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Lesson 6: More on Setting Goals Together

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1 Lesson 6: More on Setting Goals Together
Coaching Lesson 6: More on Setting Goals Together

2 Review: the 3 Steps to Powerful Interactions Coaching
Step 1: Be Present to Coach Step 2: Connecting as a Coach Step 3: Coaching to Extend Learning

3 Using Your Coaching Stance
Step 3: Coaching to Extend Learning Using Your Coaching Stance Use your coaching stance and apply a strengths-based perspective by inviting the practitioner to talk about something he/she feels confident about in his practice. “Let’s think together about the practices in which parents, caregivers, and children are engaged in learning.” You may suggest that you might observe (or video or photograph, with parent permission) these moments so that together you can analyze how these moments work so well.

4 Using Your Coaching Stance
Coaching to Extend Learning Using Your Coaching Stance Periodically offer a reminder about your role and that of the coachee. You might restate that the coachee’s interests, needs, goals, and questions determine your shared agenda. The focus of your work is to support him/her in creating a high-quality practice to support families of children with disabilities. Then explain that you are collaborating in a learning partnership and you each have much to learn from the other.

5 Step 3: Coaching to Extend Learning
This step – coaching to extend learning – is a 2-way professional development conversation in which you apply the four interrelated Extend Learning Strategies to stretch the coachee’s learning: Focus on goals you set together Notice “moments of effectiveness” Use prompts/questions to encourage “thinking together” Document plans and progress together

6 Step 3: Coaching to Extend Learning
4 interrelated Extend Learning Strategies to stretch a coachee’s learning: Focus on goals you set together Notice “moments of effectiveness” Use prompts/questions to encourage “thinking together” Document plans and progress together

7 Setting Goals Together Why do you think this happens?
Coaching to Extend Learning Setting Goals Together Have you thought or heard another coach say, “My goals for her are “ or something like, “She isn’t really focusing on my goals?” Why do you think this happens? By appreciating a practitioner’s current level of competence, coaches value the natural learning processes of those they coach. Encouraging practitioners to clarify what they want and need, build on their strengths, and experiment in the service of mutually agreed-upon goals empowers them to take more initiative and responsibility for their own learning and professional development. (Tschannen-Moran & Tschannen-Moran 2011a)

8 Setting Goals Together
Step 3: Coaching to Extend Learning Setting Goals Together Some coaches who used Powerful Interactions didn’t get the results they expected and realized they were not setting goals together with their coachee(s). They simply expected practitioners to do so, and then felt frustrated when practitioners didn’t stick with the goals they set for themselves. As a coaching team, they decided to set some coaching goals for themselves and revisit them regularly. This helped them see from the practitioners’ perspective that it helps when goals are stated clearly and there is communication and follow up to discuss progress and next steps.

9 Setting Goals Together
Step 3: Coaching to Extend Learning Setting Goals Together Another group of coaches realized that their attention was focused on what was happening in the moment in their work with practitioners leading them to fail to focus on the goals previously set and discussed. They committed to take notes and use the notes as reference in providing feedback and discussion linked to the practitioner’s goals. The notes proved useful in assessing progress toward reaching goals and useful in future/ongoing conversations. By reviewing their notes, the coach can talk about insights from previous sessions, which helped coach and practitioner deepen their exploration and understanding of a topic.

10 Setting Goals Together
Coaching to Extend Learning Setting Goals Together Reality Check: When the relationship is not developed as a learning partnership and goals haven’t been clearly articulated, the hidden message underlying the conversation may be “Whose agenda is this anyway?” During a conversation, the coachee may be thinking, “When will this be over?” The coach may be thinking, “Why is this practitioner so resistant?” In this situation, it is vital to do what our colleague, Helena calls a “relationship reset.” She suggests saying, “Something isn’t working between us. Let’s see if we can get back on course.” See video #19: “Helena acknowledges tension and how to repair relationships”

11 Setting Goals Together
Coaching to Extend Learning Setting Goals Together Extend the Learning Strategy 1: Setting Goals Together Shared goals are established through conversations between coach and coachee. The goals began by the coach observing and noticing strengths the practitioner demonstrated. When the coach shares the strengths he/she noticed and then remains quiet so the practitioner can reflect and respond, the coach creates a space for the practitioner to describe aspects of the work that are important to him/her.

12 Tips for Focusing on Goals
Coaching to Extend Learning Tips for Focusing on Goals Be explicit – define goals, action steps, outcomes, and timelines. Write down agreements jointly made. Before the end of a feedback session or in an prior to the next visit, raise the question of goals. Ask – “do you want to keep this focus, narrow it down, or shift to another goal?” Restate the goal each time you meet to maintain shared focus – Reference the goal in reminder texts/ s. When you work together or observe, quiet your static and remind yourself of the focus/goal.

13 Tips for Focusing on Goals
Coaching to Extend Learning Tips for Focusing on Goals Look for moments of effectiveness that are small steps towards the goal – Even if the steps needed to reach the goal have been missed, look for moments of effectiveness in the other person’s practice that could be built upon to reach the step to reach the goal and describe those effective moments and the impact they had on the parent (or on the caregivers and/or the child).

14 Tips for Focusing on Goals
Coaching to Extend Learning Tips for Focusing on Goals Make sure the steps to reach the goal are manageable – an important part of goal setting is recognizing what is involved in achieving the goal. Helping coachees clarify, narrow down, and state measureable goals is important. Follow up and encourage follow through – Coach Jaquie shares, “I try to be conscientious about following up and asking how something we’re focusing on is working. If I don’t , I find that each time I come to the site, we are focused on the crisis of the day. If we shift directions every time, it undermines my sense of being effective and the practitioner’s too.”

15 Tips for Focusing on Goals
Coaching to Extend Learning Tips for Focusing on Goals Link coaching goals to other required goal setting – Many program have required goals incorporated into evaluations or school improvement goals, etc. To support practitioners, connect the work they do with you (their coach) to other requirements they have to address. Review what has come before – support practitioners in seeing their progress by documenting their progress and help them make connections in their work. Whether you use forms, a tablet, video or other portfolio to document the work and monitor progress, this is also an important way to model teaching behaviors that support both adult and child learning.

16 Step 3: Coaching to Extend Learning
4 interrelated Extend Learning Strategies to stretch a coachee’s learning: Focus on goals you set together Notice “moments of effectiveness” Use prompts/questions to encourage “thinking together” Document plans and progress together

17 Digging Deeper into Step 3
Coaching to Extend Learning Extend the Learning Strategy 2: Notice “Moments of Effectiveness” When the coach offers strengths-based feedback to the practitioner, the coach describes the effective practice observed (like a mirror for the therapist) and explains the positive impact the practice has on parents, caregivers, and children. Moments of effectiveness are stepping stones that create a path between where a practitioner is today and where he/she can be as you work together Example [preschool director to classroom teacher]: “I noticed you intentionally labeled your shelves with both words and pictures and that helps children learn to match the word with a picture. I’m interested to hear about this decision and how the children are responding.”

18 Tips for Using “I Notice” Statements
Coaching to Extend Learning Tips for Using “I Notice” Statements See through distractions to look for strengths – Refresh yourself about the practitioner’s goals and focus on actions/practices that support his/her reaching the goal. Question ideas about things you think “could be better” to determine, “is it best practice?” “does the practice aid learning?” I can give the coachee better feedback if I can figure out not only what is important but why it is important. Write down your statement before offering it as feedback – It’s difficult to come up with clear/specific observations and impact statements without recording them on paper or digitally. Record your “I notice” statements so that you can provide clear feedback. Showing a practitioner that you actually documented a factual observation is even more validating than saying it aloud.

19 Tips for Using “I Notice” Statements
Coaching to Extend Learning Tips for Using “I Notice” Statements Be specific – The more specific you are when you describe an effective practice, the more likely the practitioner will be able to replicate it. Always link the “what you saw” to “why it’s important” – Connect your feedback to a DEC RP or other best practice. t statements without recording them on paper or digitally. Promote intentional decision-making – Link feedback to the practitioner’s goals and ask questions to encourage the coachee to reflect on his/her decision-making. “Let’s think about your pretend play activity. What do you want Lucy to do? What do you want her to learn? How do you want her to feel?”

20 Tips for Using “I Notice” Statements
Coaching to Extend Learning Tips for Using “I Notice” Statements When possible use photos – When the coach and coachee review photos and/or videos together, the coach can encourage the practitioner to notice the specific, effective actions he/she does and the words spoken that support learning whether it’s in their work with adults or with children. Resist opinions and judgment – If I say, “that was a great way to end the session,” I haven’t helped the practitioner learn what it is he/she said that was effective. By eliminating opinion and judgment, I not only describe a specific action and explain why it’s effective, but I validate the coachee’s practice.

21 Tips for Using “I Notice” Statements
Coaching to Extend Learning Tips for Using “I Notice” Statements Leave the laundry list behind – Point out one or two strengths (preferably aligned with goals) you noticed and describe the impact those practices had on learning (caregiver and/or child).. Encourage practitioners to notice, too – Intentionally invite practitioners to hone in on the specifics of observations they share with their coach: “If a therapist tells me about a child who was particularly focused on an activity, I encourage her to think about and put into words what the child did that was different and how to promote this behavior again in other sessions.”

22 Step 3: Coaching to Extend Learning
4 interrelated Extend Learning Strategies to stretch a coachee’s learning: Focus on goals you set together Notice “moments of effectiveness” Use prompts/questions to encourage “thinking together” Document plans and progress together

23 Digging Deeper into Step 3
Coaching to Extend Learning Extend the Learning Strategy 3: Use prompts/questions to encourage “thinking together” Do you ever catch yourself slipping into “fix it” mode? Offering advice on how to do something “better?” Telling someone how to address a concern they’ve just shared? Coaches say this is familiar territory. Irene writes that as she continues to learn Powerful Interactions coaching techniques, she is “working on talking less and doing more thoughtful questioning and listening.” That is the essence of this strategy.

24 Tips for Using Prompts and Questions
Coaching to Extend Learning Tips for Using Prompts and Questions ASK if he/she would like a suggestion – Sometimes a practitioner will say they’re not sure how to do something. That’s the coach’s que to ASK, “Would you be interested in hearing what I’ve seen other therapists try?” or “I have some ideas about that, if you’d like to hear them.” By doing this, the coach expresses respect for the practitioner as a professional and as a learner and allows him/her to ask for ideas.

25 Tips for Using Prompts and Questions
Coaching to Extend Learning Tips for Using Prompts and Questions Invite reflection using prompts and questions – Invite back and forth conversation/reflection by using prompts and questions. “I’m curious How do my observations compare to your own?” “Why do you think that strategy worked well for engaging the parent?” “Tell me more about ____.” Ask about practitioner’s decision-making – Demonstrate respect by inviting the professional you’re coaching to talk about his/her thinking and decision-making. You might start a conversation by noticing that the parent was engaged in joint problem-solving with the therapist. Ask the coachee to talk about the decisions he/she made to engage the parent effectively.

26 Step 3: Coaching to Extend Learning
4 interrelated Extend Learning Strategies to stretch a coachee’s learning: Focus on goals you set together Notice “moments of effectiveness” Use prompts/questions to encourage “thinking together” Document plans and progress together

27 Digging Deeper into Step 3
Coaching to Extend Learning Extend Learning Strategy 4: Document Plans and Progress Together The process of documenting work together needs to address all three steps of a Powerful Interaction: Be present: (take a moment to look back over notes) Connect: (ongoing conversations, written communications, etc focused on the work together and building the relationship) Extend learning: (writing things down allows coach to step back and clarify thinking. Figure out together how to keep it going to support intentional goal setting)

28 Tips for Documenting Plans and Progress Together
Coaching to Extend Learning Tips for Documenting Plans and Progress Together Extend learning – Documentation extends learning (step 3 of a Powerful Interaction). In the coach-coachee relationship, rather than simply relying on conversation and memory, the coach moves the learning ahead by using documentation to capture the story of your work together. Write down: shared goals/plans/next steps specific actions/responsibilities you each commit to questions you discuss together new ideas you want to explore examples of the practitioner’s moments of effectiveness and WHY (the impact the practice had on caregiver and/or child learning)

29 Tips for Documenting Plans and Progress Together
Coaching to Extend Learning Tips for Documenting Plans and Progress Together Stay focused on goals – Documentation helps a coach prevent going from one contact/visit to another without focus. Review/Celebrate progress and change over time – Documentation allows the coach and coachee to look back and reflect on the story of your work together and the coachee’s changing practice. Knowing where you’ve been and where you want to go leads to intentional decision-making about new goals and next steps. But keep documentation simple so it doesn’t take center stage.

30 Putting It into Practice:
Coaches’ Homework for Lesson 6: What element or elements of lesson 6 (this lesson) offered you guidance towards your coaching skill goal (identified in lesson 2 as a skill you’d like to strengthen)? Practice using prompts/questions to encourage “thinking together” either with a colleague you coach or with a parent/caregiver in your work. Describe one instance (effective or not). What’s one idea you have for a simple, individualized way to document a coachee’s progress? Coaches will post their answers in the blog space on the team’s site: prior to Lesson 7 to document their work and to be accountable to the team!

31 For Additional Support:
Visit The Powerful Interactions Web site and create a user account (at no cost) On the Powerful Interactions Web site: View Video 28 (in the members’ area): Sarah on “pausing” View Video 23 (in the members’ area): Sarah on using “I notice” statements View Video 26 (in the members’ area): Diana on framing questions


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