Transcript Document

CFF Coaches’ Training
Tools for Coaches
November 28, 2006
Facilitators:
Ellen B. Eisenberg, Project Director
PA High School Coaching Initiative
Dianne Arnold, Literacy Mentor,
Foundations, Inc.
Tom Sebastian, Director of High
School Coaching, Foundations, Inc.
What we will do today…
• Share tools that coaches can use
to support collaboration and
feedback.
• Practice using some of the
tools.
• Reflect on ways to use the ideas.
Coaching is no longer just for athletes.
OK, IT'S A NEW SEASON SO I WANT TO SEE SOME HUSTLE OUT THERE!
(Source: www.cartoonbank.com)
Instructional Coaching
In small groups…
• Discuss what you know is needed to
successfully implement coaching.
• Make a list of three things that are
needed to successfully implement
coaching.
What We Know About Successfully
Implementing Coaching
What a Coach is NOT…
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Evaluator
Supervisor
“The Expert”
A “Whistle Blower”
The “Fixer”
A tutor for state
testing!
Nine Roles of a Coach
1. Resource Provider
2. Data Coach
3. Curriculum
Specialist
4. Instructional
Specialist
5. Mentor
6. Classroom Supporter
7. Learning Facilitator
8. School Leader
9. Catalyst for Change
Joellen Killion,
Director of Special Projects, NSDC
Where Does a New Coach Begin?
Coaching Continuum
Low Risk
High Risk
Challenges Faced by New Coaches
Administrative support
Time management
Over promise
Balance SD requirements and PAHSCI requirements
Resource banks
Ask permission to share ideas, materials, etc.
Building trust
Confidentiality
Offer coaching to all teachers
Look at data – plan PL opportunities around data
Communicate regularly
The Challenges for New Coaches
• Learning new skill sets
• Learning how to re-negotiate
relationships
• Learning how to take on leadership
roles
• Often lacking support to develop all of
the above
Listening
Listening with skill can
become part of almost
everything we can do.
WE can listen to much more
than what we can hear.
Powerful listening means being
willing to learn from anyone and to
question almost everything.
Discover new sensations by
paying full attention to your
environment.
Listen with only the intention
to understand another person.
Describe the kinds of
sounds you’d regularly like
to have in your life.
WARM UP: Define COURAGE
Talk to one another at your table about courage. Define COURAGE. What
does courage look/sound like? When do you need courage in your
job? What would you do if you had COURAGE?
Feedback: Dialogue Circle
• Find a team of three. Discuss….
• How much courage do you have when you
have feedback to give someone?
• Share a situation where you have recently
given someone difficult feedback.
• Reflect on a situation where you have
feedback to give that you have not given yet.
• Consider the following suggestions regarding
giving feedback.
Giving Feedback
• Feedback is best when it is:
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Specific.
Timely.
Not judgmental.
Describes behavior.
Constructive (specific what could be done
differently).
– “Owned” by the person giving it.
– Given in a caring and tactful way.
– Given without expectations.
Giving Feedback
• Feedback is best when the receiver:
– Seeks it.
– Is not defensive (does not justify or explain it).
– Is willing to take credit for what went well, as well as
for what did not.
– Looks for alternatives.
– Listens actively for understanding.
– Asks for clarity or specifics, if needed.
– Senses that the giver cares.
– Understands that feedback is an individual’s opinion.
How might these ideas help you deliver
feedback in your role as a coach?
Confidentiality and Communication
Practice giving feedback to your
administrators…
SCENARIO
1. A first year teacher is having some trouble with
classroom management. You have been working with
him at least 3X each week, doing model lessons and
establishing classroom protocols.
2. A teacher up for tenure review is doing terrific work,
with creative lessons, engaging activities, evidence of
rigor and high achievement for students.
3. The English Department is scheduled to meet
weekly for common planning. They are often late to
meetings, non-productive during team time, and
resistant to work with the coach.
YOUR OWN SITUATION:
_______________________
WHAT YOU SAY:
The Change
Becomes
Part of Life
Change as a Journey
Some Success
Solutions work!
Momentum
Begins
Renewed
Momentum
Some forward movement
and stumbling
Focus returns to the vision
and solutions
A Catalyst Starts
the Change
Mandated Change versus
Desire to Change
Change is
Imminent
• Resources
• People
• Attitudes
Implementation
Dip
Unknown territory with
unexpected obstacles
Where are you now?
What do people need?
Adapted from: Tools for Change Workshops, R. Champion, National Staff Development Council, 1993
The Journey of Change
People Feel
STEP 1
Change is imminent
STEP 2
A Catalyst Starts the
Change
STEP 3
Momentum Begins
STEP 4
Implementation Dip
STEP 5
Renewed Momentum
STEP 6
Some Success
STEP 7
Change Becomes a
Part of Life
People Need
Questions that Lead
• Too many questions . . .
• Questions lead where the asker wants to
go rather than honoring the speaker.
• Instead of questions, try
– Statements
– Wait time
– Non-verbal cues
Issues: Reflection and Dialogue
ISSUE
Identify the specific results
you want from your work
with teachers.
Describe the most pressing
issues you are facing right
now.
Describe a recent success
and what you did that
contributed to the success.
Describe a challenge and
describe what interventions
you have made so far.
NOTES
Bill Gates
Mother Teresa
Yo Yo Ma
Ben Carson
Norms of Collaboration
William Baker, Group Dynamics Associates
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Pause
Paraphrase
Probe
Presume positive intention
Put ideas on the table
Pay attention to self and others
Pursue a balance between advocacy
and inquiry
Norms Of Collaboration
Adapted from William Baker, Group Dynamics Associates
• Pausing: Pausing before responding or asking a question allows time
for thinking and enhances dialogue, discussion and decision-making.
• Paraphrasing: Using a paraphrase starter that is comfortable for you:
"So..." or “You want to..." or "You're thinking..." and following the starter
with a paraphrase assists members of the group to hear and
understand each other as they formulate decisions.
• Probing: Using gentle open-ended probes or inquiries such as,
"Please say more..." or "I'd like to hear more about..." or "Then, are you
saying...?" increases the clarity and precision of the group's thinking.
• Putting ideas on the table: Ideas are the heart of a meaningful
dialogue. Label the intention of your comments. For example, you
might say, "Here is one idea..." or "One thought I have is..." or "Here is
a possible approach...".
Norms of Collaboration
• Paying attention to self and others: Meaningful dialogue is
facilitated when each group member is conscious of self and of others
and is aware of not only what she/he is saying, but also how it is said
and how others are responding. This includes paying attention to
learning style when planning for, facilitating and participating in group
meetings. Responding to others in their own language forms is one
manifestation of this norm.
• Presuming positive intentions: Assuming that others' intentions are
positive promotes and facilitates meaningful dialogue and eliminates
unintentional put-downs. Using positive intentions in your speech is
one manifestation of this norm.
• Pursuing a balance between advocacy and inquiry: Pursuing and
maintaining a balance between advocating a position and inquiring
about one's own and others' positions assists the group to become a
learning
Find organization.
one partner. Choose two of the norms of collaboration
and practice using them in a conversation about your work.
BREAK
Return in
15
minutes
!
Open Space
• Identify issues faced by coaches.
• Ann will organize focused conversations
based upon the issues.
– Consultancy Trio (Ann will facilitate)
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Consultancy Trio
• Form triads.
• Use the protocol to solve a real problem
related to your work and to be equitable to
all members.
• Identify a timekeeper to monitor time.
• Decide who will go first, second, and third.
Consultancy Trio
4 minutes
The presenter describes the issue you want help with;
provides background information that will help your
partners understand the situation; explains what you
have done so far. Use role names instead of names
as you describe the situation. Presenter uses facts
when talking about the issue and situation.
3 minutes
Partners ask clarifying questions and presenter
answers them with facts.
1 minute
Presenter tells partners what kind of help s/he wants.
5 minutes
Partners offer help (the kind requested) to the
presenter while s/he remains silent. Partners work to
identify as many different ideas as possible rather
than advocating for one idea.
2 minutes
Presenter shares what seems most helpful and what
s/he might do next.
Consultancy Reflection
• Take five minutes and write about the
value of the Consultancy Trio to you.
– What did you learn?
– How was the process helpful to you?
– How did the process help your partners?
– How might you use this process in your
work as a coach?
Self-Coaching Tool
Outcome Mapping—6 Key Questions
1.
What is the presenting problem?
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2.
Paraphrase the problem and get it into a clear, concise statement.
What would you like to see as the outcome?
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Articulate the solution concretely. What would you like to see happening vs.
what is currently happening? State the “current state” and the “desired
state.” What is the best possible outcome?
What would the teacher’s desired behavior be if the problem were
solved?
3.
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4.
What specific and measurable things would you like to see or hear when the
problem is solved? Keep focused on behaviors one can repeat.
What would the teacher need to know and be able to do in order to
implement the behaviors wanted?
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5.
In order to do this, what knowledge, skills or understanding would the
teacher need?
What are some of the strategies you could use in order to help the
person build up his/her resources to be successful?
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6.
What are some of the specific things you could do to address the needs?
Given what you know about the person, what might help?
What are some of the resources YOU need in order to help?
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What do you need to learn or re-learn? What personal support do you
need? What hunches do you have about what you need to be most
effective?
Jennifer Abrams, Palo Alto Unified Schools, 2004
Reflection
• What are your perceptions about coaching
today?
• Based on your work as a coach to date, how
do you think instructional coaching:
– enriches teachers’ sense of professional
responsibility and commitment
– improves student achievement; and
– builds collaborative cultures within schools?
What Does the Research Tell Us?
What is the implementation rate for
new learning in traditional
professional development without
follow up?
10%
Showers, Murphy, and Joyce, 1996
Why Use a Coaching Model?
Recent Research Indicates With Classroom Coaching
Implementation rates rise…
85% - 90%
University of Kansas Center for Research on Learning
Take a few minutes and share our
video with us…
“Amazing Growth”
1. List 3 things that stood out for you.
2. Write 2 things you learned that you
can use.
3. Think about 1 question you still have.
Burning Questions