©2015 Public Impact OpportunityCulture.org1 Multi-Classroom Leadership Directive Coaching To copy or adapt this material, see OpportunityCulture.org/terms-of-use

©2015 Public Impact OpportunityCulture.org2 Introductory Coaching Activity Listening is so important to coaching and supporting other teachers! Dyad (ˈdī-ˌad): two individuals maintaining a sociologically significant relationship

©2015 Public Impact OpportunityCulture.org3 Introductory Coaching Activity Objective: Practice listening skills; practice being in an uncomfortable situation discussing a challenge Dyad Rules: Prompt: Talk with your partner about your role coaching other teachers. What challenges are you experiencing? How have you tried to address these challenges? Source: Blanchard, Ken (2000). Leadership and the One Minute Manager. New York: William Morrow and Company. o Agree to just listen—no interrupting, paraphrasing, giving advice, or breaking in with one’s own story o No criticizing the listener or mutual colleagues o Confidential! o 3 minutes o Sit facing each other, with nothing else in your hands

©2015 Public Impact OpportunityCulture.org4 Introductory Coaching Activity The Dyad: 3 minutes for each person Listener 1Listener 2 Prompt: Talk about how you are pursuing coaching at your school and in your role

©2015 Public Impact OpportunityCulture.org5 Directive Coaching Intended to challenge a Fixed Mindset, expressed through “rut stories.” Directive Coaching addresses the “rut stories” by: – Listening to the stories – Disrupting the stories and helping the team teacher identify new approaches – Helping create new ways of observing the facts and data – Leading the way in creating a “river story” Source: Aguilar, Elena (2013). The Art of Coaching. San Francisco, John Wiley & Sons; Dweck, Carol (2008). Mindset: the New Psychology of Success. New York: Random House Publishing.

©2015 Public Impact OpportunityCulture.org6 Hersey-Blanchard Framework Source: Blanchard, Ken (2000). Leadership and the One Minute Manager. New York: William Morrow and Company. High Supportive and Low Directive Behavior High Directive and High Supportive Behavior Low Supportive and Low Directive Behavior High Directive and Low Support Behavior Supporting Coaching Delegating Directing (Low) (High) (High) (Low) High Commitment and High Competency Low to Mid Competency and Low Commitment Low Competency and High Commitment Mid to High Competency and Low Commitment River Stories Rut Stories

©2015 Public Impact OpportunityCulture.org7 Coaching Models Facilitative Coaching, or Cognitive Coaching, is analytical and questioning – Pros: challenges long-held beliefs, can promote understanding and metacognition – Cons: takes time, difficult to see immediate results, requires a great deal of practice and a very willing partner Directive Coaching focuses on behaviors and interrupting mental blocks – Pros: highlights high-leverage activities, provides new avenues of engaging – Cons: may not see the changes in perspective, mindset, and assumptions Source: : Aguilar, Elena (2013). The Art of Coaching. San Francisco, John Wiley & Sons.

©2015 Public Impact OpportunityCulture.org8 Coaching Approaches Facilitative Coaching Actions: – Visualization and Guided Imagery – Role-Playing – Videotaping Directive Coaching Actions: – Focused Instructional Review – Co-Teaching – Co-Planning Source: : Aguilar, Elena (2013). The Art of Coaching. San Francisco, John Wiley & Sons.

©2015 Public Impact OpportunityCulture.org9 Directive Coaching Three approaches to Directive Coaching:  Assertive Approach  Informative Approach  Prescriptive Approach Source: : Aguilar, Elena (2013). The Art of Coaching. San Francisco, John Wiley & Sons.

©2015 Public Impact OpportunityCulture.org10 Thought “Partner” Activity 1.On a small sheet of paper, write a description of a challenging coaching situation at your school with which you need help. 2.Do NOT include identifying information. 3.Give general relevant context (novice teacher, elementary, special ed, shares a classroom, etc.) 4.Explain the challenge and how you know it is a challenge. Describe what you have done to address the challenge. 5.Fold the paper and give it to me.

©2015 Public Impact OpportunityCulture.org11 Thought “Partner” Activity In pairs, review your assigned case study and discuss how to best handle the situation. Put your thoughts on the chart paper.

©2015 Public Impact OpportunityCulture.org12 Application: Thought “Partner” How would you deal with your case-study situation? What would be some drawbacks of your approach? What might be some other options if your approach does not work? 20 minutes End

©2015 Public Impact OpportunityCulture.org13 Reflection: Gallery Walk Review each group’s suggestions. What conclusions did they draw about the people involved? What quadrant would they be placed in on the Hersey-Blanchard matrix? Why? What actions do they propose? Do you agree with their course of action? What directive coaching approach do they suggest taking? Assertive? Informative? Prescriptive? None of these?

©2015 Public Impact OpportunityCulture.org14 Sources Aguilar, Elena (2013). The Art of Coaching. San Francisco, John Wiley & Sons. – for additional coaching toolswww.elenaaguilar.com Blanchard, Ken (2000). Leadership and the One Minute Manager. New York: William Morrow and Company.