Coaching

Conversations

Julie Kerr & Heather Ridge

Facilitators’ personal journeys

Toll’s models of coachingModel Outcome: Change in

teachers . . . Goal of Coaching

Behavioural Behaviour Successful implementation of best practice

Affective Attitude and comfort Increase teacher satisfaction and comfort with changes

Intellectual Thinking Teacher inquiry and decision making

Collaborative Interactions with colleagues and others

Creation of learning communities among staff members or beyond

From Cathy Toll’s work

HO 4

leads to

provides “data” forprovides “topics” for

provides agenda for

Adapted from The Teaching and Educational Development Institute, University of Queensland.

Classroom observations

Readings

Watching videos

Other Professional

Learning

1. Pre-observation conference

2. Classroom collaboration / Observation

3. Analysis by coach & coachee reflection

4. Post-observation

meeting

Coaching cycle

Role Play: Pre-Observation Conference

HO 5

Note:

1. Types of questions asked

2. Outcome of conversation / action plan

Fat and Skinny Questions

Adapted from Fogarty, Robin; Brain Compatible Classrooms, Hawker Brownlow, 1997

Fat Questions require lots of discussion and explanation with interesting examples.

Fat questions take time to think through and answer in depth.

Fat questions give the person answering maximum opportunity to speak freely and discuss what is important to them

Adapted from Fogarty, Robin; Brain Compatible Classrooms, Hawker Brownlow, 1997

Fat Questions(Open ended Questions)

Skinny questions require shorter word answers. They take up little space or time.

Skinny questions require a short response focusing on a specific point.

Skinny questions require a precise piece of information.

Adapted from Fogarty, Robin; Brain Compatible Classrooms, Hawker Brownlow, 1997

Skinny Questions(Closed ended Questions)

Fat and Skinny Questions

In groups of 3 -4:

• Brainstorm possible questions that a coach may ask a coachee

• List them as Fat or Skinny Questions

Pause, paraphrase, probe

• Pause time . . .

• Allows for Think Time

When you paraphrase, you are checking that you have understood the intended message given. It can be reaffirming for the coachee.

Questions that probe . . .

Examples of questions to promote clarity and precision, uncovering generalisations, deletions and distortions:

• Who specifically?

• How specifically?

• For what purpose?

• In comparison to what?

• What will happen if you don’t do that?