1. PERSONAL DISPOSITIONS: WHAT ARE THEY AND WHY ARE THEY SO IMPORTANT WHEN COACHING OTHERS?
MNAEYC-MNSACA Summer Leadership
Date: Thursday, July 20 Session C: 3:00 – 4:30 p.m.

2. Overview Foundations of Coaching Dispositions that Matter in Coaching
Approaches to Others and View of Self

3. Supervision or Coaching ~ What’s the Difference?
Clarifies and articulates the vision
Develops goals to achieve vision
Solicits help from those they supervise to accomplish goals
Sets the agenda for the meeting
Operates in a ‘telling’ mode
Answers questions  
Gives advice 
Asks questions to help coachee clarify vision
 Asks to help coachee develop goals
Works with coachee's to see them accomplish their own goals
Asks coachee to set agenda
 Asks questions
 Helps coachee discover their own answers
 Points coachee toward resources
By Jeannette Buller Slater

4. What is Coaching?
Colorado Coaching Consortium (2009) Coaching is a learning process based on a collaborative relationship that is intentionally designed to promote sustainable growth in the necessary attitudes, skills and knowledge to effectively implement the best practices for the development of young children and their families.

5. Characteristics of Coaching (2005 by the Center for the Advanced Study of Excellence in Early Childhood and Family Support Practices)
Joint Planning ~ Agreement by both the coach and learner on the actions to be taken by the coach and/or learner or the opportunities to practice between coaching visits.
Observation ~ Examination of another person’s actions or practices to be used to develop new skills, strategies, or ideas.
Action ~ Spontaneous or planned events that occur within the context of a real-life situation that provide the learner with opportunities to practice, refine, or analyze new or existing skills.

6. Characteristics of Coaching cont’d
Reflection ~ Analysis of existing strategies to determine how the strategies are consistent with evidence-based practices and may need to be implemented without change or modified to obtain the intended outcome(s).
Feedback ~ Information provided by the coach based on direct observations of the learner by the coach, actions reported by the learner, or information shared by the learner to expand the learner’s current level of understanding about a specific evidence-based practice.

7. Think of the Coaches in Your Life

8. http://m. childcareawaremn

9. What Are Dispositions
Definitions offered in the MN Knowledge and Competency Framework for RBPD Specialists
(Dottin, 2010; Teven, 2007) “The tendency or inclination to believe or act in certain ways.”
(Katz, 1995) “dispositions comprise habits of mind rather than mindless habits.”
(Ross-Voseles&Moss, 2007) “similar to professional beliefs or value systems, but they are more than that. Dispositions extend to professional modes of conduct and the ways in which beliefs and attitudes are displayed by teachers’ actions in and out of the classroom.”

10. Definition of disposition 1: the act or the power of disposing or the state of being disposed: such as a : administration, control b : final arrangement : settlement the disposition of the casec (1) : transfer to the care or possession of another (2) : the power of such transferald : orderly arrangement 2a : prevailing tendency, mood, or inclination b : temperamental makeup c : the tendency of something to act in a certain manner under given circumstances

11. Meaningful Purpose and Vision:
Sense of Integrity
Responsible and reliable, honest, keeps promises, follows through

12. Meaningful Purpose and Vision:
Discrete
Complies with federal, state, and program policies relating to confidentiality

13. Meaningful Purpose and Vision:
Objective
Fosters and enhances the teaching and learning process while exercising judgment about personal and professional boundaries; displays genuineness.

14. Meaningful Purpose and Vision:
Commitment to learning and growing (self and others).

15. Meaningful Purpose and Vision:
Values Data
(Observations, stories and experiences, formal assessment) as a pathway to understanding, applying and supporting effective practice.

16. Meaningful Purpose and Vision:
Effective
Nurtures high expectations; demonstrations self-direction and confidence; encourages others to display their own skills and strengths.

17. Approaches to Others and View of Self
Reflects: On own practice, own growth and accountability
Resilient: Inventive, resourceful, flexible
Confident: Positive view of self as able to make a difference, grow and learn

18. Individual; focus on adult learners;
Approach to others:
Individual; focus on adult learners;
social-emotional and communication including:

19. Empathetic , Compassionate and emotionally available
Positive view of others (enjoys working with others; optimistic; believes in ability to learn; fosters self- efficacy)

20. https://implicit.harvard.edu/implicit/
Values and appreciates differences; non-judgmental

21. https://implicit.harvard.edu/implicit/
Culturally humble: Appreciates and capitalizes on diversity; elicits other perspectives; aware of and acts to reduce own biases

22. Reflective, listening demeanor, being present
Respectful: Showing regard for the needs and experiences of others
Collaborative: Views self as teaching and learning, in partnership

23. Vocal: Willing to openly engage and respond to peers, clients, administrators and community
Comfortable and willing to hold self and others accountable for change.

24. Ability To Use Humor

25. And will you succeed. Yes. You will, indeed
And will you succeed? Yes! You will, indeed! (98 and ¾ percent guaranteed) ~ Dr. Seuss