coach pd ppt

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Welcome toWelcome to

Coaching Coaching Skills Skills

Supporting Supporting Quality EducatorsQuality Educators

S-2S-2 Recall a time in your life when Recall a time in your life when

someone gave you guidance someone gave you guidance that really helped you.that really helped you.

What did that person do that What did that person do that showed caring and support?showed caring and support?

How did that make you feel?How did that make you feel?

What did you do as a result of What did you do as a result of the guidance and support? the guidance and support?

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““I really didn’t know how to I really didn’t know how to do that task. It was much do that task. It was much bigger than anything I’ve bigger than anything I’ve done before. The person done before. The person guiding me encouraged me, guiding me encouraged me, cheered me on. It was cheered me on. It was challenging, but I did it!”challenging, but I did it!”

Section 2Section 2S-4S-4

While quality is difficult to While quality is difficult to define precisely, it almost define precisely, it almost always includes caring for always includes caring for each other, is alwayseach other, is always useful, has always involved useful, has always involved hard work, and it always hard work, and it always feels good as provider or feels good as provider or receiver. Because it feels receiver. Because it feels so good, I believe all of us so good, I believe all of us carry in our heads a clear carry in our heads a clear idea of what quality is for idea of what quality is for ourselves.ourselves.

S-5S-5 While quality is difficult to While quality is difficult to

define precisely, it almost define precisely, it almost always includes always includes caringcaring for for each other, is alwayseach other, is always usefuluseful, has always involved , has always involved hard work,hard work, and it always and it always feels goodfeels good as provider or as provider or receiver. Because it feels receiver. Because it feels so good, I believe all of us so good, I believe all of us carry in our heads a clear carry in our heads a clear idea of what quality is for idea of what quality is for ourselves.ourselves.

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Above and BeyondAbove and Beyond

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The Coaching TriangleThe Coaching Triangle

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The Coaching The Coaching TriangleTriangle

CoachabilityCoachability

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The Coaching TriangleThe Coaching Triangle

CoachabilityCoachability

ConsistencyConsistency

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The Coaching TriangleThe Coaching Triangle CoachabilityCoachability

Highest Skilled= Highest Skilled= ConsistencyConsistency

Most CoachedMost Coached

Section 3Section 3S-11S-11 Three Ingredients of a Three Ingredients of a

Successful Coaching Successful Coaching ProgramProgram

S-12S-12 Three Ingredients of a Three Ingredients of a Successful Coaching Successful Coaching

ProgramProgram

~~ Celebrations Celebrations

S-13S-13 Three Ingredients of a Three Ingredients of a Successful Coaching Successful Coaching

ProgramProgram

~~ Celebrations Celebrations

~~ Options Options

S-14S-14 Three Ingredients of a Three Ingredients of a Successful Coaching Successful Coaching

ProgramProgram

~~ Celebrations Celebrations

~~ Options Options

~~ Conscious Conscious PracticePractice

S-15S-15 Gordon’s Skill Development Ladder

Unconsciously Skilled

Consciously Skilled

Consciously Unskilled

Unconsciously Unskilled

Gordon’s Skill Development Ladder © Gordon International Training. Used with permission.

Gordon’s Skill Development LadderS-16S-16

Unconsciously Skilled

Consciously Skilled

Consciously Unskilled

Unconsciously Unskilled

S-17S-17Gordon’s Skill Development Ladder

Unconsciously Skilled

Consciously Skilled

Consciously Unskilled

Unconsciously Unskilled

S-18S-18Gordon’s Skill Development Ladder

Consciously Skilled

Consciously Unskilled

Unconsciously Skilled

Unconsciously Unskilled

S-19S-19Gordon’s Skill Development Ladder

Unconsciously Skilled

Consciously Skilled

Unconsciously Unskilled

Consciously Unskilled

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Gordon’s Skill Development Ladder

Unconsciously Skilled

Consciously Unskilled

Unconsciously Unskilled

Consciously Skilled

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S-22S-22Gordon’s Skill Development Ladder

Unconsciously Skilled

Consciously Skilled

Consciously Unskilled

Unconsciously Unskilled

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Recall a time when you wereRecall a time when you were

tremendously successful at tremendously successful at

something something –– you were at the you were at the

top of your game.top of your game.

Pick a situation where you Pick a situation where you werewere

not sure how you not sure how you accomplishedaccomplished

what you did. You just did it.what you did. You just did it.

S-24S-24 Gordon’s Skill Development Ladder

Consciously Skilled

Consciously Unskilled

Unconsciously Unskilled

Unconsciously Skilled

S-25S-25 Gordon’s Skill Development Ladder

Unconsciously Skilled

Consciously Skilled

Consciously Unskilled

Unconsciously Unskilled

S-26S-26Gordon’s Skill Development Ladder

Unconsciously Skilled

Consciously Skilled

Consciously Unskilled

Unconsciously Unskilled

S-27S-27 Gordon’s Skill Development Ladder

Unconsciously Skilled

Consciously Skilled

Consciously Unskilled

Unconsciously Unskilled

S-28S-28 Gordon’s Skill Development Ladder

Unconsciously Skilled

Consciously Skilled

Consciously Unskilled

Unconsciously Unskilled

S-29S-29• Preobservation Conference – Preobservation Conference –

Establish focus for Establish focus for 0bservation.0bservation.

• Observation – Observe focusObservation – Observe focus identified. identified.

• Postobservation Conference –Postobservation Conference – Debrief based on focus created Debrief based on focus created in the Preobservation in the Preobservation Conference. Conference.

S-30 S-30 Evaluator – Coach ContinuumEvaluator – Coach Continuum

EvaluatorEvaluator CoachCoach

EvaluatorEvaluator

Outside CriteriaOutside Criteria MentorMentor

SupervisorSupervisor CoachCoach of Coachees’ of Coachees’

ChoiceChoice

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The purpose of the The purpose of the evaluatorevaluator is to place a person’s is to place a person’s performance on a scale of performance on a scale of effectiveness.effectiveness.

S-32 S-32 Evaluator – Coach ContinuumEvaluator – Coach Continuum

EvaluatorEvaluator CoachCoach

EvaluatorEvaluator

Outside CriteriaOutside Criteria MentorMentor

1……101……10 SupervisorSupervisor CoachCoach of Coachees’ of Coachees’

ChoiceChoice

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The purpose of a The purpose of a coachcoach is is to guide someone to to guide someone to improve performance on a improve performance on a clearly identified skill or clearly identified skill or behavior.behavior.

S-34 S-34 Evaluator – Coach ContinuumEvaluator – Coach Continuum

EvaluatorEvaluator CoachCoach

EvaluatorEvaluator

Outside CriteriaOutside Criteria MentorMentor

1……101……10 SupervisorSupervisor CoachCoach of Coachees’ of Coachees’

ChoiceChoice

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The purpose of a The purpose of a supervisorsupervisor is to both ensure a is to both ensure a standard of performance standard of performance and to assist the person and to assist the person being supervised to being supervised to achieve goals.achieve goals.

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The purpose of a The purpose of a mentormentor is is toto give advice, training, and give advice, training, and feedback to someone new feedback to someone new to ato a position, organization, or position, organization, or activity. activity.

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Interrater AgreementInterrater Agreement

S-38 S-38 Evaluator – Coach ContinuumEvaluator – Coach Continuum

EvaluatorEvaluator CoachCoach

EvaluatorEvaluator

Outside CriteriaOutside Criteria MentorMentor

SupervisorSupervisor CoachCoach of Coachees’ of Coachees’

ChoiceChoice

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Minimum CompetencyMinimum Competency

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An An evaluatorevaluator works for works for thethe system. system.

A A coachcoach works for the works for the coachee. coachee.

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TrustTrust

S-42 S-42 Evaluator – Coach ContinuumEvaluator – Coach Continuum

EvaluatorEvaluator CoachCoach EvaluatorEvaluator

Outside CriteriaOutside Criteria MentorMentor

Supervisor Supervisor CoachCoach of Coachees’ of Coachees’ ChoiceChoice

Evaluation Critical Evaluation Critical for:for:

Beginning teachersBeginning teachers

to SURVIVEto SURVIVE

Teachers in troubleTeachers in trouble

Coaching Benefits:Coaching Benefits:

S-43 S-43 Evaluator – Coach ContinuumEvaluator – Coach Continuum

EvaluatorEvaluator CoachCoach EvaluatorEvaluator

Outside CriteriaOutside Criteria MentorMentor

Supervisor Supervisor CoachCoach of Coachees’ of Coachees’ ChoiceChoice

Evaluation Critical Evaluation Critical for:for:

Beginning teachersBeginning teachers

to SURVIVEto SURVIVE

Teachers in troubleTeachers in trouble

Coaching Benefits:Coaching Benefits:

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Recall a time when you were:Recall a time when you were: Empowered,Empowered, Authorized,Authorized, Enabled, andEnabled, and Had PermissionHad Permission To Do What YouTo Do What You Thought Thought

BestBest

Section 4Section 4S-45S-45

Open and Closed-Ended ContinuumOpen and Closed-Ended Continuum

ClosedClosed OpenOpen

Question controls Answer controlsQuestion controls Answer controls

direction directiondirection direction

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Open and Closed-Ended ContinuumOpen and Closed-Ended Continuum

ClosedClosed OpenOpen

Question controls Answer controlsQuestion controls Answer controls

direction directiondirection direction

Depends on the EnvironmentDepends on the Environment

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Under what Under what circumstances would you circumstances would you want to ask a Closed-want to ask a Closed-Ended Question?Ended Question?

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Under what circumstances Under what circumstances would you want to ask a would you want to ask a Closed-Ended Question?Closed-Ended Question?

Under what circumstances Under what circumstances would you want to ask an would you want to ask an Open-Ended Question?Open-Ended Question?

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Consistent and Consistent and UnpredictableUnpredictable

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1.1. What is your objective in What is your objective in doing this? doing this?

2.2. Why do you set up your Why do you set up your

meeting that way?meeting that way?

3.3. How will you know when you How will you know when you have completed your have completed your objective? objective?

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Approaches to Asking Open-EndedApproaches to Asking Open-Ended

Questions:Questions: ~~ Request opinions Request opinions

~~ Ask for alternatives Ask for alternatives

~~ Increase thinking, Increase thinking, creativity creativity

~~ Brainstorm options Brainstorm options

~~ Empower Empower

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Creative Evaluative Creative Evaluative PersonalizedPersonalized

Questions Questions Questions Questions QuestionsQuestions

Agenda:Agenda:

Vision — Mission, BeliefsVision — Mission, BeliefsStrategy — Policies, Curriculum, BlueprintStrategy — Policies, Curriculum, Blueprint

Tactics — Lesson Plan, Action Plan, MeetingTactics — Lesson Plan, Action Plan, MeetingOperations — Skills, Methods, BehaviorsOperations — Skills, Methods, Behaviors

FocusFocus

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Creative Evaluative Creative Evaluative PersonalizedPersonalized

Questions Questions Questions Questions QuestionsQuestions

Agenda:Agenda:

Vision — Mission, BeliefsVision — Mission, BeliefsStrategy — Policies, Curriculum, BlueprintStrategy — Policies, Curriculum, Blueprint

Tactics — Lesson Plan, Action Plan, MeetingTactics — Lesson Plan, Action Plan, MeetingOperations — Skills, Methods, BehaviorsOperations — Skills, Methods, Behaviors

FocusFocus

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Creative Evaluative Creative Evaluative PersonalizedPersonalized

Questions Questions Questions Questions QuestionsQuestions

Agenda:Agenda:

Vision — Mission, BeliefsVision — Mission, BeliefsStrategy — Policies, Curriculum, BlueprintStrategy — Policies, Curriculum, Blueprint

Tactics — Lesson Plan, Action Plan, MeetingTactics — Lesson Plan, Action Plan, MeetingOperations — Skills, Methods, BehaviorsOperations — Skills, Methods, Behaviors

FocusFocus

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Creative Evaluative Creative Evaluative PersonalizedPersonalized

Questions Questions Questions Questions QuestionsQuestions

Agenda:Agenda:

Vision Vision — Mission, Beliefs— Mission, BeliefsStrategy Strategy —— Policies, Curriculum, BlueprintPolicies, Curriculum, Blueprint

Tactics Tactics — Lesson Plan, Action Plan, Meeting— Lesson Plan, Action Plan, MeetingOperations Operations — Skills, Methods, Behaviors— Skills, Methods, Behaviors

FocusFocus

S-56S-56 Listening TestListening Test You believe that . . .You believe that . . .

S-57S-57 Listening TestListening Test You believe that . . .You believe that . . .

My focus when I observeMy focus when I observe you will be . . . you will be . . .

S-58S-58 Listening TestListening Test You believe that . . .You believe that . . .

My focus when I observeMy focus when I observe you will be . . . you will be . . . I should notice . . .I should notice . . .

S-59S-59 Three Ingredients of a Three Ingredients of a Successful Coaching Successful Coaching

ProgramProgram

~~ Celebrations Celebrations

~~ Options Options

~~ Conscious Conscious PracticePractice

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Teacher Example:Teacher Example: “ “I love this topic so much, I love this topic so much,

and it simply bores me to and it simply bores me to write up an outline. Still, I write up an outline. Still, I want them to understand it.”want them to understand it.”

Administrator Example:Administrator Example: “ “I never thought about I never thought about

delegation that way. I guessdelegation that way. I guessI do not know him as well I do not know him as well as I thought I did.”as I thought I did.”

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Scenario No. 1:Scenario No. 1: There are too manyThere are too many students in my students in my classroomclassroom for that suggestion to for that suggestion to work. work.

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Scenario No. 1:Scenario No. 1: There are too manyThere are too many students in my classroom students in my classroom for that suggestion to for that suggestion to work. work.

Scenario No. 2:Scenario No. 2: No matter how hard I try, No matter how hard I try, she doesn’t seem to think she doesn’t seem to think I know what I am talking I know what I am talking about. about.

S-63S-63Scenario No. 1:Scenario No. 1:

There are too many students in myThere are too many students in my classroom for that suggestion to classroom for that suggestion to work. work.

Scenario No. 2:Scenario No. 2:

No matter how hard I try, she doesn’t No matter how hard I try, she doesn’t seem to think I know what I am talking seem to think I know what I am talking about. about.

Scenario No. 3:Scenario No. 3:

These coaching sessions addThese coaching sessions add to the school day, but I can to the school day, but I can see enough evidence to think see enough evidence to think I would like to expand the I would like to expand the program. program.

Section 5 S-64Section 5 S-64

Focus on what youFocus on what you want the other want the other personperson to do. to do.

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Tell me about a time when you Tell me about a time when you receivedreceived approval. What approval. What happened? Who was there?happened? Who was there?

What did you see? What did you What did you see? What did you hear? How did it make you feel?hear? How did it make you feel?

Why do you suppose you recall Why do you suppose you recall that particular instance of that particular instance of receiving approval -- why did receiving approval -- why did that experience mean so much that experience mean so much to you?to you?

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Tell me about a time when you Tell me about a time when you gavegave someone approval. What someone approval. What happened? happened? Who was there?Who was there?

What did you see? What did you What did you see? What did you hear? How did it make you feel?hear? How did it make you feel?

Did the experience feel different Did the experience feel different from when you received from when you received approval? In what way?approval? In what way?

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ApprovalApproval

PraisePraise

ComplimentsCompliments

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Give Approval atGive Approval at the beginning and the beginning and

at the end.at the end.

Report only that Report only that which speakswhich speaksto the focus.to the focus.

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Coach and coacheeCoach and coachee speak equal speak equal

amounts of time amounts of time

Ask OEQs, CEQs,Ask OEQs, CEQs, and give CPs and give CPs

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