purposeful coaching - curriculum facilitators/lead teachers

PURPOSEFUL INSTRUCTIONAL COACHING

October 11, 2012

Dr. Beth Metcalf Instructional Coach

http://purposefulcoaching.wikispaces.com/

Fundamental Beliefs

Teachers/educators are capable adults who, with the right mix of understanding and engagement, are well equipped to improve the quality and outcomes of their instruction.

Mastery in any profession, including teaching, is a lifelong journey.

Fundamental Approach

You cannot teach a person anything. You can only help him find it within himself.

GALILEO

Fundamental are Based on Adult Learning

Adults are autonomous and self-directed. Adult learning builds on a wide variety of

previous experiences, knowledge, mental models, self-direction, interests, resources, and competencies.

Adult learning needs to be facilitated rather than directed. Adults want to be treated as equals and shown respect both for what they know and how they prefer to learn.

Adults need specific behavioral feedback that is free of evaluative or judgmental opinions.

Adults need follow-up support to continue and advance their learning over time.

Coaching is Important Leadership

Leadership is communicating to people their worth and potential so clearly that they come to see it in themselves.

Stephen Covey

Reflection on Self-Assessment Are there trends?

What questions do you need to have answered today?

The Impact of Coaching

The Coaching Continuum as a Basis Directive Collaborative Consultative/Non-Directive Transformative

Coaching Continuum

At the heart of the coaching continuum is the concept that each of us has resources that enable us to grow and change from within.

Costa and Garmston

The Continuum Supports Purpose

Linking Goals to Outcomes

Matching Outcomes to Coaching

Alignment Between Goals, Outcomes, and Coaching Creates Purpose……IMPACT!

Purposeful Tool #1- Know the Coaching Continuum

Purposeful Tool #2-Listening

Positive Listening-are you listening for the good?

It takes longer for the human brain to process a negative statement than a positive statement.

What are the expectations of an adult when you are asked to listen? Table talk.

A Purposeful Tool-Know Your Listening

Autobiographical listening -85% of all listening

thoughts of themselves, their concerns, their stories. A constant relationship with self. Well…let me tell you about this kids I had….In my

classroom I…..

Inquisitive listeningasking questions of the listener that ARE NOT relevantasking for lots of details does not necessarily coach

forwardswithout outcomes and goals this is common

Solution listening waiting to tell someone what you think they should docoaching is about support of another’s growth, not giving

answershelp them create their own answers

Indicators—Are you waiting for them to stop so that it is your turn to speak, rather than fully

engaging in the content of the conversations? Did you ask, “How’s your mom doing?”

Checking for Listening Set-Asides…Do I?

•I mentally check my coat of "SELF" when entering the door of a coaching conversation.

•When coaching, I am aware of when one of "my stories" begins to enter my thinking, and I block it. •While listening (active), I garner information—not for mere curiosity, but to understand—so that I may pose a question to support self-directed learning.  

Checking for Listening Set-Asides

• I free myself of "should" thinking when coaching so that I do not slip into offering solutions.

• When I catch myself rehearsing a response, I stop myself and stay focused on verbals and non-verbals of the other person and focus on a “continuum question”.

• I am aware of some of my filters and set them aside so as to remain open to hearing the person I am coaching.

Try Listening …..

While listening (active), I garner information—not for mere curiosity, but to understand.

If I am really listening…

I am collecting information I am thinking of their place and purpose I am focused on the speakers goals and

progress!

Purposeful Tool #3-Conversation

If you can’t listen-STOP HERE!

Don’t confuse your ability to ask questions with good coaching conversation skills.

The conversation is your entry point. The stories that teachers share reframe and claim where they want to go.

Purposeful Tool-Conversation Conversation Points of Skilled Coaches:

Initiate Elaborate Validate Appreciate Extrapolate Innovate Activate Commit

Mediational Language-STOP

Mediational Questions•What went on in your mind when ...?•What would be your criteria for this to be ...?• How is ... different (like) ...?•When is another time you need to ...?•What do you think the problem is ...?•What's another way you might approach this?•What do you think would happen if ...?

Approachable Voice , Plural Language , Tentative Language, Positive Presuppositions

Facilitative Language-GO

• Setting a goal for the conversation and agreeing on it.

• Naming something that isn’t working and getting it out in the open so the group can deal with it.

• Record ideas or issues that are deferred and agree on when they will be addressed before the conversation ends.

• Reminding the group of a previous agreement or ground rule when the discussion starts going off focus.

Tying a Purposeful ConversationTo Stop and Go Language

Initiate Elaborate Validate Appreciate Extrapolate Innovate Activate Commit

Can you find

appropriate

conversation points

for stop and go

language?

Purposeful Tool #4-Honor the Role of Feelings in the Coaching Tasks

Paying attention to feelings.

Disregarding this is disregarding human nature.

If you don’t know the current state of mind of your coach you likely will not navigate the coaching conversation successfully.

One Way To Honor the Role of Feelings…

Looking for the cues

Acknowledging them

Including them in the conversation if needed

Keeping them from being the center of the task!

Practice Crafting a Conversation

Initiate Elaborate Validate Appreciate Extrapolate Innovate Activate Commit

AppropriateLanguage

Purposeful Tool #5-Know the Seven Archetypal Stories of All Changing Organizations

The Rule Breaker Is the Boss Human The Little Man The Fear Story Will Anyone Help Is It Okay to Make Mistakes Obstacles

To avoid the typical stories….Don’t ask typical questions!

How did it go? NO

How did you grow? What did you change? What engaged you? Tell me about what has been working well since I last saw

you? Tell me any valuable lessons you can reflect on from

today? Explain to me your very best moment from the lessons this

week? When did your students feel most connected to the lesson?

Avoid the Typical Story

Can you come up with some other great question starters?

Can you relate those back to the continuum? Are you eliciting the kind of outcomes you want with your questions?

Purposeful Tool #6-Don’t Confuse the Task

Supervise, Evaluate, or Coach?

You can’t do it at the same time.

Only you can determine your charge.

Draw clear lines.

Managing vs. Developing

Telling/managing undermines autonomy and provokes enemy images, both internal and external. Such interference makes it harder rather than easier for teachers to find motivation and movement (Pink, 2009).

It may be commonplace for supervisors, consultants, and trainers to diagnose problems, give instructions, and provide incentives for performance improvement, but these approaches contradict what we know about adult learning. “Change or die” is not an effective threat (Deutschman, 2007).

Managing Vs. Developing

At best “facts, fear, and force” generate temporary compliance; at worst they generate resistance and outright rebellion.

Managing vs. Coaching

Neither is the enemy of the other.

Supervisors are NOT coaches.

Supervision is NOT a coaching relationship. Don’t define it that way. You are preparing for failure.

Be Transparent and Trustworthy Trust to make mistakes and long-

standing learning cannot occur when being evaluated.

Evaluation is an event, change is a process.

Purposeful Tool #7 Filters of Perception

Someone’s perception can support them in making a premature cognitive commitment.

Sample Filters of Perception for Educators

Educational Belief Systems Educators hold deep beliefs about their

work; including roles of students, schools, community, and leadership.

Education belief systems are powerful predictors of behavior. Language Cues: You know how these kids are,

this is the best they can do.

Sample Filters of Perception for Educators

Field Dependency Independent is task-oriented and

competitive Language Cue: Do I have to do this on a

committee? Just tell me what to do. Why are we talking so much?

Dependent enjoys others-seeks out collaborative relationships. Language Cue: I like to write all my lesson

plans with my team. We do everything together!

Perception is Reality

Someone’s perception can support them in making a premature cognitive commitment.

Some perceptions you run into are…..table talk.

Filters Affect Cognitive Shifts

Knowing and recognizing the human variables. Value human diversity and talk about them, figure out where you conscientiously use these variables to create trust and then growth.

Managing Their Filters with Your Filters

Are you feeding their need? Do you match too closely what they might need or want to hear?

Create Cognitive Disequilibrium

Cognitive Disequilibrium and using the Coaching Continuum….how can they work

hand in hand?

Purposeful Tool #8 Formalize CoachingAgreements and Logs

Formal agreements for coaching elevate expectations

Opens communication about the continuum

Creates clarity of goals and outcomes/alignment

Makes best use of precious time

Helps manage large coaching loads

Real change takes time and commitment

Sample Components of Agreements• Confidentiality Statement

• Specific Coaching Goals

• Agreed Upon Times to Meet or Collaborate

• How Communication will Occur

• Times for Revisiting the Goal

Purposeful Tool #9 Evaluate Your Own Coaching

Coaching Professional Code of Ethics (William and Anderson, 2006)

International Coach Federation Code of Ethics (certifiedcoach.org)

IAC Coaching MasteriesActions and characteristics are universal of masterful coaches and that are measureable and observable.

International Association of Coaching, 2009

The IAC Masteries

• Establishing and Maintaining a Trusting Relationship

• Perceiving, Affirming, and Expanding the Clients Potential

• Engaging in Supportive Listening• Processing in the Present• Expressing and Communicating Effectively• Clarifying to Create Understanding and

Confidence• Setting and Keeping Clear Intentions• Inviting Possibility• Helping the client identify and create

supportive systems and structures

Tying all The Tools Together

•Transformative Coaching and the Continuum

The Continuum Supports Purpose

Goals to Outcomes

Matching Outcomes to Coaching

Alignment Between Goals, Outcomes, and Coaching Creates Purpose……IMPACT!

Transformative Coaching

Suppose you came upon someone in the woods working to saw down a tree. They are exhausted from working for hours. You suggest they take a break to sharpen the saw. They might reply, " I didn't have time to sharpen the saw, I'm busy sawing!"

Working on the important, but not urgent is at the center of having long-term influence on people (transformative change).

Adapted from Stephen Covey (1932 -)Source: The 7 Habits of Highly Effective People

Important but Not Urgent

Highly effective people make time for the important but not urgent activities.

Transformative Coaching

Moves beyond improved “performance”….(Strategies, trying new things, being directed)

To changing the way of “being”.(leading or integrating into a new identity in the culture)

Indicators of Transformative Change

Using Influence in one’s role with ethics and integrity in the service of all students and their families

The proposition that all students can learn is part of who they are

Continuous self improvement The proposition that diversity enriches the school Collaboration and communication with families,

communities…..in decision making. Trusting people and their judgments and involving

them in leadership and management processes Actively participates in the political and policy making

context in education.

Self-Checking Evaluation

Stickman Activity Making Learning Visible

Coaching Expert Groups

Using the Tools

Practicing The Tools

Expert Team Sharing

Coaching Coaching Scenario Team reviews scenario (15 mins) Team discusses the coaching needed

within the context of the scenario (15 mins)

Team prepares for the coaching by using the tools sheet as a guide (30 mins).

Final Self Assessment

Complete Stickman (if you didn’t)

Review self-assessment questions from beginning of the day. Any movement?

QuestionsBeth MetcalfElizabeth.metcalf@dpi.nc.gov910-619-3120

References

Browne-Ferrigno, T., & Muth, R. (2004). Leadership mentoring in clinical practice: Role socialization, professional development, and capacity building. Educational Administration Quarterly, 40(4), 468-494.

Daresh, J. (2004). Mentoring school leaders: professional promise or predictable problems? Educational Administration Quarterly, 40(4), 495-517.

Glickman, C. (1985). Supervision of instruction: a developmental approach. Boston, MA: Allyn and Bacon.

Hopkins-Thompson, P. (2000). Colleagues helping colleagues: Mentoring and coaching. NASSP Bulletin, 84(6), 29-36.

Joyce, B. & Showers, B. (2002). Student achievement through staff development. Alexandria, VA: Association for Supervision and Curriculum Development.

Reiman, A., & Thies-Sprinthall, L. (1998). Mentoring and supervision for teacher development. New York: Addison-Wesley Longman

Thorndyke, L. E., Gusic, M. E., & Milner, R. J. (2008). Functional mentoring: A practical approach with multilevel outcomes. Jounral of Continuing Education in the Health Professions, 28(3), 157-164.

Vygotsky, L. (1978). Interaction between learning and development: Mind and society (pp. 79- 91). Cambridge, MA: Harvard University Press.

Moran (b.), (2010). Evocative Coaching. Josey-Bass. San Fransicso, Ca.