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Coaching for Change. “To coach means to convey a valued colleague from where he or she is to where he or she wants to be.” - Garmston. Carolyn Stuart October 2010. Learning Outcomes…. to explore how leaders can be effective change managers in classrooms - PowerPoint PPT Presentation
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“To coach means to convey a valued colleague from where he or she is to where he or she wants to be.”
- Garmston
Coaching for Change
Carolyn StuartOctober 2010
• to explore how leaders can be effective change managers in classrooms
• unpack the practical steps leaders might take to work alongside teachers in their classrooms in the role of coach
Learning Outcomes…
Carolyn StuartOctober 2010
Decile 8
Conservative Community
500 students
Progressive BoT
Committedstaff
Enthusiastic kids Carolyn Stuart
October 2010
Leadership Structure
Carolyn StuartOctober 2010
Underlying Principles
• the only person’s behaviour you can change is your own
• there is no greater gift you can give someone than to allow them to talk their way to understanding
Carolyn StuartOctober 2010
How I changed my behaviour…
• became like the teacher I used to be• began meeting with all teachers every 5-6 weeks• gave myself the goal of visiting at least 3 teachers’ classrooms a day
Carolyn StuartOctober 2010
Knowing what I know now this is what I’d do…
• let the teachers and kids know how and why I was changing my practice
• stop beating myself up when things don’t go according to the plan!
Carolyn StuartOctober 2010
Buy a book…
Carolyn StuartOctober 2010
First observation…
Spend time in each class and make a list of positives and negatives for each teacher.
Carolyn StuartOctober 2010
Schedule appointments for all teachers…
“This is a chance to talk about how it is going and to find out how I might help you with your practice.”
Carolyn StuartOctober 2010
First meeting…
So tell me how is it going?
How are you finding your class?
Positives and advice about practice
(Get them to go first and only fill in important gaps!!!)
Carolyn StuartOctober 2010
Set a non-judgmental observational focus …
What are you currently focussing on as a teacher?
What data might I gather, when I am in your room, to help you with this?
Carolyn StuartOctober 2010
Ideas for non-judgmental feedback…
Co-construct questions to ask kids:Why are you doing this learning?How will you know when you’ve learnt it?
What are you expected to be doing?Are you doing it?
What is the purpose of this learning? Why is it important for you to know this?
What are the expected behaviours in this room at this time?What about noise level?How helpful do you find the
teacher’s instructions in knowing what to do? Any advice?
Carolyn StuartOctober 2010
‘Running records’ of what is happening in class:Q = questionR = responseE = explanationI = instructionP = paraphrase
Ideas for non-judgmental feedback…
Carolyn StuartOctober 2010
Telly charts:
Connecting /Disconnecting behaviours
Which students are called upon to answer (position and frequency)?
Ideas for non-judgmental feedback…
Carolyn StuartOctober 2010
Classroom Observations:
Date:Time:Learning Intention:Timetable:Actual:Details of activity (if relevant)
Carolyn StuartOctober 2010
Has it been effective?Student Achievement
Carolyn StuartOctober 2010
Has it been effective?Changed teacher practice
Carolyn StuartOctober 2010
Has it been effective?Increased Leader Understanding
Carolyn StuartOctober 2010
The Role of Coach
To coach means to convey a valued colleague from where he or she is to where he or she wants to be.
- Costa and GarmstonUnconsciously Incompetent
Consciously Incompetent
Consciously Competent
Unconsciously Competent
Carolyn StuartOctober 2010
Coaching TipsSource: Joan Dalton/David Anderson
Listening set asides• Autobiographical listening• Inquisitive listening• Solution listening
The Language of Possibility• What might…?• How might…?• Why might…?
And ‘not “But”Another thought…Help me understand what you mean by…It appears to me that…
Carolyn StuartOctober 2010
Coaching ScaffoldsSource: Joan Dalton/David Anderson
Get P ILi sten Pause araphrase nquire
Paraphrase Source: Bob Garmston/David Anderson
Acknowledge/Clarify Summarize/Organize Shift level of abstractionA mirror A basket/box An elevator/ladderYou’re concerned about…You would like to see…You’re feeling badly about…
You seem to have two goals here…On one hand we___and on the other hand we___
Shifting up:So you value…So your goal is …You believe that…Shifting down:So, might an example of that be…A strategy might be..A choice might be…
Carolyn StuartOctober 2010
Coaching ScaffoldsSource: Glasser
QuestionsWhat do you want?
What are you doing?
Is it working?
What kind of ?? person/teacher do you want to be?
Carolyn StuartOctober 2010
• to explore how leaders can be effective change managers in classrooms
• unpack the practical steps leaders might take to work alongside teachers in their classrooms in the role of coach
Learning Outcomes…
Carolyn StuartOctober 2010
