Coaching

1. Coaching Lesson 3: “The 5 Principles”

2. Recap of Lesson 2: 3 Steps to Coachingwith Powerful Interactions: • Step 1: Be Present to Coachlesson one • Step 2: Connecting as a Coachlesson two • Step 3: Coaching to Extend Learninglesson two Following each step in order allows the coach to intentionally connect with others and extend learning to reach a desired outcome.

3. Recap of Lesson 2: 3 Steps to Coachingwith Powerful Interactions: • Step 1: Be Present to Coachlesson one • Step 2: Connecting as a Coachlesson two • Step 3: Coaching to Extend Learninglesson two Your Coaching Stance (lesson 1) affects HOW you use the three steps of Powerful Interactions in your coaching.

4. 3 Steps to Coachingwith Powerful Interactions: The Three Steps: A Sequential, Cumulative Effect Pause to Be Present. Clear Static. The steps aren’t followed “one after the other” and checked off as “done” when each occurs. The three steps are sequential and have a cumulative effect. • Step 1: Be Present to Coach • Step 2: Connecting as a Coach • Step 3: Coaching to Extend Learning Choose what to say/do to connect. Stay present and connected. Identify Moments of Effectiveness. Find way to extend mutual learning Even as the three steps build upon one another during a single interaction, they are creating a history of Powerful Interactions that will help make future interactions even more powerful.

5. Step 2: Connecting as a Coach A Powerful Interactions Coach goes beyond connecting and building relationships to “using” relationships intentionally to extend a colleague’s learning.

6. Step 3: Coaching to Extend Learning A Powerful Interaction is a teachable moment – a chance for skillful and intentional teaching and for you to stay open to learning too. Because you are focused on the other person, you can decide whatto say and do to stretch that person’s thinking and knowledge just a bit. To do so effectively, a coach must be open to learning with and from a colleague, even as the coach offers a rich array of information, experiences, strategies, and insights.

7. Step 3: Coaching to Extend Learning Pointing out “Moments of Effectiveness” A “powerful” coach invites the coachee to think about his/her intentional decision making. In this way, the coachee can acknowledge “what worked” and repeat and even build on his/her strengths. He/She can become a more intentional decision-maker, able to apply and adapt what he/she has learned day by day -- during, between, and after working with you.

8. Step 3: Coaching to Extend Learning • Pointing out “Moments of Effectiveness” • Coaching to extend learning includes: • helping another professional put goals into words, then breaking goals into clear and achievable steps • It means the coach: • points out his/her “moments of effectiveness” as the coachee moves toward his/her goals • describes WHY his/her actions and words are effective and matter to children and/or caregivers

9. Step 3: Coaching to Extend Learning Extending Learning and Continuing to Learn Lead to More Effective Coaching See video #3:“Shante & Irene Have a Coaching Conversation” What examples of PI Coaching did you see Irene use? When we engage in a learning partnership like Irene did with Shante in video #3, both coach and coachee are freed from feeling like they have to figure things out alone. Learning together allows both the teacher and the coach to say, “I’m not sure” and opens the door to looking for and discovering answers and possibilities – together.

10. Reflections on Lesson 2 “Coaching Skill Goal” In lesson 2, you identified a coaching skill you’d like to strengthen – and why it is important to your work. Describe a “moment of effectiveness” you observed in the area you’d like to strengthensince our last call.

11. Lesson 3: Five Principles of Coaching with Powerful Interactions The good news is: Successful coaching all depends on you – how you act and how you approach coaching. The beliefs, attitudes, and perspective about teaching, learning, and coaching that you bring to your work is what we call your “Coaching Stance.” Stance “involves not only attitudes and feelings, but ways of perceiving and understanding” Donald Schon, The Reflective Practitioner (1987, 119).

12. Lesson 3: Five Principles Principle 1: A strengths-based perspective searches for and highlights competence. See video #7:“Tychawn on Describing Strengths” The coach observes the coachee with the INTENT of finding his/her moments of effectiveness. A moment of effectiveness is a SPECIFIC practice that positively impacts another’s learning, skill, growth. “I imagine myself to be a yellow highlighter . . . Highlighting what she is doing effectively so she can do it over and over again.” Clarissa Wallace

13. Lesson 3: Five Principles Principle 1 Details: strengths-based perspective searches for/highlights competence Coaches identify examples of the coachee’s competence to use as the foundation for extending the learning. This requires a “shift in mindset” from looking to correct deficits to acknowledging that everyone has strengths. It’s not about “complimenting” or “being nice,” it’s highlighting what the other person is already doing effectively and entering a conversation about their practice together.

14. Lesson 3: Five Principles Principle 2: Clear Articulation – sharing observations AND describing why they are effective allows the coachee to repeat the action with greater intentionality. Observe coachee’s practice and clearly describe the IMPACT an effective practice has on the parent’s or caregiver’s learning so that the coachee can use the information we provide to improve their practice. See video #8:Diana on “Learning to Articulate the Why”

15. Lesson 3: Five Principles Principle 2 details: Clear Articulation – sharing observations AND describing why they are effective allows the coachee to repeat the action with greater intentionality. As a coach, you’re the coachee’s “mirror,” calling attention to moments of effectiveness as you state the facts, without judgment, and offer a statement about how and what he/she did and said in that moment impacted the parent’s or caregiver’s learning and ability in a positive way. Clear, specific, purposeful language is the key.

16. Lesson 3: Five Principles Principle 3: Individualizing supports the development of respectful, trusting relationships needed for learning together. Coaches tailor what they say and do to find the “just right fit” in their work with each coachee.

17. Lesson 3: Five Principles Principle 3 details: Individualization supports trusting relationships needed for learning together. One size does not fit all. Individualizing involves really knowing the other person (what motivates, them, their learning style and preferences, personality and needs) and knowing yourself as a coach so that the coach can adjust his/her style of interaction to fit the coachee. When we model this style of interaction, our coachees are more likely to use this approach with parents and other caregivers.

18. Lesson 3: Five Principles A mutual learning partnership promotes shared responsibility and accountability. Principle 4: Coach and coachee develop a SHARED PLAN for change that is meaningful and sustainable. Coaching partners hold each other accountable for the effectiveness of the work on behalf of families and for following through on responsibilities and commitments to one another.

19. Lesson 3: Five Principles Principle 4 details: A mutual learning partnership promotes shared responsibility and accountability. See video #9:Tychawn on “Learning Partnerships she Creates with Teachers” When Coach and Coachee develop a learning partnership and do what each says she’ll do, the Coachee may be more likely to build these relationships with parents and other caregivers. Research shows that when people feel ownership of the change process, change is more meaningful and likely to be sustained (Kanter 2012). REFLECTION: How comfortable are you with saying, “I don’t know” or “I’m not sure” and then finding out together? Why would learning together to find a solution or an answer be more beneficial than finding out on your own and reporting back?

20. Lesson 3: Five Principles Modeling Matters. What you say and do influences ALL outcomes. Principle 5: Coaches model attitudes and behaviors that support relationships and learning in everything they do and say in their partnership with the coachee. Our hope is that the coachee will apply these attitudes and behaviors in their work with parents and other caregivers.

21. Lesson 3: Five Principles Principle 5 details: Modeling Matters. What you say and do influences ALL outcomes. See video #10:Helena on “Believing in Others’ Strengths” In your stance as a coach, you model each of the other four principles as you approach your work. You model behaviors, your stance, your perspective about consulting with and training parents and other caregivers and about early learning of children with disabilities. You model effective communication styles – these things may be even more important than any content you share.

22. Lesson 3: Five Principles of Coaching with Powerful Interactions The Five Principles (Review): Strengths-based perspective searches for and highlights competence. Clear articulation shares observations AND describes why the practice was effective. Individualization supports trusting relationships needed for learning – the “just right fit.” A mutual learning partnership promotes shared responsibility and accountability. Modeling matters: what I say and do influences ALL outcomes.

23. Lesson 3: Five Principles of Coaching with Powerful Interactions An effective coach: Is willing to continually examine his/her practice. In this way he/she can foster coaching relationships with others that lead to quality enhancements.

24. Lesson 3: Five Principles of Coaching with Powerful Interactions Examining and evolving in your stance is part of being an ongoing, engaged learner. It requires confidence and trust to let yourself pause a moment and think about what you do and why, to raise questions, to admit mistakes, and to be open about aspects of your practice that could be improved. It means that you are comfortable with the idea that often there is not “one right answer.” It takes the willingness to stumble as you engage in correcting your course.

25. Discussion/Reflection: What stood out as particularly meaningful to you? How, if at all, has this discussion offered you guidance towards your goal (identified in slide 2 as a skill you’d like to strengthen)?

26. Putting it into Practice: • Coaches’ Homework for Lesson 3: • What element or elements of lesson 3 (this lesson) offered you guidance towards your coaching skill goal (identified in lesson 2 and here in slide 2 as a coaching skill you’d like to strengthen)? • How will you change your communication style to go beyond “complimenting” someone’s work to articulating the why? • How do you really feel about being a partner, rather than “the expert” or a fixer? In your answer describe what about the coach’s role as learning partner is comfortable and what is uncomfortable (or, a “stretch”). • Coaches will post their answers in the blog space on the team’s site: http://upcoaches.weebly.com/fc-staff-coaches-spot-putting-it-into-practice prior to Lesson 4 to document their work and to be accountable to the team!

27. For Additional Support: • Visit The Powerful Interactions Web site and create a user account (at no cost) http://www.powerfulinteractions.com/ • On the Powerful Interactions Web site: • View Videos 8, 9, 10 (in the members’ area): • View the blog post On Using Video and Photos to Be a Mirror for Teachers 9_11_15