BASICS of Capacity-Building Coaching Joan M. Oakes, MSW LBLESD – PBS Trainer

-d’ Plan Assumptions, goals & roles Phases of Coaching Practice

Herding Cats

Underlying Assumptions Collaboration is more effective than solo efforts. Coaching supports building a repertoire of problem-solving skills. Coaching is a skill that can be learned, but requires that you are able to put aside your own opinions to focus on the issue, the process and the intended result.

You may have heard of…..  Peer coaching  Cognitive coaching  Instruction, or Content-Based coaching  School-Based coaching …..for…. Individuals or Groups

All are based on a similar process… 1.Pre-activity “Planning” discussion 2.Event 3.“Reflection” discussion

Capacity-Building Coaching A Non-judgmental communication process where individual or team thinking is mediated (guided) through strategic questions and paraphrasing. Judy Robertson, PhD AZ Dept of Ed, 2005

Why Coach?..... to promote “Forward Movement” 1 st Steps to accomplishing this task: Create a trusting relationship Create an environment for safe exploration of the individual or group’s own thinking

Let’s Talk SAFETY & TRUST Describe situations in which you feel “safe”. How do you know you are in a trusting relationship?

Role of Coaching: A coach functions as an objective and helpful person whose goal is to support and enhance another’s efforts to solve a problem A coach is a critical listener. A coach does not evaluate, but rather value- adds to another’s thinking.

….continued…. A coach may mentor as well as coach. A coach is a master learner, as well as a confident teacher. A coach understands the value of feedback and is skilled in giving non-judgemental feedback.

Coaching What’s & When’s: “When” #1 Coaching can be a formal or informal process in planned settings, one-on-one conversations, or group sessions. #2 Coaching is most effective when all parties are looking for ways to improve. “What” #1 Coaching is a fluid and ongoing process. #2 Coaching is a skill that can be learned

Skilled Coaches believe: Coaching takes time to become proficient - usually on the job or after a common experience, less, or learning activity. Coaching utilizes a repertoire of skills.

Direct Evaluate Consult Collaborate Coach..... Coaching Communication & Interaction Continuum

Phases of Coaching 1.Planning 2.Event with Data 3.Reflecting

“PLANNING” Phase Build trust and empathy Establish individual/team purpose and goals Clarifies thinking about the event Establish data collection needs Frames the reflection

Planning Format Determine the Goal. Identify specific Indicators of success Decide on Strategies Focus on Data Discuss Alternative plans

3 Basic Types of Paraphrases Acknowledging and clarifying Summarizing and organizing Shifting conceptual focus

Acknowledging and Clarifying You’re thinking that…. So, you’re wondering if…. You’re frustrated because….

Summarizing and Organizing So you’re ready to move on to ….. First you’re going to…., then you will…. On the one hand…., and on the other hand….

Shifting Conceptual Focus So a strong belief you hold is…. An assumption you’re operating form is ….. A goal for you is …..

Activity 1.Develop Coaching questions for Planning phase. 2.Share! 3.Practice.

Event with Data Examples: – Classroom Lesson – Meeting – Field Trip – Conference – Informal conversation

Reflecting Frame Summarize the event Recall Signs of Success Review Data Analyze Challenges Construct and apply New Learning

Next Training: You will be asked at the beginning of our next meeting, to share your experiences..... Next time: Paraphrasing, Reflecting & Follow-up, Interrogation vs. Inquiry, Developing Good Questions, and Dealing with Difficult People

Activity Coaching questions for reflecting paraphrasing

Activity Examining Questions Write 5 Interrogation questions Change them to Inquiry questions