2. Your List When to move from coaching, to consulting, and or to telling. Windows of opportunity based on what the teacher is saying at the time. Flexibility within feedback outcomes: What to do when the teacher doesn’t go with plan A. “the framework doesn’t apply to my kids.” Plan B Go with the teacher, tie back... Plan C: other... 2nd feedback best practices “The last time we met that didn’t work” How to have the same conversation with teachers in a new way? Highly effective teachers Teachers leaving the classroom/DPS/school Dis-empowered teachers: learned helplessness I have to follow the curriculum I am lucky that the kids are even here. Ex: Co-teaching: The other teacher is in charge of planning. How do we make the conversation stick: realistic and explicit. Follow through with teachers. Pointers on how to ask those probing questions, when to ask them, how to "hold them to the fire" without coming off wrong. The conversations go in different directions and strategies of some good things to say if there is room for some reflection Handout 1

3. Reflections on Leadership What is it to be a leader? What is most important to me as a leader? What am I choosing as a leader? In what ways do I explore new possibilities? In what ways do I limit myself and others?

4. Warm-up The next series of slides will help us set the tone for the day. They are meant to cause reflection. During this time, just write. No talking!!!!!!!!!!!!!!!!!!!!!!!!

5. Being at My Best What does it/would it look like if I was at my best as an instructional leader? Feels like… Looks like… Sounds like… Celebrations are… Student achievement is… Teachers are… Students are… What choices and shifts do I have to make in order to move from not being at my best to being at my best?

6. Essence Map How do the words on this slide align with your answers?

7. Choosing to Be at My Best By choosing to be at our best, we align our work and life with the primary core of our being and our purpose.

8. How Do your answers connect to this list? When to move from coaching, to consulting, and or to telling. Windows of opportunity based on what the teacher is saying at the time. Flexibility within feedback outcomes: What to do when the teacher doesn’t go with plan A. “the framework doesn’t apply to my kids.” Plan B Go with the teacher, tie back... Plan C: other... 2nd feedback best practices “The last time we met that didn’t work” How to have the same conversation with teachers in a new way? Highly effective teachers Teachers leaving the classroom/DPS/school Dis-empowered teachers: learned helplessness I have to follow the curriculum I am lucky that the kids are even here. Ex: Co-teaching: The other teacher is in charge of planning. How do we make the conversation stick: realistic and explicit. Follow through with teachers. Pointers on how to ask those probing questions, when to ask them, how to "hold them to the fire" without coming off wrong. The conversations go in different directions and strategies of some good things to say if there is room for some reflection

9. Agenda Gap Analysis Model View Video for IRA and as a context to process your list Potential Coaching Points Coach, Consult and Tell Feedback Video for Windows of Opportunity Models for Talking with Highly Effective Teachers

11. The Knowing – Doing Gap Difference between expectation and what has occurred. We often have the knowledge. The real problem is we don’t take action. How to gain deeper understanding of the issue and not feel the need to fix it immediately. Dig deeper to find things that don’t occur immediately. Often we don’t understand the situation thoroughly and discover things that are surprises to us. Encourage people to take one little action, then another, then another…

13. Coaching Through the Gap Listening Messaging Questioning Acknowledging Requesting Challenging Strategizing Following Through Accountability

14. Handout 2

15. Identifying Teacher Beliefs What are the teachers’ beliefs about how students learn? How tightly are teachers’ beliefs tied to their own strengths as educators? What are the teachers’ beliefs about their roles in student success? What else keeps teachers from trying new practices? In working toward school change, we also need to examine our own beliefs about why teachers aren’t changing. Do our own mental models trap us? Do we really understand the magnitude of the changes we are asking teachers to make?

16. Teachers Say… You can’t just tell them how to do it. You have to let them come to the realization about what they need to do. The time with my principal (as coach) allows me to think out loud, to problem solve, and to plan. Hearing my principal (as coach) paraphrase what I have been saying and thinking gives me the opportunity to reflect and move beyond where I am, to think things I wouldn’t consider just on my own. Texas Coaching Initiative, ESC Region 13

17. Teachers Say… I want to be stretched, but I expect you to assist, not just ask questions or tell me. Help me develop new insights and techniques, know when to apply them, and to continue to grow professionally. Coaching provides structure for change. Human nature often has us falling back to the status quo since it requires less work and is more comfortable. My principal (as coach) helps me to move forward with my intended plans. My principal (as coach) helps take my thinking deeper. The questions my coach raised really made me consider what I wanted and how I would get there. Texas Coaching Initiative, ESC Region 13

18. Teachers Say… The benefits of coaching feedback: Building capacity Empowerment Continuous professional development Synergy of teaching and learning Collaboration Spark learning and action Build the capabilities needed to succeed Powerful relationship with my principal Texas Coaching Initiative, ESC Region 13

19. Effective Feedback with Teachers Use a common framework for reflection on teaching (such as Power of Teaching) Understand the teachers’ strengths and beliefs about teaching and learning Provide information and evidence that can influence those beliefs Meet the needs of the individual teachers Focus on the problems the teachers want to solve Encourage deep, reflective collaboration Follow up

20. 1. Watch video 2. Categorize evidence and rate individually 3. Group by Score for Each Indicator to Discuss “Why the score is not a ____.”

22. “The problem with communication... is the illusion that it has been accomplished.” -George Bernard Shaw

23. Coach, Consult, and Tell Copyright © 2006 New Teacher Center at UCSC

25. Be Guided by Data In addition to listening well and asking thought- provoking questions, a coaching leader also helps people face hard truths. Use data to confront assumptions, beat out hunches, and relate cause and effect. Activate this skill as a coach not only in formal data meetings, but in every conversation where assumptions are standing in for reality.

26. Questioning is a Critical Coaching Skill Questioning is a very delicate strategy – have to balance it carefully. What questions help you help your coachee gain clarity without making him/her defensive? Asking, if done well, can become a listening skill because the question logically arises from what the coachee said. A listening question leads to: Buy in Empowerment Capacity building Authenticity

27. What is Effective Questioning? Asking the right question is at the heart of effective communication. By using the right questions, you can improve a range of communications skills: for example, you can gather better information, build stronger relationships, support people more effectively and lead others to become more self-reflective. 27

28. Open-ended questions elicit deeper and more reflective responses. They can be used to learn the teacher’s opinion or thinking process. They usually begin with what, why, how, etc. “Tell me” and “describe” can also be used in the same way as open questions. Here are some examples: Open-Ended Questions 28 What are you thinking about the lesson? Why do you think a (particular element) was effective? What you were looking for in student work? Describe how you chose (a particular element) for this lesson. It would help me if you would give me an example. Tell me what you mean when you… What are you thinking about the lesson? Why do you think a (particular element) was effective? What you were looking for in student work? Describe how you chose (a particular element) for this lesson. It would help me if you would give me an example. Tell me what you mean when you…

29. Powerful Questioning Handout 3 provides question examples that you may use. Take a few minutes to read through Handout 3. Which part(s) are least clear? What have you previously learned about what works? Which indications do you think we should watch? How will you know when we have a good result? If your only job was to work on this, how would you start? What will be possible in your classroom / in our school if this is accomplished? What obstacles do you see that might have to be managed? What would take this idea to another level? What relationship or conversation do you see missing? Handout 3

30. Drawing Others Out The next time someone comes to you with a problem, rather than following the urge to give advice, discipline yourself to continue asking questions to understand not only the problem but also what it means to the person. Keep asking questions and listening with the intention of helping that person find his or her own answers (discover his or her own brilliance). Remember the power of silence!

31. Complete Handout 4. What are the implications of your results? Handout 4

32. Listening is a Critical Skill Truly listening springs from a commitment to listen. When we are intent on listening, we digest what is being said and then choose what we will say in response. We postpone our response until after the sender has completely stopped talking and we have taken time to truly understand his or her message. We know that our silence is a powerful tool that allows the other to think deeply without distraction from us. Listening causes coachees to focus their energy and challenges them to grow. The coachee has an opportunity to hear his or her thoughts and ideas spoken out loud – maybe for the first time

33. Listen DO Listen So, where would you like to be with this in 3 months based on this data? What would your classes look like 6 months from now based on these actions? DON’T Give Advice I’ve been through this same experience. You just need to…

34. 1. Watch video 2. Consider potential coaching points 3. Stop to craft questions based on what the teacher has said.

36. The Five-S Model Symptoms – What do I see, sense, or hear? What is on your mind? What are the 3 biggest challenges you are facing? What's going on? Situation – What is really happening? Why is that? How is this making you feel? How would you like this to be different in the future? Source – Why is this happening? What had led to this? How are you handling that? From Coach U Solution – What direction do I move the coachee toward? What would you like to start doing that is different than what you are doing today? What would your life be like if you could ____ (for example...find the time)? How will this help you? What do you want most? If you could change one thing in your life that would help alleviate this challenge, what would it be? Shift – What is the lasting change the coachee wants to achieve? What has stopped you from doing it before? What is different now that you feel you can do it? If you began doing this, what would be different? What's holding you back? What can you commit to doing? Are you up for this? What would you have to shift in order to make this happen?

37. Defining the Problem Below are several problem-defining questions, followed by three key areas to tune into that can take the conversation to a deeper level. What is the most important problem you want to solve? What would make a lasting difference and not just a temporary one? How does this connect with your overall objectives? With your values? What’s behind this? If making this change was easy, you’d have done it already, and without my help. What makes it difficult? One-Time Problem or Pattern? Sometimes coaching goals go awry because you are dealing with a pattern and not just a one- time problem. What obstacles to change have you run into in the past in this area? In the last two years, how much of the time has this area of your work been working the way you want it to? Is this the first time you’ve dealt with this challenge, or have you faced it before? Step back and take an honest look at this area: is this a one-time issue for you, or something you struggle with a lot? What I’m hearing you say is that you can do this if you are just more disciplined. Be honest with yourself: has that worked for you here in the past? From Coaching Questions by Tony Stoltzfus Circumstance or Attitude? It’s a natural human instinct to want to change externals, such as circumstances or people around us. However, many times the solution lies in changing ourselves and our responses. Do you need to change your situation or the way you respond to it? On a scale of one to ten, how would you rate your attitude in this situation? Is the best you coming across in this situation? What could you do differently to better align your responses with your values? What are your expectations in this situation? Are those expectations serving you well or frustrating you? So far I’ve heard you talk about what others need to change for things to get better. Just for the sake of argument, let’s say they never change. What would you do then? What in this situation is within your control, that you can realistically change? Symptom or Cure? It’s common for clients to want to work on symptoms rather than the cure. Coaching is transformation when it gets down to the problem itself. Ask for more: pursue a permanent cure instead of a coping strategy What would it look like to conquer this once and for all? What do you believe about your ability to change in this area? Explore what drives the behavior, where the energy behind it comes from You’ve told me what you want to change – now let’s explore the energy behind that. What causes you to function this way? What do you gain from responding this way?

38. The Coaching Funnel Step 1: GOAL – A one-sentence statement of the objective the client wants to reach by a particular date. What do you want to accomplish through our work together? Be specific: What will be different when you’ve reached this goal? Can you think of a way to quantify that so we can measure your progress? In a month or three months – or whatever time frame you want to work in – what change do you want to have made? Step 2: EXPLORATION – Once a goal is set, it’s time to fully explore the situation, what led up to it, and what is going on under the surface. Tell me more. You mentioned that _____. Can you say more about that? Give me some background; what led up to your being in this situation? You mentioned that you always feel _____. Give me a specific example of a time that happened, including the details of what was said and done. What’s behind that? It sounds like ____ is really important to you. Can you explain? Step 3: OPTIONS – Pushes the client to think creatively and develop multiple potential solutions. What could you do to move yourself toward that goal? What other options can you think of? Let’s shoot for at least five potential solutions. What else could you do? You mentioned earlier that _____. Does that suggest other ways you could approach this? What obstacles might keep you from reaching your goal? How could you remove them? Step 4: DECISION – Help your client make a decisive choice to pursue a certain course of action that leads toward their goal. Use Could Do>Want To>Will Do The options you mentioned are ______. What stands out to you in that list? Which options do you want to pursue? Which of these options will most effectively move you toward your goal? Make a choice: what’s the best solution? Step 5: ACTION – Help your client turn the chosen course of action into concrete steps with high buy-in. Clearly verbalizing what will be done creates both commitment and accountability. Let’s turn that into an action step. What exactly will you do? What will you do by when? You mentioned that you could do _____. What will you commit to doing? Is that a realistic timetable? Are there any other obstacles we need to address before you move forward with this step? From Coaching Questions by Tony Stoltzfus

39. The Coaching Agenda A well designed coaching agenda has O.P.U.S. Ownership. This is the person’s own idea; s/he has bought into and is committed to it. Passion. There is energy around this goal. The person is motivated to pursue it. Urgency. This isn’t a someday thing: the person feels a strong need to act, now. Significance. This is important and will make a real difference. Looking Forward What do you most want to talk about today? What could we work on that would make the most difference in your teaching? What’s going on in your teaching that‘s got your attention right now? What do you want more of in your teaching? What do you want less of? What would be most helpful to focus on right now? From Coaching Questions by Tony Stoltzfus Leaving Things Behind What is getting in the way of teaching the way you want? What do you most need that you don’t have in order to be passionate and see purpose in your teaching? If one burden could be removed from you in the next 30 days, what would that be? If you could wave a magic wand and change any one thing about your teaching, what would that be? What led you to choose that? Where are you stuck or not moving forward? What is frustrating your progress? What are of your teaching are you most motivated to improve? Organizations and Leadership Where do you see your teaching being in a year? What objective are you shooting for? What brings you 80% of your joy in teaching? What’s causing 80% of your stress? What one thing to you need to focus on to take your teaching to the next level? What stands in the way of you being the best in the teaching field? Why did you take this job? What would it take for your dreams to be achieved here?

40. The G-R-O-W Process of Coaching GOAL: What do you want? What is the subject matter or the issue on which you would like to work? What form of outcome are you seeking by the end of this coaching session? How far and how detailed do you expect to get in this coaching session? In the long term, what is your goal related to this issue? What is the time frame? What intermediate steps can you identify with their time frames? REALITY: What is happening now? What is the present reality in more detail? What and how great is your concern about it? Who is affected by this issue other than you? How much control do you personally have over the outcome? Who else has control over it and how much? What action steps have you taken so far? What obstacles need to be overcome on the way? What, if any, internal obstacles or personal resistances do you have to taking action? What resources do you already have? Skill, time, enthusiasm, money, support? What is the real issue here? What is being impacted or the bottom line? From Coaching for Performance by John Whitmore OPTIONS: What could you do? What are all the different ways in which you could approach the issue? Make a list of all the alternatives, large or small, complete and partial solutions. What else could you do? What would you do if you had more time, a larger budget, or if you were the “boss”? What would you do if you could start again with a clean sheet, another team, another group of students? What are all the advantages and disadvantages of each alternative? Which would give the best results? WILL: What will you do? Which option(s) will you choose? To what extent does this option meet all of your objectives? What are your criteria and measurement for success? When precisely are you going to start and finish each action step? What could arise to hinder you in taking these steps or meeting the goal? What personal resistance do you have, if any, to taking these steps? What will you do to eliminate these external and internal factors? Who needs to know what your plans are? What support do you need and from whom? What will you do to obtain that support? What commitment on a scale of one-to-ten have you made to this solution?

41. Discovery/Intention Leadership Cycle and Powerful Questioning I discovered that I… I re-discovered that I… I learned that I… I re-learned that I… ----------------------------------------------- ----------------------------- I intend to… I promise to… My goal is to… I will… From Dave Ellis What have you previously learned about what works? Which indications do you think we should watch? How will you know when we have a good result? If your only job was to work on this, how would you start? What will be possible in your classroom / in our school if this is accomplished? What obstacles do you see that might have to be managed? What would take this idea to another level? What relationship or conversation do you see missing? What would have happened if…? What resources are the most helpful to you in planning…? What are your next steps in your development as a…? How are you thinking you can best support the progress of…?

42. Situation/Dilemma Analysis and Coding for Action From where you are right now, identify a dilemma, situation or something that you are wrestling with. Write down your answers to the following: What is the dilemma or situation? What is non-negotiable in this situation? What is working in the situation or dilemma? What is not working in the situation or dilemma? What will happen if nothing changes? With someone who will use the great coaching skill of listening deeply but not responding, share your answers in about 3-4 minutes. On your own, write a summary statement: I discovered that the issue is … (1-2 sentences) [As you have more time to reflect on your issue, rewrite your summary as you gain more clarity. Think about your mental models, systems, and patterns lived that impact the issue.] What are at least 10 actions you could take to move yourself forward? Write each action vertically in the middle of a separate index card. Code them for action. (Refer to Coding for Action card.) In the top right hand corner of each of your index cards, determine the priority: A - I promise that I will do this. B - I will do this. C - I might do this. O - I feel obligated to do this. In the bottom right hand corner of your cards with an A or B priority, list what you need in order to complete this action (people, resources, etc.) In the bottom left hand corner of your cards with an A or B priority, write down what part of your work or life this will affect. In the top left hand corner of your cards with an A or B priority, write by what date you will have accomplished this action. [This is the hard one!] Leave a copy of your A and B cards with your coach. Choose a date when you will check back in with your coach to celebrate your progress and share what you’ve learned. Use your cards to follow up on your promises. Determine which ones you will put into a 30/60 day action plan.