coaching that supports EEI and self-direction

Support functions that coaches play

• Reflecting• Collaborating• Consulting

Coaching Behaviors

•Pausing

•Reflective listening

• Paraphrasing

•Crafting questions that support and invite thinking

Coaching/observation cycle

Morning Workshops

Knowing when its most effective to use different

support functions

Brainstorming solutions to common challenges for coaches learning this

type of approach

Sharing data

Tips for sharing data:

• Show, don’t tell the data, when possible.• Use quotes.• Give behavioral descriptions.• Record the times events occurred, when

appropriate.• Use a repertoire of data-gathering devices

(e.g., charts for classroom traffic patterns, graphs for student response patterns.)

Different possible methods of data collection

Source Presentation by Debra Pickering, Littleton, Colorado 1998

Possible data collection methods . . .

• Interviews/discussions• One-on-one, small group, whole group• Observe teacher-student interactions• Observe students• Elicit parent feedback – specific, general,

written, oral

More possible methods . . .

• Review student artifacts – class sets/random samples of:– Portfolios– Daily assignments– Learning logs– Products from projects– Performance

And more . . .

• Classroom assessments– Review test scores – classroom, district, state,

national– Administer written surveys/questionnaires –

student, individual teacher, department/team, staff

Examples of New/Advanced skills and content

Possible new/advanced learning

• Advanced concepts when using data in coaching• Using data in meta-coaching (collecting data on

coaching)• Using data when working with groups – 3 phase

collaborative inquiry cycle • Advanced paraphrasing and question

construction (types of questions)• Stages of change models

More possible new/advanced learning

• Transition framework by William Bridges• Interactive ways to present information• Information from Switch – i.e. growth and

fixed mindsets• Action planning tool to help people develop

ideas of ways to achieve goals

Common challenges

Common challenges

• Not enough time• Struggles with people who

don’t want to be coached • Struggles in coaching people

who don’t know what best practices are

More common challenges . . .

• Struggles in coaching people who believe they are using best practices and their self assessment is not accurate

• Challenges with practicing new learning (what happens in coaching training workshops)

Challenges with New Learning

Doing something new is difficult

• Research articulates the challenges with new learning and using this learning for adults.

• Asking someone to stop doing something they are proficient in – (even if the results aren’t good) and asking them to do something they are not proficient in – i.e. that they are just learning is very challenging and can be threatening to their identity

Newly-learned behavior is . . .

• crude compared to performance by a master practitioner,

• fragile and needs to be supported in the face of reactions from people they work with, and

• Incomplete and will need to be shaped to be most functional in a work setting. (A Synthesis of the Implementation Literature)

• How can you teach someone who doesn’t have an identity as a learner?

• What are some ways to determine the readiness to learn and change practice among a group of professionals to help them become learners?

Questions to Think About:

Guiding Principles of Wholonomy Trainings

• Interactive• Multiple instructional strategies

for different learning styles and preferences

• Customized to groups needs and preferences

• 20-50% direct instruction/whole group• 50-80% interaction i.e. pairs or small groups• Sample engagement strategies – i.e. jigsaw,

gallery walk, small groups make posters, pairs interviews, think pair share, etc.

• Flexibility – ½ day- whole day

Handouts:

• 1 – support functions graphic and examples

• 2- sequence of questions for sharing data (post conference)

• 3- clarity on using coaching to increase use of best practice

• 4 – collaborative inquiry cycle for sharing data with groups

Next Steps