ProcessCoaching(inthreeparts)
IowaSpecialEducationSummerSymposium
JoellenKillionSeniorAdvisor
LearningForward
June2016
Outcomes:
• Developanunderstandingoftheroleofcoachinginsupportingimplementationofleadershipandinstructionalpracticestomeettheneedsofallstudents;
• Acquirefundamentalknowledge,skills,practices,anddispositionsforeffectivecoaching;and
• Practicecoachingasavehicleforimplementingnewinstructionalpractices.
MaterialsincludedinthispacketarebothcomponentsofandadaptedfromLearningForward’sCoachesAcademy.
Ihopetolearn...
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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.