Transcript Web12.PPT.Coaching Makes a Difference Part 2

Oregon
Welcome
Oregon Scaling-up EBISS
Coaching Makes a Difference
SHARPENING YOUR LISTENING SKILLS
Kathleen Ryan Jackson, D. Ed.
[email protected]
Erin A. Chaparro, Ph.D.
[email protected]
Oregon Scaling-Up EBISS Blog
http://blogs.uoregon.edu/oregonscalingupebissblog/
Please contact Erin Chaparro if you encounter problems accessing the Blog
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)
http://sisep.fpg.unc.edu/
Knowledge Check
Do you know the three key components
of building the coaching relationship?
What are a few examples of powerful
communication strategies?
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
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
Implementation Drivers
COACHING
Competency
Organization
Leadership
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© Fixsen & Blase, 2009
Coaching Competency Driver
Purpose:
•
•
•
•
Ensure implementation occurs
Support implementation fidelity
Develop good judgment among all staff
Provide feedback to inform training driver
objectives
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COACHING
% who demonstrate knowledge
% who demonstrate new skills in training setting
% who use new skills in the classroom
Training
Components
Knowledge
Skill
Demonstration
Use in the
Classroom
Theory and
Discussion
10%
5%
0%
Demonstration
in Classroom
30%
20%
0%
Practice and
Feedback in
Training
60%
60%
5%
Coaching in the 95%
Classroom
95%
95%
Joyce and Showers (2002)
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
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Sharpening Your Skills
Using Evidence-Based Observation &
Just
the Facts!
Feedback
Evidence Based Observation & Feedback
How good are you at providing evidence-based
feedback?
Reflection
• 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?
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Coaching Communication
and
The Art of Really Listening
1. Building the coaching relationship
2. Communication strategies
3. Committed listening
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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
ACTIVITY
Have your coaching team reflect on what
they do to build rapport, confidence and
trust.
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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
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
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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
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Building Trust
• Trust
– Ensure confidentiality
– Clarify roles and responsibilities
– Align yourself with those you coach
What I Will, May, Won’t Do
Handout 3.1
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Handout 3.1
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?
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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
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Communication Strategies Practice
Handout 3.2
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
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Facilitate-Collaborate-Instruct
….in a seamless manner
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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?
How do you use communication
strategies in coaching?
Discussion
point
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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!
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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.
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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
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Closing Comments…
Recognize that…
• Sometimes we are not committed
listeners
• This has a direct impact on our coaching
effectiveness
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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
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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
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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
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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
Thank You
Kathleen Ryan Jackson
[email protected]
Erin A. Chaparro, Ph.D.
[email protected]