Understanding the needs of Understanding the needs of adult learners adult learners

to to build and sustain professional build and sustain professional

relationshipsrelationships

Complied by Patsy Tanner and

Debra Vains-Loy 2009

Qualities of an Effective Coach

To understand the qualities of an effective coach we must first

understandchange.change.

When people are learning something new, dissonance is not only

inevitable but desirable.

Dissonance sharpens thinking and brings comparisons to mind

that clarify understanding.

We call this ‘good dissonance’, because it serves a useful

purpose in learning.

Within a trusting context, dissonance works for you, rather than

against you.Lyons, C.A. & Pinnell, G.S. (2001)

Systems for Change in Literacy Education: A guide to professional development.

“The process of change brings discomfort. ”

For change to be effective at a school site, it For change to be effective at a school site, it

needs to be a collaborative decision, needs to be a collaborative decision,

led by a motivated leadership team led by a motivated leadership team

based on evidence.based on evidence.

Addressing concerns about change

Seven Stages of ConcernSeven Stages of Concern

Awareness Aware that an innovation is being introduced but not really interested or concerned with it.

Informational Interested in some information about the change.

Personal Wants to know the personal impact of the change.

Management Concerned about how the change will be managed in practice.

Consequences Interested in the impact on students or the school.

Collaboration Interested in working with colleagues to make the change effective.

Refocusing Begins refining the innovation to improve student learning results.

What do experts say about educational change?

4 elements of change 4 elements of change

Who will lead the change? principals/coaches/curriculum leaders

Who will implement the

change?

typically identified coaches who have been

expert teachers

What will be changed? typically the focus of professional

development, based on student achievement

data and teacher’s identified needs

How will the change

occur?

the process.

Toll, C, (2005): The Literacy Coach’s Survival Guide

A coach’s role should focus on :

Behaviour

Attitude

Cognition

Inquiry

Culture

What are you trying to change?

Identity of self, influences the perspectives of

others and can have a powerful impact on ones

efforts to collaboratively work with teachers.

Knowing oneself serves as a prelude and a

foundation for relating well to others.

(Glickman 2002)

Who are you as a person?

Clarifying Your Own Approach

Coaches should first understand themselves, their core beliefs

about working with others and their predominant ways of

interacting.

In determining the approach to use with teachers, the coach

should take into account the commitment, expertise and needs of

individual teachers.

A coach’s goal is always to use approaches that strengthen a

teacher’s capacity for greater reflection and self-reliance in making

improvements in classroom teaching and learning.

Clarifying Your Own Approach

Interpersonal Approaches, Outcomes and Levels of Choice

Approach Outcome Choice

Nondirective Teacher self-plan Maximum teacher choice

Collaborative Mutual plan Mutual choice

Directive-informational Leader-suggest plan Selected choice

Directive-control Leader-assigned plan No teacher choice

How adults want to learn?

Want to be challenged intellectually and seek

learning opportunities that are:

Highly practical

Highly applicable

Very meaningful

and related to their own professional growth

and development.

Principles for Adult Learners

Learner responsibilityAdult learners seek to take responsibility for their own

learning.

They will appreciate opportunity for involvement in

training (as in active learning) and also in any decision

making concerning the learning.

They will look for and accept any opportunity to direct

their own learning, and they will use this as a learning

experience to enhance their future self-directed learning

efforts.

Principles for Adult Learners

Learning-for-life applications

Adult learners are highly motivated towards any

learning that is relevant to or needed for the current

learning project.

Conversely, adult learners will absent themselves

(either physically or psychologically) from any

learning activity that is not immediately relevant to

their needs.

Principles for Adult Learners

Learning by reflection and experienceAdult learners usually have a rich and varied background that

they bring to their current learning. They can recall and reflect on

their own experiences, for their future behaviours.

Learning experiences designed for adult learners should include

• individual “thinking time”

• discussions and sharing to communicate experiences

• an emphasis on personal applications of new directions developed out

of experiences.

The role of the coach in adult learning

Facilitates learning – what the learner is

able to do with the learning after the coach is

gone.

Coaching – the activity that sets up

conditions to stimulate and scaffold learning.

Learning Principles Applied to Coaching

Support and respect of fellow learners

A majority of learners prefer learning to occur in a

social context, rather than alone. Adult learners in

particular appreciate a supportive group of co-

learners who operate on a relatively informal basis,

who depend on and support one another, and who

assist each other with learning activities.

Learning Principles Applied to CoachingEstablishing objectivesEach objective should include a clear behavioural description which leads directly to assessment activities and suggests learning activities

Analysing and assessing needsTailored to the teacher’s individual needs, the student’s needs and the school’s and system’s needs.

Activity design

Needs to be congruent with objectives and have a clear direction toward

change allowing for adult participation in ownership of their own learning.

Progress and outcomes

Providing information on progress in reaching a desired objective including

celebrations of success and goal setting.

Partnership Principles

Coach and teachers are equal partners.

Teachers should have choice regarding what and how they learn.

Teachers need to reflect and apply learning to their real-life practice as they are learning.

Professional development should enable authentic dialogue, respecting and enabling the voices of teachers.

Professional learning is a reciprocal process whereby coach and teacher learn from each other.

Shifting to a Coach Approach

From ToFocusing only on results Creating sustainable results and engaging

teachers

Controlling the teacher’s actions Empowering individuals to take better actions

Creating a fear of consequences Creating a safe space for risk taking

Focusing on weaknesses Recognising strengths

Pointing out failure/errors Endorsing effort and growthReinforcing a “we/they” culture Optimising everyone’s styles and strengths

Solving all the problems Helping others solve and prevent problems

Listening to what teachers are saying

Understanding what teachers are meaning

Being the source of approval Being the resource for collaboration and resolution

“Every time we take something we do unconsciously and do it consciously and intentionally, we become more effective.”

Know you don’t knowConscious incompetence

Rational

Know you KnowConscious competence

Non-Rational

Don’t know you don’t knowUnconscious incompetence

Don’t know you knowUnconscious competence

Identify some of the challenges for you in your coaching role

Discuss elements of your understanding of adult learners

What will benefit your coaching?

What might undermine your coaching?

Teachers often blaze their own trails: sometimes we, as coaches, can be a compass.

Miller Burkins (2007)