1. Coaching
Introduction and Step 1

2. What is “Coaching?” How would you define “coaching?”
In many early childhood settings, the coach is characterized as:
Holding all the knowledge and power
Having all the answers
Trying to “fix” deficits
How would these beliefs affect your attitudes about the coach? Your relationship and interactions with the coach?

3. What is “Coaching?” “Coaching” has been defined by some as:
“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.”
~Colorado Coaching Consortium (2009)

4. What is “Coaching?”
When the quality of interactions improves, human relationships grow deeper and stronger. Positive relationships are a necessary ingredient for learning and can impact the “culture and climate” of an organization, making everyone more open to change and growth. This effect ripples through all organizational roles and levels ultimately reaching the central focus – children.
See video #1: “Ripples of Change”

5. What is “Coaching?”
Whether we’re 6 months old or 60 years old, meaningful learning takes place in the context of relationships.
Learning, growing, and positive change are most likely to occur when the coach and the “coachee” connect, work together to identify goals, share ideas and resources, raise questions, determine next and realistic steps, and support one another over time.

6. What is “Coaching?”
A coach, like a travel agent, supports a person on his or her journey.
See video #2: “Supporting Teachers”
How would viewing a coach in this way change your relationship and interactions with the coach?
“teachers” in the video demonstration could also be: other EI professionals, parents, or daycare providers.

7. What is Coaching with Powerful Interactions?
Describes an attitude and a way of thinking and interacting that can enhance your work.
Identifying and building on the “coachee’s” strengths to promote his/her learning can create positive change in practice.

8. What is Coaching with Powerful Interactions?
Is an approach not a “coaching model”
Is individualized
Identifies and builds on the person’s strengths
Begins with the coach: perceptions, attitudes, values, and feelings
Is intentional
Is about relationships
Is a partnership

9. What is Coaching with Powerful Interactions?
What is an “interaction?”
Interactions are the exchanges in words and gestures we have with others every day.
What might make an interaction powerful?
*trust built and/or sustained *a “connection” *a meaningful conversation *learning together
*an agreed-upon outcome or mutual solution
What might make an interaction not very effective?
*lack of trust *distracted listening *multi-tasking
*disinterest * “turf” *not individualized

10. What is Coaching with Powerful Interactions?
Is a conversation about the practice of coaching. Consider that everything you say and do as a coach matters – to other EI professionals, to classroom teachers, to parents, and ultimately to young children.
Applying insights and strategies about coaching that you learn will enhance your effectiveness no matter what coaching approach or model that you use, no matter where you practice.

11. What is Coaching with Powerful Interactions?
A Powerful Interactions Coach:
Observes for and highlights others' competence
Uses observations and articulation to promote intentionality
Values individualizing to develop trusting relationships
Promotes a mutual learning partnership
Supports teachers by modeling what to say and do and how

12. Lesson 1: Your “Stance” Let’s consider some details of “stance” . . .
Your “Coaching Stance” is made up of:
your attitude and perspective
how you perceive and understand interactions
beliefs and values
how you feel about your work
what you say and do and how you do and say it
Let’s consider some details of “stance” . . .

13. Lesson 1: Your “Stance” Using a strengths-based approach:
“A strengths-based approach honors a person’s capacity to learn, grow, and change” -- Dennis Saleebey, University of Kansas
Do you individualize your interactions with others to fit their learning style, strengths, interests, and needs?
Or, do you have a more standard way of proceeding with your work?

14. Lesson 1: Your “Stance” Using a strengths-based approach:
“A strengths-based approach honors a person’s capacity to learn, grow, and change” -- Dennis Saleebey, University of Kansas
Do you articulate or offer clear descriptions of what the other person does well and talk about why these behaviors support children’s well-being and learning so the adult (therapist, classroom teacher, parent) can use these behaviors more often and build on them?
Or, are you more likely to tell the person what to do?

15. Lesson 1: Your “Stance” Using a strengths-based approach:
“A strengths-based approach honors a person’s capacity to learn, grow, and change” -- Dennis Saleebey, University of Kansas
Do you see yourself as a learning partner WITH others? Are you able and willing to listen and learn, to say, “I don’t know. Let’s figure it out together?”
Or, do you feel more comfortable when you have the answers and are more likely to assume the role of “expert?”

16. Lesson 1: Your “Stance” Using a strengths-based approach:
“A strengths-based approach honors a person’s capacity to learn, grow, and change” -- Dennis Saleebey, University of Kansas
Do you use yourself as your own best resource, modeling for others what to do and how to do it through your words and actions?
Or, do you more likely to assume the role of telling others how to be and then guiding their behavior?

17. 3 Steps to Coaching with Powerful Interactions:
Following each step in order allows the coach to intentionally connect with others and extend learning to reach a desired outcome.
Step 1: Be Present to Coach
Step 2: Connecting as a Coach
Step 3: Coaching to Extend Learning

18. Step One: Be Present What does it mean to “be present?”
*tuned in * “inner quiet” *focused on the person *in that moment *intentional
To “be present” means having an “inner quiet” that allows you to think and make decisions about what to say and do with maximum clarity and effectiveness. This is the core of intentionality.

19. Step One: Be Present Intentionality:
Thinking and making decisions about what to say and do with maximum clarity and effectiveness. This is the core of intentionality.
For example, when you are present in the moment with an inner quiet, you can be deliberate, purposeful, and thoughtful as you decide what to say and do in your coaching interactions with others.
What kinds of things make it hard for you to “be present” or to focus?

20. To Be Present, Clear Your “Static”
The internal noise in your mind when there are so many things going on that you cannot focus on just one thing.
Static interferes with being able to listen, to think, or to question.
The first step of a Powerful Interaction, “Be Present.” helps quiet the static so you can think and make decisions about what to say and do.
When we’re fully present for another person, we give the gift of ourselves.
See video #4: “Tychawn on Static”

21. Step One: Be Present Being present leads to more effective coaching:
Pause Quiet Your Static Decide
Being present leads to more effective coaching:
You can pay attention to another person and connect with him or her. This helps you decide how best to respond to this person, in this moment, and at the same time move your work together forward.
What are some ways you can “be present?”

22. Being Present Practice intentionality
Pause Quiet Your Static Decide
Practice intentionality
Draw on your strengths and use yourself as your own best resource
Pause for a moment to observe yourself and the other person
Be mindful and adopt and create a positive mindset

23. Being Present Practicing intentionality:
Pause Quiet Your Static Decide
Practicing intentionality:
When you remain present in the moment, you are freed from thoughts and feelings of past exchanges or future experiences, plans, or expectations that could lead you to operate in autopilot mode.
You can put judgements on hold, listen, and reflect on the many facets of a situation. This makes your thinking clearer and opens the door to new possibilities for how you might respond.
Intentionality makes it possible to be open and to engage with a mindset of curiosity and acceptance (Broderick, 2013).

24. Being Present
Pause Quiet Your Static Decide
Drawing on strengths and using yourself as your own best resource:
When the static in your head is quiet, you can draw upon the strengths you bring to the practice and to coaching. These may include:
Your unique way of engaging and being
What you know about the person you’re working with
Your knowledge and skill around communicating effectively
Your knowledge and skills around supporting another adult’s learning and professional development

25. Being Present
Pause Quiet Your Static Decide
Pausing for a moment to observe yourself and the other person:
ALL interactions are filled with some kind of meaning for everyone involved.
Everything you do – your smile or still face, the tone of your voice, whether you’re relaxed or tense – and everything you say engages the beliefs, likes, dislikes, and personality of the person you’re interacting with (Pawl & Dombro, 2014).
When you’re fully present, you can observe yourself and others. By becoming more aware of the impact you have on others and that they have on you allows you to respond rather than react. By being present, you can interact thoughtfully and usefully.

26. Being Present
Pause Quiet Your Static Decide
Being mindful and adopting and creating a positive mindset:
The more you focus on the positive, the more positive your interactions and results will be (Langer, 2009).

27. Discussion/Reflection:
What are some challenges to being present in order to have meaningful, powerful interactions with others?
What are some potential benefits of practicing step one to change your stance?
What stood out as particularly meaningful to you?

28. Putting It into Practice:
Coaches’ Homework:
Pause for moments throughout the day to observe yourself and your interactions -- how is your stance?
Identify 2-3 strengths you bring to interactions with others.
Identify your barriers to “being present” (your “static”) and how you can clear it.
Practice Step One: Being Present in interactions with others and identify ways your interactions have changed.
Coaches will post their answers in the blog space on the team’s site:

29. For Additional Support:
Visit The Powerful Interactions Web site and create a user account (at no cost)
On the Powerful Interactions Web site:
View the blog and the resources for Step 1: Be Present.
For Coaches Who Are Also Supervisors:
View Video #5: Tara on the Challenges of Being Supervisor and Coach