1. New Faculty Orientation
Feb. 7, 2014

2. Role of a Coach Cognitive Shift: Available Tools Desired State
Deeper thinking shown by Physiological
Changes (BMIRS)
Available Tools
• Responding Behaviors
• Coaching Maps
• Energy Sources
• Types of Feedback
• Probes for Specificity
• Read the BMIRS
Resources used to create Cognitive Shift
Existing State

3. Agenda—NFO Probing for Specificity Review of Coaching Maps
PS Conversations—Pace and Lead (Practice, Practice, Practice)

4. Probing for Specificity
Generalization
Deletion
Distortion

5. Parts of Speech to Probe
Nouns (Probe further--Which one, specifically?)
Modal Qualifiers (should, can’t—why, what if you did?
Universal Quantifiers (always, never)

6. Coaching Model Reflecting Map Planning Map Problem Solving
Garmston and Costa, 1999, 4th Edition of Cognitive Coaching

7. Coaching Conversations
When to use
Types of Conversations
Held before an event, meeting, or lesson. Purpose is to clarify issues before the event. Can also be used after an issue has been clarified in order to develop a plan for implementation
Planning Conversation
Reflecting Conversation
Problem-Solving Conversation
Held after an event, meeting, or lesson. Purpose is to reflect on successes, new learnings, and concerns after the event. Can also be used when presented with data/new information that challenges existing status quo
Can be held anytime a problem exists. Purpose is to assist individual identify a personal goal and to consider internal responses to address this goal.

8. Energy Sources
Existing State
Desired State
Non-Aware to Consciousness
Powerless to Efficacy
Rigidity to Flexibility
Adequacy to Craftsmanship
Isolation to Interdependence

9. Elements of the Pace • Empathy • Content • Goal • Pathway
Capture the emotion expressed by your partner
• Content
Briefly summarize the situation
• Goal
Identify the energy source--create a statement with “You want to have…” or “You want to be…”
that relates to this energy source
• Pathway
This will provide a link between the goal statement and the “Leading Question”

10. Example of Complete Pace
You are concerned…
… with the time required to meet the needs of the diverse learners in your classroom.
You want to have your life organized around your priorities…
…and you are trying to figure out how to do this.

11. Problem Solving Conversation
Pace:
(Series of Paraphrases)
Empathy
Content
Goal
Pathway
Lead:
(Mediational Question that pushes thinking on a particular energy source)
Challenges existing state by focusing on desired state
Pushes identification of overarching value/outcome
Reframes the situation
Repace

12. Role of a Coach Cognitive Shift: Available Tools Desired State
Deeper thinking shown by Physiological
Changes (BMIRS)
Available Tools
• Responding Behaviors
• Coaching Maps
• Energy Sources
• Types of Feedback
• Probes for Specificity
• Read the BMIRS
Resources used to create Cognitive Shift
Existing State

13. Metacoaching Groups of 3 3 roles—coach, reflector, metacoach
Coach and Reflector complete a conversation up to the Pace
Metacoach will then coach the coach in a reflective conversation to determine the Lead question
P-S conversation will be resumed starting with the Pace and Lead—typically becomes a planning conversation.

14. Metacoaching—Next Round
Rotate roles
Complete a conversation up to the Pace
Metacoach will then coach in a reflective conversation to determine the Lead question
P-S conversation will be resumed starting with the Pace and Lead

15. Expectations—Next Steps
Conversation Prompt: I would like to know more about
? because I think it would help me to
? .
Send me an to request a topic for next session.
Final Training—Friday, March 28 at
Urban Campus
“Focus on Teaching Vignettes”