April 21, 2015 by mguhlin

MyNotes: Results Coaching

As I shared previously, I’m doing my best to get a better, deeper understanding of coaching as a way to blend technology into classroom learning, both for teachers and students. One of the approaches has focused on collegial coaching for technology integration, a term that I had not seen until I read Naturalizing Digital Immigrants: Collegial Coaching for Technology Integration book by Dr. Dawn Wilson and Dr. Kate Alaniz. You can catch up on my burgeoning understanding by following the “coaching” tag on this blog.

A part of my efforts also included asking, What would these coaching efforts look like in light of the collegial coaching model suggested by Dawn and Kate? To that end, I wrote this blog entry on Applying the EdTechCoach Model. I’m grateful for Kate’s and Dawn’s positive comments. Dawn even adjusted one of her assignments to her students at Houston Baptist University to obtain more vignettes.

However, in one district, others suggested that the Results Coaching model be used. This book (which I bought) was authored by Kathryn Kee, Karen Anderson, Vicky Dearing, Edna Harris, Frances Shuster. Further down in this blog entry, you can find my notes or take-aways from the book. Since I’ve only ready half the book, you won’t find all the great stuff that is in the book. There are also great diagrams in this book, too.

There are some differences, which a colleague was kind enough to elaborate on. Here are his recommendations, which suggest to me that I probably need to revise the work a bit:

Big Ideas Recommended for Coaching Language:

When coaching, spend most time reflecting avoid “fix’n”
When coaching, focus on the coachee, so remain in second person “you” instead of first person “I.”
Presume positive intent. Questions should clearly presume the coachee has positive intent not imply the coachee isn’t doing something.
When coaching, use “value value potential” statements in place of general praise.
Look for questions that lend themselves to open ended answers instead of yes/no or a list.

Looking at the Vignette:

Instead of saying “I like” try a value value potential statement. “I like” places the focus on the “coach” and their judgement. Value value potential statements offer specific feedback and explicitly acknowledge the value the person is adding.
Instead of saying “Have you thought about…” try to reflect back the thinking. Jenn will likely be able to provide some super uber coaching stems to use instead. The idea is that “have you thought about” is leading in a direction much more so than coaching language would suggest. An alternative might look like “In what ways have you found technology enhances workshop?” The first concept would be to presume positive intent. The original question implies you haven’t done it. The second quest presume that you have done it and invite you to share the ways…
Saying “May I share those with you” has the respect and honor of asking. My understanding is that the coaching role would focus on asking the coachee to reflect. In a slide today, Debbie described that as coaches we weren’t there to do any “fix’n.” My understanding is that it is a bit of a dance. A coach’s primary role would to reflect thinking. The coach does need expertise and there are appropriate times to add thoughts, but that would be very limited and when invited.
Goals provide an opportunity to quantify and measure progress — something we are trying to implement in our district :).
Consider flipping the goals from learning how to just doing… It is easier to measure and adds more “action” to your verb. e.g. Students interact with each others writing online in ways that are safe instead of Students learn to interact…
My understanding of our coaching is to avoid praise like “You have done a wonderful job.” Instead try value value potential statements. The gist is that you are specific about what is done and how that adds value.
At the top of page 5, some goals are recommended. My understanding of coaching would look like a request from the coach to ask what that would look like then ask to state it as a goal. If the coachee struggles, I saw Dave Ellis offer to alternate ideas with the coachee. I’m not 100% clear if that is consistent with the Karen Anderson model we are using.

Sample suggestions for flipping the reflection questions:

What parts of this experience did you find most helpful? (This statement shifts the focus to the positive)
What could be improved to make the next session more helpful?
What do you see as the next steps to reach your goal?
In what ways did students learn from this activity? (Presumes positive intent and invite a description instead of a list)
In what ways did technology integration enhance learning?

Other general thoughts:

Consider some language up front like: “What parts of our [insert subject here] (e.g. literacy block, math model, etc) most lend themselves to integrating technology in order to accelerate student learning?”

So with that feedback in mind, I’m wondering how I would adjust my blog entry on Applying the EdTechCoach Model. What are your thoughts?

MyNotes on Results Coaching:

Lessons Learned:
coaching process needs to demonstrate respect
connected teachers need to reflect on their goals and growth
Quality thinking and processing takes time
Brain research shows how human beings hearken back to what is most comfortable
Once people experience the power of coaching, they unleash their potential for great change and success.
“There are two ways of spreading light: to be the candle or the mirror that reflects it.” -Edith Wharton
Insanity is defined as “Keep doing what you’ve always done and expecting different results.”
RESULTS Model:
“R” = Resolve to Change Results
“E” = Establish Goal Clarity
“S” = Seek integrity
“U” = Unveil multiple pathways
“L” = Leverage options
“T” = Take action
“S” = Seize success
“When educators speak with clarity, possibility, and accountability, and when they interact with others in respectful and mutually satisfying ways, they empower themselves and their organizations to produce extraordinary results.” -Dennis SParks

Chapter 1 - Coach Leader Mindset

The mindset of coach leader shifts reframes from responding “how we have always done it” with new possibilities never thought before.
Coach leader mindset:
Listening to understand with others’ point of view
Listening to hold up standards-based expectations
Language Shifts:
To connect
To respect
To bring self-insight
To encourage other’s assessment
To ask questions that provide clarity and stimulate great thinking
Believe in the “potential best” of every member of our staff. Either we must hire those who share our vision and goals, or when we begin, communicate at the start our beliefs or expectations so all staff members have an opportunity to choose if the workplace is aligned with the beliefs of the leader or system.
If there is someone who does not adhere to the expectations or standards of our system, our coach mindset is not to demean or belittle but to offer workplaces more aligned with the individual’s beliefs and goals.
“Knowing this is a staff who always puts what is best for our kids first—what targets do we want for this year that align with our beliefs?” [great question]
Coaching offers a safe place to think, to reflect, to speak truthfully, to ask questions—about self and others. [great stuff…coaching is about safety]
The greatest challenge in education is positive openness to change.
When we think new thoughts, work through a problem, unravel a delicate issue, or process a new skill, we are creating a new wiring or map in the brain.
Neuroscientists report the following:
To truly be committed to a new course of action, people need to have thought through issues or situations for themselves.
The act of having those moments of insight and epiphany give off a kind of energy needed for people to become motivated and willing to take action.
From the energy burst that has been expended on the new motivation, a degree of inertia can be expected.
Implementation dip, says Michael Fullan, is the small setback that often occurs when you begin implementing something new or a change in practice—the small setback in momentum during a change process.
Coaching is the process that sustains the change during the implementation dip:
Research proposes that one’s self-efficacy comes directly from one’s cognitive appraisal of difficulty, one’s abilities, and whether effort or struggle will yield success.
Coaches adopt this set of skills:
Create an environment and scaffolding for thinking in new ways
Create environments where deep thinking is sought and valued
Facilitates processes of dialogue for deep thinking and expanding one’s insights and experience from different points of view
Presumes the best in thinking and doing in others
Amplifies strengths and successes of others
Communicates clarity of visions and goals and supports the success of all who take up the call
Holds up the standards and expectations of the profession to guide solutions and decisions
REspects other values, models, and assumptions as effects of experience and knowledge
Believes in the best self that is within each of us
Use language of appreciation, respect, possibility, and clear expectations ous and outcomes.
Essential mindset of coach leader:
support others taking action towards goals
be a partner to plan, reflect, problem-solve, and make decisions
be nonjudgmental while giving reflective feedback
use highly effective skills of listening and speaking
focus on the assumptions, perceptions, thinking and decision-making process
mediate resources, clarify intentions, and identify multiple options for self-directed learning and optimum results
Coach leaders non-negotiable beliefs:
believe in another’s ability to grow and excel
recognize that “Advice is Toxic!” and
use intentional language that aligns with his trust and belief in others
set aside or suspend unproductive behaviors
see each person as whole and capable
be a model of committed listening and speaking
When our intention is clear, we know exactly what our target is:
In one month, I will see evidence in my learning walks of differentiation being used in every classroom.
Over the next 5 months, I will implement at least 3 strategies targeting trust building with resistant teachers.
To refine intention or goal,make it more specific and measurable, accomplish the following:
Begin with the end in mind.
Hypertext - be clear about the words you use and what they mean
“Which means?” - Deepend and clarify your own language and meaning toward your goal.
“Physical Timeline”
Write It
Elicit input from others - “What do you think I mean by this goal?” or “What do you think I will accomplish if I meet this goal?”
Two questions help address “Attention”
How do I want to be?
What do I want to pay attention to as I accomplish my intention and/or goal?
we need to move from intention to examination of how we want to be or what we wish to pay attention to. “Ready—aim—fire!”
“The best way to get a good idea is to have many ideas.” -Chinese fortune cookie
Action involves processes that are aligned with our intention—what we want to do.
Drop dead nonnegotiable for leaders is to clearly articulate the standards or expectations of the work of schools.
The language of the coach leader is to simply convey or hold up the standards and expectations for the teacher…the standards are there because they are known to work for kids. Language needs to be clear, unwavering, and clearly demonstrates belief in the teacher to use best practice.
If the culture depends on the principal to solve problems and make final decisions, what happens when he is absent? Does problem solving and progress come to a standstill until the leader can return?
To counter this, David Rock suggests we create new wiring around the notion of helping people think better rather than telling them what do do.
Replace “advice-giving” with “listening, paraphrasing, presuming positive intent, offering reflective feedback, using questions to mediate thinking of the other person so that they discover the answers that were always present but not recognized.”
Agreements about coaching conversation:
In the amount of time (10 minutes, 20 minutes, etc.), we have, what would be most helpful for us to accomplish?
Given the amount of time that we have, what would you like to accomplish by the end of our conversation?
What would be measures of success for this conversation?
You have 3 big ideas you are considering. Which of the three would you like to work on first?
Of the 3 big ideas you have mentioned, which holds the greatest promise for the results you want from this conversation?
In the beginning, you wanted to develop a plan for differentiating your instruction. Now, you are focused on the details of differentiating for this particular lesson. Will the bigger plan for differentiation or the details of this lesson be more helpful to you?
Simply reframing what someone offers as a complaint to a statement about their commitment opens the door for thinking and action from a different perspective.
Sample language:
When your goal is achieved, what will people be saying about your success?
When this goal is fully implemented, describe what will be happening for students.
At the end of this conversation, what will be a measure of success that we have accomplished what you want?
Between now and the next time we talk, what actions will you take?
How will you collect data to support progress toward the achievement of your goal?
What is your next step?
What small step will you take tomorrow?
On a scale of 1 to 5, with 1 being low, and 5 being high, how would you rate your progress toward your goal of making trust deposits with your teachers?
Of all the ideas we have generated today, what is the most significant for you and why?
What was of the greatest benefit in our conversation?
What question asked today provoked your thinking the most?
Language is powerful, produces fundamentally new forms of behavior, molding our sense of who we are, helping our understanding of how we think, work, play and influences the nature of our relationships.
Language is the essential connector, and how we choose to use it will significantly impact the relationships and identities of those we lead.
“Our use of language can disempower or empower, enable or disable, intensify resistant or increase commitment, and inspire passion and creativity or promote resignation and passivity” (Dennis Sparks)
Trust is defined as “one’s willingness to be vulnerable to another based on the confidence that the other is benevolent, honest, open, reliable, and competent.” (Megan Tschannen-Moran)
According to Dave Ellis’ Falling Awake, there are 5 effective responses to a request:
Grant the request
Deny the request
Make a counter-offer
Ask for clarification
Postpone your response by asking for more time to consider the request before making the commitment
Committed listening transforms relationships and deepens learning. Its skillful use requires practice and discipline.” (Dennis Sparks)
CFR Committed Listening Tool
Unproductive patterns of listening:
judgment and criticism
autobiographical listening - chiming in with our own personal experiences and hijacking the conversation
inquisitive listening - becoming curious about something the speaker says that is not relevant to the issue at hand. Scrutinizing is also a part of this where one focuses on the minutiae and lose sight of larger issue
solution listening - when we view ourselves as great problem solvers and give suggestions
Barriers to Committed Listening
Internal distractions - includes physical barriers, emotional reactions,
External distractions
Principles of paraphrasing
Fully attend
Listen with the intent to understand
Capture the essence of the message in a paraphrase that is shorter than the original statement.
Reflect the essence of voice tone and gestures
Paraphrase before asking a question

Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure