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Welcome Oregon Scaling-up EBISS Coaching Makes a Difference SHARPENING YOUR LISTENING SKILLS Oregon.

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Presentation on theme: "Welcome Oregon Scaling-up EBISS Coaching Makes a Difference SHARPENING YOUR LISTENING SKILLS Oregon."— Presentation transcript:

1 Welcome Oregon Scaling-up EBISS Coaching Makes a Difference SHARPENING YOUR LISTENING SKILLS Oregon

2 Kathleen Ryan Jackson, D. Ed. Erin A. Chaparro, Ph.D. Oregon Scaling-Up EBISS Blog Please contact Erin Chaparro if you encounter problems accessing the Blog

3 Thank You The National Reading First & Technical Assistance Center https://www.k12.wa.us/Reading/pubdocs/Dissemin ation_7ACollectionofOnlineResAboutScientificallyB asedK-3ReadingInst.pdf State Implementation and Scaling-up of Evidence Based Practices (SISEP)

4 Knowledge Check Do you know the three key components of building the coaching relationship? What are a few examples of powerful communication strategies?

5 Purpose 1.Provide coaches with tools and strategies to develop effective listening skills. 2.Learn strategies and routines that support effective coaching communication in order to develop trust, confidence and rapport with the colleagues you coach. Probably my best quality as a coach is that I ask a lot of challenging questions and let the person come up with the answer. -Phil Dixon

6 Sharpening Your Listening Skills Learning Objective Understand critical components of building a sustainable coaching relationship Apply communication strategies to strengthen your listening skills and other’s abilities to find solutions to difficult questions Outcome Walk away with tools and strategies that you can immediately put into practice

7 © Fixsen & Blase, 2009 CompetencyOrganization Implementation Drivers 7 Leadership COACHING

8 Coaching Competency Driver Purpose: Ensure implementation occurs Support implementation fidelity Develop good judgment among all staff Provide feedback to inform training driver objectives Oregon

9 COACHING % who demonstrate knowledge % who demonstrate new skills in training setting % who use new skills in the classroom Training Components KnowledgeSkill Demonstration Use in the Classroom Theory and Discussion 10%5%0% Demonstration in Classroom 30%20%0% Practice and Feedback in Training 60% 5% Coaching in the Classroom 95% Joyce and Showers (2002)

10 10 Evidence-Based Observation and Feedback Four Components 1.Claim – Statement that ties teacher/team member performance to a certain skill 2.Evidence – Quote or literal description of what the teacher/team did (documentation) 3.Interpretation – Statement of what the teacher/team behavior accomplished 4.Judgment – Sentence or phrase that tells the reader what the writer thought of the behavior

11 11 Sharpening Your Skills Using Evidence-Based Observation & Feedback Just the Facts! Evidence Based Observation & Feedback Reflection How good are you at providing evidence-based feedback? What is the challenge of consistently providing evidence-based feedback? Are you tempted to offer your opinions freely and often? What are the implications of both?

12 Coaching Communication and The Art of Really Listening 1.Building the coaching relationship 2.Communication strategies 3.Committed listening Oregon

13 13 Building the Coaching Relationship 1.Rapport: How you establish/maintain positive relationships with the individuals you coach 2.Confidence: How those you coach feel about your skills & credibility 3.Trust: How those you coach feel about your honesty Have your coaching team reflect on what they do to build rapport, confidence and trust. ACTIVITY

14 Building Coaching Relationships On sticky notes, individuals write what has worked for them in the areas of building rapport, confidence, and trust. Post ideas on three charts around the room labeled rapport-confidence-trust. Share out ideas Set goals/criteria for continued development of coaching relationships. ACTIVITY

15 15 Building Rapport Rapport – Smile! – Establish personal connections – Promote team-building/really be a part of the team – Engage on many levels – Provide assistance – Display interest Oregon

16 16 Building Confidence Confidence – Follow through – Develop expertise of innovations and EBP – Communicate with conviction – Take responsibility when things don’t work – Encourage multiple options/solutions

17 17 Building Trust Trust – Ensure confidentiality – Clarify roles and responsibilities – Align yourself with those you coach Handout 3.1 What I Will, May, Won’t Do

18 Handout 3.1

19 19 Rapport, Confidence, Trust Consider your skills in the areas of rapport, trust, confidence: – What do you feel best about? – What needs improvement? Reflection What areas do you need to revisit and improve?

20 20 Communication Strategies 1.Nonverbal gestures reflecting positive, open, attentive attitude 2.Active listening 3.Nonjudgmental reflection statements 4.Feedback that focuses on student outcomes 5.Paraphrasing 6.Questioning 7.Summarizing

21 Communication Strategies Practice Handout 3.2

22 22 Practice and Role Play Scenario: You identify that during a 15 minute observation of math instruction 2/25 student’s responded to the teacher’s questions 6 times each. When you present THE FACTS the teacher shows a high level of frustration when the SEE ME NOTE says, Lets get together and talk about how we can increase all students’ opportunity to respond. Table Practice Use 7 communication strategies. Respond to the scenario using each communication strategy. Handout 3.2

23 Facilitate-Collaborate-Instruct ….in a seamless manner Oregon

24 24 Revisit Effective Communication Strategies Discuss with your colleagues your experiences as a coach using these communication strategies. 1.What gives you the most trouble? 2.What tips do you have for making these strategies work? Discussion point How do you use communication strategies in coaching ?

25 25 Sharpening Your Skills LISTENING Are You Listening? Question: What is the opposite of speaking? Many would say listening is the opposite of speaking. Yet, too often in conversations, the reality is that rather than listening, the “listener” is merely waiting to talk!

26 26 COMMITTED LISTENING Effective coaching happens in conversations when the teacher (or team member) “walks away feeling inspired, empowered, and enabled to act.” - Hargrove, 2003 The first step in these conversations is committed listening.

27 27 Are You Listening? Practice really listening with a partner: Have a partner talk for 3 minutes sharing a challenging or negative experience from a coaching session. Provide no verbal response during the three minutes. Just listen and the debrief. Now trade roles. ACTIVITY

28 28 Closing Comments… Recognize that… Sometimes we are not committed listeners This has a direct impact on our coaching effectiveness Oregon

29 29 General Tips Be as clear and explicit yourself as you expect teachers or team members to be Focus on the issue Request and give feedback Invite more information Oregon

30 30 Strengthening Communication Final Reflection: Think of a teacher or team conversation that you’d like to replay. What have you learned today that would help you do it better? Turn and Talk: Share your reflection with a partner. Next Steps: What communication skills will I work on? Reflection

31 31 Successful communication depends on “one all-too-elusive ability: to really listen.“ This requires that within conflict situations we quiet our mind’s conversation and stop planning our next response and defending ourselves against criticism. We simply need to be still, on every level – and just listen! -Glaser & Glaser 2006

32 Knowledge Check The three key components of building the coaching relationship are: Rapport, confidence and trust A few examples of powerful communication strategies are: Active listening, paraphrasing, summarizing

33 Thank You Kathleen Ryan Jackson Erin A. Chaparro, Ph.D.


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