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Coaching: Not Just for Sports
LEADING FOR CHANGE, CREATING GROWTH MINDSET
Maria Andrade Johnson, Michael Pascual, 2015
Our Objectives for Today
To examine the research results on coaching To understand the nature of peer coaching, a
partnership for teacher leadership and improving learning
What reactions might be to coaching, from teachers and others
Critical Elements and Skills Starting and Potential Results
What the research says:
“It is time for our education workforce to engage in learning the way other professionals do—continually, collaboratively, and on the job—to address common problems and crucial challenges where they work” (DarlingHammond, 2009, p. 2).
Transformational school systems understand that job-embedded teacher growth builds capacity (Amankwatia, 2008; Bebbell and Kay, 2010; Boardman, 2012; Chandrasekhar 2009; Inan and Lowther, 2010; “Walled Lake Consolidated Schools,” 2007; Zucker and McGhee, 2010; Pogany 2009; Silvernail and Lane 2004; ).
Peer coaching/mentoring within a Concerns Based Model enables all teachers as learners (Donavan, Hartley, and Struder, 2007; Polly and Hannafin, 2010 )
Professional Development
Knowledge of Practices
Skill at Practices
Transfer to Practice
Theory(training explains what, why, how)
10% 5% 2-3%
Demonstration(training models practices)
25-30% 20-25% 2-5%
Practice(participants implement during training)
40-60% 35-50% 5-7%
Coaching(participants receive ongoing job-embedded support)
95% 95% 85+%
WHY?
Multiple sources, available on request.
Neuroscience AffirmsCiting Dr. Richard Boyatzis (Kropko, 2010)
Focus on needs, goals, possibilities, desired states or outcomes of the teacher as learner.
Many other approaches, even well-intended suggestions, presume weakness, shortcomings, deficits.
Openness to change: increased belief in self-efficacy, advantage of change, perceived intentions of the coach.
Otherwise, people’s need for autonomy, certainty, respect will start moving the brain towards a “shut-down” resistive state.
Peer Coaching People have a need to be self-directed (autonomy), to
serve a greater good (purpose), and to continuously improve (Pink, 2009)
Needs and Concerns are the most powerful motivators, changing “exercises in compliance” into transformation
To address needs and concerns, peer coaches mediate thinking, between best practices or data, and the person being coached
Important qualities: Developing rapport, building shared purpose, listening and questioning skills, reflective
What Do You Think?
Essential Elements of Peer Coaching Teachers have shared responsibility for goal-setting and coaching process as well as participation options.
“Critical friends” or collegial coaching models are followed
Roles of peer coaches, participating teachers, principals, asst. principals, dept. chairs are clearly articulated and communicated; coaches do not evaluate, although evaluators may adopt a coaching style
Actual practices (live or in video) and student data is used
What do Peer Coaches Do? Conduct individual or small group meetings to identify
concerns Collaboratively discuss and plan with peers ways to
address concerns: lessons, learning activities, classroom management
Help peers prepare materials and integrate technology Model practices by agreeing to have peers watch them
teach using the discussed practices Observe peers teaching with new practices Provide “critical friends” style sfeedback
Critical Skills for Peer Coaches Respect: Willing to recognize the dignity of the other,
listening deeply and ethically, interpersonal dialogue that believes they can positively affect outcomes for student learning
Relational trust: Personal regard for others, acting reciprocally with mutual support
Competence: Belief that each party has ability to do their part to achieve growth, in teacher-administrator, teacher-teacher, teacher-student, teacher-family relationships; realizing that incompetence erodes trust.
Integrity: Coherence between what you say and do; ethics in relationships and behavior; keeping commitments.
Expert InsightsLES FOLTOS ON PEER COACHING
Questioning Techniques Present multiple possibilities
"What are reasons for . . .?" "What strategies are you . . . ?“ “What if” choices—invite partnering in vision
"What might be your thoughts about . . . ?" "What are some of the possibilities . . .?" "What are your hunches about . . . ?“ Success orientation
"As you examine the data, what are some of the similarities and differences that are emerging?"
"What might be your indicators that you are successful?" Open-ended
“What do you think about…?”
Question: Both internal and external factorsInternal: Goals, values, self-identity
“What might be some goals you’ve selected for . . .?”
As you are evaluating this situation,
what are some of the things that make it important to you?”
“What might be some of the assumptions you’re applying to . . .?”
“Who might you need to be in this
situation?”
External: Perspectives, options
“As you consider various options, what possibilities are out there?
“In analyzing this situation, what are some of the implications?”
“What might be some other perspectives on this issue?”
“What might be some of the alternatives you’ve generated?”
THE COACHING CONVERSATIONWhat Coaches Do:
Clarify goals Specify success indicators
and a plan for collecting evidence
Anticipate approaches, strategies, decisions
Establish personal learning focus and processes for self- assessment
Reflect on the coaching process and explore refinements
How Coaches Do It:
Pause to allow time to think. Paraphrase from time to time;
summarize your partner’s thoughts
Pose questions to specify thinking; for example, “Specifically, what might you mean when you say . . . ?”
Pay close attention to your partner; attend with your mind and your body
Obstacles to Coaching
Why Not Coaching?
Why Aren't We All Doing It?
How do I start? Infrastructure: Scheduling and Budget
Training Time Coaches Time Common Planning Periods Coach Compensation: PD budgets, Title I and III
monies, Comp Time, Grants, Creativity
Communicate vision and roles (if high school, it is sometimes useful to begin with one department or group of teachers, then scale up)
Context
Based findings of previous research, pilot uses a Concerns Based Model, aligned with SAMR and Teacher Career Cycle (Hall, George, & Rutherford, 1998; McIntosh, et.al., 2004; Puentadura,1998).
Allows adaptive feedback and re-framing, double-loop learning.
Moves into transformative contexts and innovative practices, triple-loop learning (Eilertsen & London, 2005).
Helps community move forward and build trust.
An integrative Systems Solution
Substitution Augmentation Modification Redefinition
Teacher CareerCycles
STAGES OF CONCERN
LEVELS OF USE
0-1 2 3 4a 4b 5 6
Distinguished 7
Expert 6
Expert 5
Professional 4
Professional 3
Apprentice 2
Apprentice 1
Novice 0
Agreement on Goals
Administer Concerns Based Adoption Survey (there are several published); tailor to your teaching audience
Classify your teachers by Concern Level Communicate vision of critical growth goals—explain
there are many aspects to teacher and learning effectiveness
Ask for a clear list of no more than 10 to be developed collaboratively, either within a school or department; reserve the right to add 2-3 must-haves that are administratively decided (Marzano, Danielson, etc., have good instruments)
Next Steps
Identify potential coach candidates; invite to information session
Explain coaching and how it works, why it worksGet commitment from those interested in
coaching2-day training for coachesEach coach invites potential “coachee”(no more
than 3) to a “come and see” session
Launch and EvaluateCoaches set up first meet with coachee and plan
lessonCoach models lesson; coachee observesCoach and coachee discuss observationCoachee schedules observation or videos lessonFeeback conversation, with reflection and “next
steps” Implement “next steps,” observe, feedback, etc.Scale up for broader implementation
Short-Term Goal (8 mos):• 90% of teachers move one level, Stage of Concern• 60% of teachers move one level, Levels of Use
Substitution Augmentation Modification Redefinition
Teacher CareerCycles
STAGES OF CONCERN
LEVELS OF USE
0-1 2 3 4a 4b 5 6
Distinguished 7
Expert 6 JV SS MP
Expert 5 LM
Professional 4 JW PW, PB BC AN, RL
Professional 3 MB SW
Apprentice 2
Apprentice 1
Novice 0
Stages of Concern: 10/12 teachers; 83.33%/90%: long-term resistorLevels of Use: 7/12 teachers; 58.33%/60%--two teachers already at high level
and were mentors
Pre: Think deeply and critically about my learning
Post: Think deeply and critically about my learning
Pre: Ask questions of my learning and of others
Post: Ask questions of my learning and of others
Pre: Learn how to apply learning to my life
Post: Learn how to apply learning to my life
Pre: Work with other students to explore learning
Post: Work with other students to explore learning
Pre: Have learned how to make presentations to help others understand
Post: Have learned how to make presentations to help others understand
Pre: Figure out different approaches to problems and explain them
Post: Figure out different approaches to problems and explain them
Pre: Do creative work in the way I respond to my learning
Post: Do creative work in the way I respond to my learning
0 50 100 150 200 250 300 350
Growth in 4Cs Skills
Strongly disagree Disagree Somewhat agree Agree Strongly agree
Number of Respondents
Student Short-Term Goal (9 mos.): 10% increase in Student Learning/4Cs
• 9.49% in critical thinking ▪ 10.33% in inquiry skills
• 9.3% in applied thinking ▪ .035% collaboration
• 7.3% in presentation skills ▪ 23% problem
solving • 9.8% in creativity
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