SPDG Coaching IA · 2016. 6. 6. · 10 Roles and Responsibilities of Coaches Adapted from Killion & Harrison, Taking the Lead: New Roles for Teacher Leaders and School-Based Coaches,

ProcessCoaching(inthreeparts)

IowaSpecialEducationSummerSymposium

JoellenKillionSeniorAdvisor

LearningForward

June2016

Outcomes:

• Developanunderstandingoftheroleofcoachinginsupportingimplementationofleadershipandinstructionalpracticestomeettheneedsofallstudents;

• Acquirefundamentalknowledge,skills,practices,anddispositionsforeffectivecoaching;and

• Practicecoachingasavehicleforimplementingnewinstructionalpractices.

MaterialsincludedinthispacketarebothcomponentsofandadaptedfromLearningForward’sCoachesAcademy.

Ihopetolearn...

ProcessCoaching IowaSpecialEducationSummerSymposiumJune2016

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PROCESSCOACHINGISAcollaborativeprocessthatsupportsindividual,team,andsystemchangesneededtoachievefull,deep,andsuccessfulimplementationofinstructionalpracticesthatsupportincreasedlearningforeverystudent.

ComparisonbetweenProcessCoachingwithInstructionalCoaching

ProcessCoaching InstructionalCoaching

Why Supportsystemicchangethroughfullimplementationofnewpracticestoachieveresultsforallstudents

Improveinstructiontoincreasestudentachievement

Who District,school,andteacherteams,andexternal&internalfacilitators

Individualteachersandteamsofteachers

How Feedback,inquiry,resourceprovision,professionallearning,processobservations,etc.

Feedback,modeling,professionallearning,resourceprovision,pre-andpost-observationconferences,observation,etc.

What Leadership,equity,andparent/familyengagement,facilitation,groupprocess,conflict,culture,teameffectiveness,goalsetting,studyingandselectinginterventions,planning,implementationsupport,monitoringandassessingprogress,leadership,equity,andparent/familyengagement,etc.

Instruction,curricula,assessment,differentiation,studentachievement,classroomenvironment,etc.


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Whataprocesscoachknows...

Whataprocesscoachdoes...

Whathabitsofmindaprocesscoachholds...

10RolesandResponsibilitiesofCoachesAdaptedfromKillion&Harrison,TakingtheLead:NewRolesforTeacherLeadersandSchool-BasedCoaches,2006andKillion,Harrison,Bryan,&Clifton,2012.

Reviewtherolesandgenerateexamplesthatextrapolatetherolesandresponsibilitiesofclassroom-focusedcoachingrolestotherolesandresponsibilitiesofprocesscoaches.Role Description ProcessCoachSupportsResourceprovider

Coacheshelpcolleaguesbysharingclassroom-focusedinstructionalresources.Resourcesmightincludewebsiteaddresses,instructionalmaterials,leveledbooks,ormaterialstousewithstudents.Coachesalsomightshareprofessionalresources,suchasarticles,books,lessonorunitplans,andassessmenttools.

Datacoach Althoughteachershaveaccesstoagreatdealofdata,theyoftendonotusetheavailabledatatomakedecisionsaboutclassroominstruction.Coachescanleadconversationsthatengageteachersinanalyzingandusingavarietyofdatatostrengtheninstruction.

Instructionalspecialist

Asinstructionalspecialists,coacheshelpcolleaguesimplementeffectiveteachingstrategies.Theymightshareideasfordifferentiatinginstructionorplanninglessonsinpartnershipwithfellowteachers;shareresearch-basedclassroomstrategies(Marzano,Pickering,&Pollock,2001);explorewhichinstructionalmethodologiesareappropriateforparticularcurricula;anddevelopteachers’capacityininstructionalareassuchasdesigningandimplementingformativeassessments,increasingstudentengagement,orincreasingstudents’applicationofhigher-levelthinkingskillsinclassroomwork.

Curriculumspecialist

EffectiveteachersunderstandcontentstandardssuchastheCommonCoreStateStandards,andtheyknowhowtousethesestandardstoplaninstruction.Ascurriculumspecialists,coachesmodelhowtousestandardstoplaninstructionandassessment.Theyhelpteacherstousecommonpacingchartsanddevelopsharedassessments.Theyhelpteachersunderstandandintegratecurriculaacrossdisciplinestoreinforcelearningoutcomes.Theybuildconsistencyandcoherenceacrossclassrooms,gradelevels,courses,andschoolstoensurethatthecurriculumis


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implementedconsistentlythroughoutaschoolanddistrict.

Classroomsupporter

Classroomsupportersworkinsideclassroomstohelpteachersimplementnewideas.Theyoftendemonstratealesson,co-teach,orobserveandgivefeedback.Asclassroomsupporters,coachesworktoenhanceteachers’efficacyandimproveteaching.Whetherthecoachmodels,co-plansalessonandco-teaches,orobservestheteacher,thecoachandteacherspendtimepreparinganddebriefingtheirjointwork.Coachesstrivetoraiseteachers’consciousnessandskillfulnessaboutmakingdecisionsthatleadtosuccessfulinstruction.

Learningfacilitator

Thiscoachingrolecreatesopportunitiesforandfacilitatesprofessionallearningamongstaffmembers.Whenteachersearnwithandfromoneanother,theyfocusonprofessionallearningthatmostdirectlyaffectsstudentlearning.Theirprofessionallearningbecomesmorerelevant,islinkedtotheirday-to-dayclassroomwork,andalignswithidentifiedgoalsforstudentlearning.Whencoachesbringteacherstogetherincommunitiesoflearnerswhosharegoalsforstudentsuccess,theycanbreakdownnormsofisolationthatexistamongteachersinmanyschoolsandbegintorebuildculturesofcollaborationandcollectiveresponsibility.

Mentor Acommonroleforcoachesinschoolsistomentornoviceteachers.Mentorsarerolemodels,acculturatenewteacherstotheschool,andadvisenewteachersaboutinstruction,curriculum,procedures,practices,andschoolpolitics.Asamentor,acoachmayuseanyofthe10identifiedrolestohelpanovicebecomeanexpertprofessional.Theadvantageofcoachesservingasmentorsistheirabilitytointegratenoviceteachersintotheschoolwidecommunityforprofessionallearningratherthanisolatingthemandfosteringcollectivesupporttodevelopandacclimatenoviceteachers.Inthisway,thenoviceseesmodelsofwhatmoreexperiencedteachersdo,fullyengagesinallaspectsofateacher’swork,andmorequicklyadvancesasaprofessional.

Schoolleaders

Beingaschoolleadermeansservingonacommittee,suchasaschoolimprovementteam;actingasagrade-levelordepartmentchair;supportingschoolinitiatives;orrepresentingtheschooloncommunityordistrictwidetaskforcesorcommittees.Schoolleaderssharetheschoolvision,


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aligntheirprofessionalgoalswithschoolanddistrictgoals,andshareresponsibilityfortheschool’soverallsuccess.Becausecoachesarenaturallyleadersamongtheirpeers,takingonamoreformalroleasaschoolleadergivesmoreopportunitiestomodelteacherleadershipandmaketheirworktransparenttootherswhowantopportunitiestolead.

Catalystforchange

Coachesalsocanbecatalystsforchange,visionarieswhoare“nevercontentwiththestatusquobutratheralwayslookingforabetterway”(Larner,2007,p.32).Coacheswhobecomecatalystsforchangefeelsecureintheirownworkandarecommittedtocontinualimprovement.Theypromptteacherstoanalyzestudent-learning,questionthestatusquo,engageothersinexploringpossibilities,andidentifytheundiscussableswithinaschool.

Learner Oneofthemostimportantrolesacoachcanassumeisthatoflearner.Learnersmodelcontinualimprovement,reflectontheirworkbyseekingandgraciouslyreceivingfeedback,experimentwithnewideas,andusewhattheylearntohelpallteachersandstudentsachieve.Becausecoaches’primarypurposeistosupportstudentachievementbyimprovingteaching,coaches’workisfundamentallyaboutengagingteachersinlearning.Bymodelingtheirownlearning,coachessendapowerfulmessageabouttheimportanceofongoingprofessionallearning.

1. Whichrolesaremostrelevanttotheworkofcoachesintheireffortstopromote

individual,team,andsystemchange?Shareyourthinking.

2. Whichrolesmaybelessrelevantforcoacheswhoarefocusingonindividual,team,

andsystemchange?Shareyourthinking.

3. Howdoesthestageofacoach’sinteractionwithateaminfluencetherolesthecoach

chooses?

4. Basedonthedefinitionofprocesscoachingandthegoalofdeepimplementationto

increasethelearningofallstudents,rankorderthecoachingrolesbasedontheonesthatwillmostlikelyleadtotheintendedoutcomes.


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ContinuumofCoachingInteractionsComparingcoachingstancesfortwospecifictypesofcoachingconversations

TakingAction ProblemSolvingØ Probeaboutpossiblenextsteps,resourcesandsupportneeded,possiblebarriersandhowtoaddressthem,timeline,indicatorsofprogressandsuccess

Ø Listen,pause,paraphrase,&probeabouttheproblem,explorepossiblesolutions,examinewhichmightworkbestandwhy,andaskabouttheplanforimplementingandassessingitseffectiveness

Ø Generateactionplantogether

Ø Generatesolutionstogetherandplanhowtoimplementone

Ø Tellwhattodo

Ø Givea/thesolution

AdaptedfromLipton,Wellman,&Humbard.MentoringMatters:APracticalGuidetoLearning-FocusedRelationships.Charlotte,VT:MiraVia.

client

COACH

CONSULT

CLIENT

coach

COLLABORATE


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ShiftsinCoachRoleandRelationshipwithClients

Directions:Withalearningpartner,examinetheshiftslistedinthetablebelow.Talkabouttheextenttowhicheachshiftcouldbeachallengeforeitherthecoachortheclientandthepotentialimpactonthepartner’s/partners’learning.

FromConsultant ToCoach PotentialImpactonLearning

Aconsultantistherecognizedexpert,thefountofallknowledge.

Acoachpossessesexpertiseinsomeareas,acknowledgestheexpertiseoftheclient,andseekstodevelopevengreaterexpertiseintheclient.

Aconsultantdetermineslearninggoalsfortheclient.

Acoachsupportstheclientinforminghis/herownlearninggoals.

Aconsultantasksquestionswithgoalofobtainingpredeterminedcorrectanswers.

Acoachasksquestionsthatassisttheclientinmeetinglearningtargets.

Aconsultantevaluatestheclient’sanswers,aswellasteachingartifacts.

Acoachengagesclientinself-assessmentbasedondata.

Aconsultantdominatestheconversationbygivingclientlotsofinformation.

Acoachasksquestionsthatleadtoclient’sself-discoveryandpracticescommittedlisteningastheclientdoesmostofthetalking.

Aconsultantreadilyoffersalternativeperspectivestocounterwhatshe/heperceivesas“incorrect”answers.

Acoachcontinuestoprobefordeeperthinking,askingopen-endedquestionsandallowingappropriatewaittimethatdemonstratesexpectationsforthoughtfulanswers.


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LearningConversationCommunicationTools

Garmston,R.,&Wellman,B.(1999).Theadaptiveschool:Asourcebookfordevelopingcollaborativegroups.Norwood,MA:Christopher-GordonPublishers.

• Pausing/Listening• Paraphrasing• Presumingpositiveintentions• Probing

Pausing

Responsetime

Internalvs.externalprocessors

Pausingguidelines

• Modelthinkingbeforeansweringandbeforeaskingadditionalquestions.• Becomecomfortablewithwaittimeingroups.• Usethoughtfulnessinallinteractions.• Valuetheimportanceofsilence.• Practicedeeplistening.

Fourplacestopause

1. Afteraquestionisasked2. Aftersomeonespeaks3. Beforeanswering4. Acollectivepause


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Listento

• valueandappreciatetheperson• witnessthestruggle.• honorwherethepersonis.• understandthroughtheeyesoftheotherpersondoes,ratherthanthroughyoureyes.

• makethepersonright.• supporttheperson.• givethegiftofyourself.

UnproductiveListening

UnproductiveListening

Definition Alternatives

Solution

Inquisitive

Autobiographical

Garmston,R.(2008,Winter).Fourmentalaptitudeshelpfacilitatorsfacingchallenges.JSD,29(1),65-66.


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Paraphrasing

FromtheGreekpara,(beyond)+phrazein,(totell)=totellbeyond.

Paraphrasingconnectswiththespeakerontwodimensions:

• Content=Iunderstandyourmessage.• Emotion=Icareaboutyou.

Threelevelsofparaphrasing

Checkunderstanding Organizeandconnectideas

Shiftleveloflogic(upordown)

� You’rethinkingthat...

� So,you’rewonderingif...

� You’refrustratedbecause...

� You’rehopingthat...� You’reconcernedabout...

� So,therearethreeissues...

� So,you’rereadytomoveonto...

� First,you’regoingto...then,youwill...

� Ontheonehand...andontheotherhand...

� So,astrongbeliefyouholdis...

� Anassumptionyou’reoperatingfromis...

� Agoalforyouis...� So,yourunderstandingof...is...

AdaptedfromtheCenterforCognitiveCoachingandBobGarmston

ParaphrasingExamplesPresentingStatement:Iamreallyfrustratedbythemembersofthisteamwhocometothemeetingswiththeirownspecialinterests.Theydon’tlistentoothers’pointsofviewandturneverythingbacktotheirissues.Theyconsiderothers’issueslessimportantthantheirown.Franklytheyactlikebullies.CheckforUnderstanding:Youareconcernedaboutindividualmemberswhobelievethattheirissuesaremoreimportantthanothers.Organize/ConnectIdeasThereseemstobeseveralissueshere.Oneisthatindividualshavespecialintereststhattheybringtothemeeting.Anotheristhattheyarenotlisteningrespectfullytoeveryone’sinterests.Athirdistheirmeansofcommunication.ShiftingLevelofReflection:Onebeliefyouholdisthatthepurposeoftheleadershipteamistoachievebetterresultsforallstudentsthroughcollaborationamongadults.


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ShiftLogicalLevelsoftheConversation

PresentingStatement SHIFTUP:Movetovalues,beliefs,or

goals

SHIFTDOWN:Movetostrategies,tactics,oractions

Thisteamisout-of-control.Theydon’tlistentoeachother.Theyareneverpreparedforthemeetings.Theyaredisrespectfultoeachother.

Value:Collaborationisimportanttoyou.

Soyouareconsideringwaystoreviewtheagreementswiththeteamasawhole.

Wearebasingdecisionsonourindividualopinions,notthedata.Wejustpretendthatwearedatadriven.

Belief:Youbelievethatusingdataenhancestheteam’swork.

Soit’spuzzlingtoyouthattheteamdoesn’trefertodatamoreoftenandyouwanttochangethat.

Someofourgroupmeetingsareunfocusedandawasteoftime.

Goal:Yourecognizethattimeisapreciouscommodityandthatthemeetingsneedtobeproductive.

Youwanttoexaminewaystohelptheteamimproveitsproductivityandefficiencysothereisn’twastedtime.

Weseemtobeoperatingatasurfacelevel.Whileitappearsthatwearegettingthingsaccomplished,italsofeelslikeweareavoidingthedeeperissuestomaintainharmony.


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ParaphrasingPracticePresentingStatement:Teammembers:Idon'tseehowwearegoingtobeabletoaccomplishallthatisexpectedofus.Wejustdon’thavethetime,resources,orenergytodoanymore.Wehavebeenworkingonsomanynewinitiativesthattryingtoidentifyevenonemoreinterventiontouseinourclassroomswithstudentswhohavespeciallearningneedsjustdoesn’tseempossible.CheckUnderstanding:OrganizeandConnectIdeas:ShiftingLevelofLogic:


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PresumingPositivePresuppositions� Presumeapersonhascapacity,positiveintention,desire,andpriorand

ongoingconsideration.� Honorthespeakerbydemonstratingbeliefortrustinthespeaker.� Modelacceptanceandrespect.

Examples Non-Examples

Asyouexaminethedata,whataresomeofyourfindings? Didyoulookatthedata?

Asyouthinkaboutstudents’needs,whatstrategiesmightbemostappropriate?

Doyouknowwhatyourstudentsneedbeforeyoudecidewhattodo?

Whileyouplantoimplementspecificinterventionsinyourschooltosupportlearningforallstudents,whatareyoufocusingonspecifically?

Areyouplanningtodoanythingaboutaddressingthelearningofallstudents?

Asyouthoughtabouthowyouwouldcontinuetorefineandstrengthenyourpractice,whatevidencewillyougathertoassessyoureffectiveness?

Doyouplantodetermineifyouaresuccessful?


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PositivePresuppositionsPractice

Changethesequestionsorstatementsintopositivepresuppositions.

1. AreyoudoinganythingforyourLimitedEnglish-speakingstudents?2. Doyouuseassessmentdatawhenplanninginstruction?3. Didyoureadthearticlethatweagreedtoread?4. HaveyouheardaboutVisibleLearningbyJohnHattieandtheresearch

behindvariousinstructionalstrategies?5. Didyouengagemalestudentsinclass?6. Areyoudevelopingadisciplineplanfortheschool?7. Doyouintendtosupporttheteam’sdecisionaboutincludingstudents

inacademicandnon-academicclasses?

8. Willyoudoanythingtoaddresstheachievementgap?


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PowerfulQuestions

QuestioningContinuum

SuggestionsSuggestionsdisguisedasquestions

Authenticquestions

Youcouldhavestudentsusetherubrictoassesstheirownpapers.

Howaboutlettingstudentsusetheirrubrictoassesstheirownwork?

Whatisyourultimategoalinhavingstudentsusetherubric?

Commonmistakescoachesmakeinaskingquestions


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TypesofQuestionsCoachesAsk

Purposeofthequestion

Examples

1. Clarifying • Whatisthepurposeofusingthisprotocol?• Whataretheprerequisiteskillsneededtobesuccessfulhere?

2. Probingthinking

• Whatarethecriteriayouareconsideringasyoumakethisdecision?

• Howmightthisapproachmeettheneedsofalllearners?

3. Discovery • Whatotheroptionsmightyouconsider?• Whatisjustonemorewaytothinkaboutthis?

4. Takingaction

• Whatwillyoudo?Whenwillyoudoit?• Whatsupportdoyouneed?

5. Assessment• Whatdoyouthinkisthebestoptioninthissituation?• Knowingyou'reyourcolleaguesandtheirneeds,whatmakessenseasanextstep?

6. Evaluation • Howdoyouknowitissuccessful?• Whatevidencetellsyouthisisn’tworkingasyouanticipated?

7. Gainingperspective

• Inthebiggerschemeofthings,howimportantisthis?• Ifyouweretolookbackonthissixmonthsfromnow,whatwouldyoubethinking?

8. Planning • Whatwillyoudofirst?• Whatdoyouneedtoconsiderasyouplanyournextsteps?

9. Predicting

• Whichstudents/teachers/administratorsdoyouanticipatewillneedextrasupport?

• Whatareyourthoughtsabouthowsuccessfulstudentswillfeelasaresultofthisexperience?

10. Learning• Howelsemightyouapproachthissituation?• Whatareyoulearningaboutyourselfasyoureflectonthissituation?

11. Integrating • Whataretakingawayfromthiscoaching?• Howwouldyousummarizewhatwehavetalkedabout?

12. Consideringoptions

• Whataresomepossibleoptionstoconsider?• Ifyouhadachoice,whatwouldyoudo?

13. Identifyingoutcomes

• Whatistheintendedresult?• Howwillyouknowifyouachievedtheintendedoutcome?

Kimsey-House,Kimsey-House,Wentworth,&Sandahl.(2011).Co-activecoaching:Changingbusiness,transforminglives,3rded.Boston:NicholasBrealeyPublishing.


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Problem-SolvingProtocol

Step1:Statetheproblem.

Whatistheproblemyouwanttosolve?

Step2:Setconditionsforsolution.Ifthisproblemweresolved,howwouldyoufeel?Whatarethetop3-5criteriathenforanappropriatesolution?

Step3:Proposesolutions.

Whatmightbesomepossiblesolutionsthatmeettheinterestsofallparties?

Step4:Checkproposedsolutionsagainstcriteria.

Howdoeseachoftheseproposedsolutionsmeetyourestablishedcriteria?

Step5:Selectsolution.

Whichsolutionseemstomeetthemostcriteria?Howwillothersrespondtothissolution?Whatwillyoudotomakethiswork?

Step6:Act.

Howwillyouletothersknowwhatyouaredoing,ifnecessary?

Step7:Revisit.Howisitgoing?Whatadjustmentshaveyouhadtomakealongtheway?


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InteractionPromptsforCoachesCoachesfacilitatebyhavingtheirpartner:Recallimpressions

� Summarizeyourimpressions/assessmentofthesituation.� Calltomindrecollectionsaboutthesituation.

Evokememories

� Recalldatasupportingtheirrecollectionsandassessment� Whatspecificallyoccurredthat...?

Compare

� Comparewhatwasplannedwithwhatoccurred.� Howdidtheprocessandoutcomescomparewithwhatyou’d

planned?Infer,analyze,and/ordrawconclusions

� Inferrelationshipsbetweenwhatwasplannedandwhathappened.� Whatmightbesomereasonsthatthistookplace?

Determineimplications

� Identifyfactors/considerationsforfuturework.� Whatareyoulearningfromthisconversation?

Givefeedbacktocoach

� Reflectontheimpactofthecoachingprocess.Sharehowcoachingishelpingyou.

� Howaretheseconversationsassistingyouwithyourthinking?


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ProcessCoachingConversationMapThisgeneralprocesscoachingconversationmapworksinnearlyeverysituationwithminoradaptations.SevenStepsofCoachingConversation

Sampleprobes/invitations

Open:GreetingSettheagreements

• Let’stake20minutesnow.• I’llprobewithquestions,yetIwantyoutotakethelead.

• HowcanIbestsupportyou?Focus:Determinefocusandendresultforsession

• Tellmewhatyouwanttofocusontodayandwhatyouwantbytheendoftheconversation.

Explore:DeterminewhereintheprocesstheworkisGatherrelevantbackgroundandcircumstances—keeptheresponsibilityinthehandsoftheclient(s)

• Let’sexaminethecurrentsituation.o Whatisworking?Howdoyouknow?o Whatisnotworking.Howdoyouknow?

o Whatmightyoudo?• Whatisaffectingit?• Whatroledoyouplayinthis?

Generate:Gatheratleastthreeorfouroptions;morearepreferable

• Let’sconsidersomeoptions,themorethebetter.

• Whichoneofuswilljotdowntheoptions?Decide:ExaminethevalidityandfeasibilityoftheoptionsPrioritizeChooseandexplainrationale

• Ofalltheoptions,whichtwoorthreeseemmostviabletoyoutoachieveyourfocus?Whatmakesthesethebestoptions?

Plan:SequencestepstoactIdentifyresources,supports,learning,etc.neededtosucceedPlanacheckbackorcheckin

• So,let’smapoutwhatstepsyou’lltakefromhere.Whatisfirst?

• Whatresources,supports,learning,etc.doyouneedtobereadytoact?

• Whenshallweconnectagainaboutthis?Close:ReviewnextstepReflectonsenseofconfidenceandcompetenceReflectonvalueofcoachingandcoach’ssupport

• Let’swrapup.Whatareyourimmediatenextsteps?

• Whatisyourlevelofcommitmenttodothis?

• Howconfidentareyouthatyoucanaccomplishthesesteps?

• Howdoesknowingthesestepshelpyou?• I’dappreciateyourfeedbackonmycoachingtoday.

Documents

SPDG Coaching IA · 2016. 6. 6. · 10 Roles and Responsibilities of Coaches Adapted from Killion & Harrison, Taking the Lead: New Roles for Teacher Leaders and School-Based Coaches,