COACHING: Role-plays By Bianca Barquin

Learning-Focused Conversations Yesterday we worked on effective feedback based on classroom walkthroughs Today we are going to explore learning-focused conversations, where the issues are ongoing rather than specific ones emerging from walkthroughs. The issues may be delicate or complex, but the assumption is that the PBC is coachable, open to feedback, and willing to working with you.

Elements of a Learning-Focused Conversation Thank you statement Frame the conversation State/determine the purpose of the conversation Identify the behavior or issue to discuss Explain the process for the conversation Ask Clarifying Questions Ask Mediational Questions Paraphrase Explore Possible Solutions Develop an Action Plan Schedule a Follow-up Meeting

Mediational/Probing Questions Some possible mediational stems include… What’s another way you might…? What would it look like if…? How was…different from (like)…? What do you think…? What criteria do you use to…? How did you decide (come to that conclusion)…? What sort of an impact do you think…? What might happen in the classroom if…? 4

More Paraphrasing Stems… So… You’re feeling… You’re feeling as if… In other words… You’re saying that… You’re seeing… You’re thinking… You’re hoping… You’re wanting… You’re wondering… You’re suggesting… Recapping…

Honing our coaching skills…

Read, Think, Write, & Practice Scenario #1: You have worked as a faculty on big ideas and essential questions. One teacher is still struggling to understand their value. How does the JS Head engage in a conversation with this teacher and help her move forward?

Read, Think, Write, & Practice Scenario #2: A teacher has a hard time separating her personal Jewish perspectives and priorities regarding the teaching of text, from the school’s vision, selected standards and/or scope and sequence. The JS Head wants to help the teacher become aware of the discrepancy and to help her focus on the school’s selected priorities.

Read, Think, Write, & Practice Scenario #3: A JS Head is concerned about the quality of a unit that a teacher is writing. The teacher is excited about the unit. How does the JS head raise the concern in a constructive manner without the teacher feeling threatened or defensive so that they can move towards improvements?

Read, Think, Write, & Practice Scenario #4: A teacher is engaged in the work of Standards and Benchmarks, seems to understand it, and is willing to try creating and implementing units. She has some criticisms of the Standards-based approach and has said in meetings that she plans on bringing the units to her students, but will “do it her way.” How does the JS Head discuss this with the teacher?

Read, Think, Write, & Practice Scenario #5: A new teacher is struggling to do all the things she is required to do to stay afloat, and has asked to be excused from participating in the TEC visits and writing of units. She has written you an email to make this request. You ask her to a meeting to discuss.

Read, Think, Write, & Practice Scenario #6: A respected, veteran teacher has expressed her doubts about successful implementation of the project. She has raised issues with you privately about the meetings and visits, about the amount of work required to create a unit, about the amount of time required to teach a unit, etc. You are worried that this attitude will spill over to the entire faculty. How does the JS Head begin a conversation with this teacher?

References Zenger, John H., & Stinnett, Kathleen (2010). The Extraordinary Coach: How the Best Leaders Help Others Grow. New York: McGraw Hill. Costa, Arthur L., & Garmston, Robert J. Cognitive Coaching: A Foundation for Renaissance Schools. Berkeley, CA: Institute for Intelligent Behavior. Lipton, Laurie,& Wellman, Bruce (2003). Mentoring Matters: Practical Guide to Learning-Focused Relationships. Sherman, CT: Mira Via