Welcome! Ballarat Catholic Education Office

Meaningful adult relationships develop from a foundation of trust, which requires that people get to know each other - as people and as professionals. Taking the time to build relationships is an investment, with rich dividends for the community and its professional work. Joan Dalton

In what ways does this quote reflect your thinking about the foundations of our professional community?

Partner Interview One thing I didn’t know before about my partner is …….

Personal Goals What hopes do you have in your coaching role in 2010? What particular experience/s and or strengths do you bring? What understandings/skills might you wish to build? What do you hope to gain from our 3 days?

Learning Intentions - Day 1 To continue the ongoing process of building our professional community through: –Building relationships –Developing professional community norms –Clarifying our purpose –Enhancing networking opportunities To clarify our beliefs about coaching

Norm Setting - Partner 1 Think of a time when you saw someone not well-treated. Share with your partner, abiding by the norms of ‘no naming, no blaming, no shaming. (Just describe what happened and the impact it had on the person.)

2 nd Partner Think of your ideal world. What are the ways that are important to you that you like to feel treated by other people in our school community? Listen carefully to what your partner tells you. 3 rd Partner Tell this partner what it was your last partner said – the ways they like to be treated by other people.

4 th Partner Discuss and agree on 3-5 ideas that are important to you.

Unpacking our Norms Norm: It is …..It isn’t…..

Core Purpose Using our Teaching and Learning Team goals as a guide, what do we understand to be the purpose of our role as coaches to: –To the Diocese –The schools –Students –Parents –Each other

Clear agreements, practical structures, processes and concrete scaffolds play a significant role toward increasing teamwork effectiveness, enhancing our skills and understandings toward becoming the best professional communities we can be. Joan Dalton

What do we believe to be important considerations for us to clarify for us to be the best professional community we can be?

Coaching One significant insight I have about coaching is …… To me coaching is ……. A wondering I have about coaching is …. Benefits I see from coaching include… Challenges of coaching include ….

‘Coaching’ Jim Knight What are the key messages? How are they the same or different to our thinking and practice?

Reflection Shaping Up a Review Write 4 things that ‘square’ with your thinking. Write 3 most important points you wish to remember Record some thoughts going around in your head.

Welcome! Ballarat Catholic Education Office Day 2.

Mix-Freeze-Pair

Learning Intentions To clarify our shared understanding of Instructional Coaching To enhance our understanding of and skills in facilitative and meta coaching conversations and explore their transferability To reflect on our coaching conversation skills and identify areas for improvement To link PLOT resources to our role

What do we understand to be the similarities and difference between Peer and Instructional Coaching? Instructional coaching is an approach in which the coach shares his or her own experience, expertise, and craft wisdom with the coachee. Bloom, Castagna, Moir and Warren, 2005

Role of the Instructional Coach In what ways does this diagram reflect our roles in schools?

Coaching Skills What are skills have we discovered required to be effective in this role? To be successful in this role, instructional coaches must be skilled in a variety of roles, including public relations guru, communicator extraordinaire, master organiser and of course, expert educator. (Knight 2007.)

Instructional Coach Framework

‘Coaching Frameworks’ Triad Inquiry: Read and highlight sections of the text. ‘A key point for me is ….’ Pause and Paraphrase Pause then ask, ‘What are some things that make that important to you?’

Facilitative Conversation Planning Conversation Observation Reflective Conversation

Observers A. Structure: What do you note as the key areas covered in the conversation? B. Skills: What key skills have you observed? C. Language: What do you notice about the language used by the coach?

Invitational Question stems What might be some …. How might you ….. What are some ways in which …… As you reflect on …. what might be your …….. What are your hunches about …… What might have been your ………

Listening Set-Asides 1.Solution Listening 2.Inquisitive Listening 3.Autobiographical Listening

Principals of Paraphrasing Attend fully Listen with intention to understand Capture the essence of the message Reflect the essence of voice tone and gestures Make the paraphrase shorter than the original statement Paraphrase before asking a question Use the pronoun ‘you’ instead of ‘I’. Costa and Garmston

3 Levels of Paraphrasing 1. Acknowledge and Clarify You’re thinking that …. So, you’re wondering if … You’re frustrated because … You’re hoping that ….. You’re concerned about ….

2. Summarize and Organize –So, there are 3 issues … –So, now you’re ready to …. –First you’re going to.. then you will … –On the one hand … and on the other …

3. Shifting Conceptual Focus Goals, values, beliefs, assumptions, concepts So, a strong belief you have is … An assumption you’re operating from is … A goal for you is …

Facilitative Coaching Conversations

Meta Coaching The role of the Meta Coach is to coach the metecognition of the coach using planning and reflective conversations.

SMART Conversation Capabilities Rubric Sections: Listen and Pause Paraphrase Inquire and Probe

PLOT Exploration – Site Map

Peer Observations Classroom Walk-throughs Critical Friends Protocol How might we most effectively use these strategies in schools? In what ways might the coaching conversations support these strategies?

3-2-1 Reflection 3 important facts 2 strategies to try 1 idea to explore further

Welcome! Ballarat Catholic Education Office Day 3.

Paired Verbal Fluency Form Pairs A & B take turns responding to a prompt. At a signal, one speaks and one listens. At another signal, swap roles No one is to repeat anything said by the other Repeat

Learning Intentions Explore and develop our skills in team coaching To collaboratively seek strategies to address identified challenges of our role Team planning: –sharing lessons learned –to build sustainability –first day, week, term

Team Coaching What do you see and hear? How might we use this strategy in our schools?

Paraphrase Passport Explore a topic 1.Person A makes an initiating statement 2.Group pauses for 5 sec 3.Any group member paraphrases the previous statement before inquiring or adding related ideas 4.Repeat pattern as time permits 5.To close, the group constructs a summarising and organising paraphrase of the full conversation

To coach is to help a group (individual) take action towards its goals while simultaneously helping it to develop expertise in planning, reflecting, problem solving and decision making. The coach takes a non-judgemental stance and uses open-ended questions, pausing, paraphrasing and probing for specificity. The skilful coach focuses on group members’ perceptions, thinking and decision-making processes to mediate resources for self directedness. (Garmston and Wellman)

Setting Up for Success in 2010 ‘PLOT Essential Supports’ Key messages for us include ……

Our Lessons Learned What has enhanced the effectiveness of our work in schools? What challenges have we faced? What key learnings do we have to share?

Building Sustainability What will it take to build capacity and sustainability in our schools? What are our starting points?

Our Challenges In what ways might we build whole staff ownership? What protocols do we need to develop and how do we ensure all adhere to them? What strategies might we use to build understanding and interpretation of data? What strategies might we use to use time effectively

Reflection - 4 Square Summary New ideas I’ve gained: Affirmations I have had: Outcomes for me include: Other thoughts I have: