1.  I had a birthday last week.  My little grandson asked me how old I was.  I said “65”.  He was silent for a moment and then he asked softly, “Did you start at 1?”

2. Mandy Waggoner Ruth Henning

3.  Choose a favorite shape from the following choices and draw that shape on your paper: Circle, Square, Triangle, Rectangle, Squiggle  Choose a second favorite shape and draw this shape inside the first one you drew.  Feel free to draw your shapes any way you want! There is no one way to do this!

4. Circle *Invented the phrase “I feel your pain.” *Tends to take problems home *Outgoing, adaptable, easy to get along with *Won’t get stuck in a corner *Resilient, lands on their feet *Talks with hands *People sensitive, intuitive, uses “smiley” faces *Gives hugs *Details get in the way of true progress *Problem solvers *Best communicators, best listeners *Uses words out loud to solve problems *Has equal access to right/left brain *Theme song: Don’t Worry, Be Happy!

5. *Task oriented, logical, organized *Reads and writes procedure manuals *Likes “To Do” lists typed *Doesn’t gossip *Creates forms *The most conservative of the shapes *Hardest to change *Doesn’t acknowledge stress *Loyal, reliable *Needs memos (they like paper) *”Get this meeting over and get back to work” type of people

6. *Strong leadership potential *Action people, “Ready, Fire, Aim!” *Technology oriented *Occasionally takes risks *Loves sticky notes *”To Do” lists are not typed *Doesn’t like “wishy washy” people *”If you can’t make a decision, I’ll make it for you.” *Wins most arguments in public *Leads with speed. *Likes to hear other opinions and influence them.

7. *Team player *Incubator (checks things out) *Flexible, written structure *Fair, accurate, cooperative OR *Going through changes or transitions *Asks, “who, what, where, how much?” type of questions *Very unpredictable *Can be in mid life crisis

8. *Hates routine tasks *Experimental *Motivational free spirits *Eccentric: “Fake it ‘till you make it” *Creates innovations for teaching the most difficult child *Inventive, misunderstood *Needs lots of space (likes lofts) *Creative, high energy *Hates forms *Marches to the beat of a different drummer *10% of society

9.  SQUARES will bring the agenda “typed” one week before the meeting.  TRIANGLES say “Let’s do it!”  RECTANGLES say….. Well, it depends on their state of mind that day…..  CIRCLES make people feel good.  SQUIGGLES have tons of ideas, only a few people are bold enough to try them!

11. Trust starts with Rapport Trust starts with Rapport “The most important learning occurs through relationships” Trust is belief in and reliance on another person developed over time. Trust is about the whole of a relationship. Rapport is comfort with and confidence in someone during a specific interaction. Rapport is about the moment.

12. Characteristics of Trust Characteristics of Trust Being visible and accessible Behaving consistently Keeping commitments Sharing personal information Revealing feelings Admitting mistakes Acting nonjudgmentally Listening reflectively Expressing personal interest in other people Demonstrating professional skills & knowledge Maintain confidentiality

13. Think of a teacher ( or someone else) that you need to work with, but there is not a lot of trust between you…. 1.What would need to change in your relationship with this teacher to build more trust? 2.What things could you do to begin this process?

14. Elements of Rapport Elements of Rapport Gesture Tonality Posture Language Inflection Pitch Volume BBreathing

15. Communicating Meaning Communicating Meaning Burgoon.J.K., Buller, D.B., & Woodall, W.G. (1989). Nonverbal Communication: The unspoken dialogue. New York: Harper and Row.

16. Lock eyes with someone you do not know. Go sit next to them and spend 3 minutes explaining your experiences with “coaching”. Practice any one or more of the elements of rapport. Then give your partner 3 minutes to explain their experiences. What did you notice about rapport? Take the final 3 minutes and pair share what you noticed about rapport.

17. The term coach has been tossed around like a ping-pong ball and has become a hot buzz word that infers some form of assistance to reach a big goal.

19. When you learned that you were going to be a coach, what role did you assume you were taking on?

20. After NCLB became law in l.08.02, educational leaders questioned the effectiveness of traditional professional development, and one of the most promising concepts became…. Project CHOICES, 2009 Knight, J.M. (2009) Coaching: Approaches and perspectives. Thousand Oaks, CA: Corwin Press. COACHING

21. What does research say about the coaching model? Project CHOICES, 2009

22. Effects of Training and Coaching on Teacher’s Implementation in the Classroom (Training Outcomes Related to Training Components) Training Outcomes (% of participants who demonstrate knowledge and skills in training, use new skills in the classroom) Training Components Knowledge of Content Skill Implementation Classroom Application 10% 5% 30% 20% 60% 60% 95% 95% Joyce, B. & Showers. B. (2002) Student achievement through staff development. (3 rd ed.) ASCD. Presentation/ Lecture/Discussion PLUS Demonstration & Modeling in Training PLUS Practice & Feedback in Training PLUS Coaching in Classroom

23. Effects of Training and Coaching on Teacher’s Implementation in the Classroom (Training Outcomes Related to Training Components) Training Outcomes (% of participants who demonstrate knowledge and skills in training, use new skills in the classroom) Training Components Knowledge of Content Skill Implementation Classroom Application 10% 5% 30% 20% 60% 60% 95% 95% Joyce, B. & Showers. B. (2002) Student achievement through staff development. (3 rd ed.) ASCD. Presentation/ Lecture/Discussion PLUS Demonstration & Modeling in Training PLUS Practice & Feedback in Training PLUS Coaching in Classroom 0% 5% 95%

24. Why Coaching? More on what the Research Says 1. Teachers need and want support. 2.Coaching enhances the intellectual capacities of teachers, which in turn produces greater intellectual achievement in students. 3.Few educational innovations achieve their full impact without a coaching component. 4. Feedback is the energy source of self-renewal. 5. Working effectively as a team member requires coaching. 6.Coaching develops positive interpersonal relationships that are the energy sources for adaptive school cultures and productive organizations. Costa, A. & Garmston, R. (2002). Cognitive Coaching: A Foundation for Renaissance Schools (2 nd ed.) Norwood, MA: Christopher-Gordon. Project CHOICES, 2009

25. Components of a Coaching Model Components of a Coaching Model Coaches are skilled at constructing and posing questions. Coaches use nonjudgmental response behavior. Coaches use nonverbal behaviors to establish and maintain rapport. Coaches set aside unproductive patterns of listening, responding, and inquiring.. Coaches value self-directed learning. Project CHOICES, 2009

26. Coaching Consulting  Questioning  Listening  Paraphrasing  Establishing equal relationship  Telling  Giving advice  Suggesting  Expert relationship Project CHOICES, 2009

27. A coach will help you understand how and why you ride a bicycle, help you to determine what's holding you back from riding properly, and jog along next to you as YOU ride. The Differences in a nutshell

28. 1. Partner with someone at your table 2. Each silently read the handout on Coaching and Consulting one panel at a time. 3. After both have read one panel, each will “Say Something” about the content. 4. Continue until all 4 panels have been read 5. Together develop two sentences or phrases that reflect what you have learned from this content. 6. Turn to another pair and each share what you have developed.

29. Lets take a break 15 Minutes

30. On the first day of Kindergarten, the teacher was explaining the rules. She said, “If you need to go to the bathroom, raise your hand.” A little voice from the back of the classroom asked, “How will that help?”

31.  Know ones intentions and choose congruent behaviors  Set aside unproductive patterns of listening, responding, and inquiring  Move intentionally between coaching and consulting  Select and use the norms of collaboration to facilitate the thinking of another

32.  How much do learners retain? ◦ Recall the data from Joyce and Showers  We learn from processing our experience  We enlarge our frame of reference beyond the episodic  What does make the difference? Its reflection!  Without reflection there is little true learning.  That’s what coaching is! Adapted from: Carmen Friesen Tulare County Office of Education And Cognitive coaching Foundation Seminar, Learning Guide Pg. 57

33.  Reflecting conversations are essential to growth and development within any profession  Insights and complex understandings are the result of reflecting on experience  This learning increases when done with others  Reflection is enhanced within the constructs of coaching

34. Reflective Question: Where do I think that having time for reflection would improve my impact within my job?  Think on this question for 2 minutes.  At the signal, turn to one person at your table. Share your responses to this question for 5 minutes.  At the signal write down as many ideas, thoughts as you can.

35. Each of us has resources that enable us to grow and change from within Reprinted by permission. Not to be reproduced. Center for Cognitive Coaching©, PO Box 260860, Highlands Ranch, CO 80163, 303-683-6146, www.cognitivecoaching.com

36.  Each person is striving to be a unique, capable individual ◦ In Special Ed we call that “independence”  At the same time, each person is drawn to become a member of a community ◦ In Special Ed we call that “interdependence”  Each of us exists in a duality in which we strive to effectively be both an individual and a member of a group

37. IndependenceCommunity FromToward Efficacy An external locus of control An internal locus of control ConsciousnessLack of awareness of self & others Awareness of self and others CraftsmanshipVagueness & imprecision Specificit y and elegance Flexibility Narrow, egocentric views Broader & alternative perspectives Interdependence Isolation & separateness Connection to & concern for the community

38. 1. Promoting a spirit of inquiry - 2. Pausing 3. Paraphrasing - 4. Probing - 5. Putting ideas on the table 6. Paying attention to self and others 7. Presuming positive intentions

39.  Use non aggressive language and approachable voice Can you help me understand your thinking here?  Use Pattern of Pause, then paraphrase, probe, or inquire  Use tentative language What are some…. How might you…. What are your hunches…  Inquire for significance How does this relate to your other concerns? Where does this reasoning go next?  Invite introspection What questions do you have about your thinking?

40.  Being Present in the moment  Listening Set-Asides ◦ Autobiographical ◦ Solutions ◦ Curiosity

41. Put Aside Unproductive Patterns of: Listening, Responding, and Inquiring Listening set asides:  Autobiographical listening Thinking about a similar incident you experienced and responding by launching into your story  Inquisitive listening Thinking about a question you have and not paying attention to what is being said  Solution listening Thinking immediately about a solution and sharing it instead of making sure you understand what is being said Project CHOICES 2009

42. 1.Stand up and lock eyes with someone across the room. Find a place to sit with your partner 2. Using “Promoting a Spirit of Inquiry” read the first paragraph silently-highlighting the sentence you find most interesting. 3. When each partner is ready, stop and “say something”. *the ‘something’ might be a question, a brief summary, a key point, an interesting idea or personal connection. 4. Continue the process through each of the paragraphs until you have completed the selection.

43. Now bring it home…. Return to your table, and as a group discuss the following; What are you aware of in your own practice that might SUPPORT or IMPEDE your effectiveness in using inquiry in conversations?

44.  Probing is asking questions to clarify communication, construct understanding and achieve deeper meaning and understanding  Probe to ◦ Elicit deleted or absent information ◦ Clarify unspecified  Nouns and pronouns  Verbs  comparators

45. Probe to clarify values  when language represents generalizations or distortions, e.g. ◦ Rule Words  We Can’t,  we shouldn’t,  we must,  we have to… ◦ Universal qualifiers  Everyone, all, no one, never, always  Probes challenge these generalizations…..

46.  Use in the initial stages of coaching  Explore to get more information out on the table  Forces the coachee to understand what is going on  Use “short and sweet” probes: Please say more about…. I’m interested in….. I’d like to hear more about… Keep going. What else? Stem: Turn to your shoulder partner and say “What I like about Fall is...” 3. Probing Questions 3. Probing Questions Project CHOICES 2009 Garmston, R.J., & Wellman, B.M. (2009). The adaptive school: A sourcebook for developing collaborative groups. (Syllabus). Norwood, MA: Christopher-Gordon Publishers.

47.  From the Greek; ◦ “para” meaning “beyond” ◦ “phrazein” meaning “to tell”  Webster; ◦ A rewording of the thought or meaning

48.  Expresses empathy  Reflects the feeling and the content of a message  Sends three messages: ◦ I am listening (make sure you are!) ◦ I understand you (or I’m trying to..) ◦ I care  Acknowledges importance of other, through; ◦ Head nods ◦ Fillers (uh-huh, ok, hmm) ◦ Echo

49. 1. Acknowledge/clarify a)A brief statement reflecting what was said b)Uses the listener’s words c)Shorter than the original statement 2. Summarize/Organize a)Clarifies theme or identifies the framework 3. Shift Focus a)Reflects ideas at a different level of logic b)Seeks to bring other to a higher thinking level

50.  Acknowledge/Clarify ◦ You’re concerned about… ◦ You would like to see… ◦ You’re please with… ◦ You’re feeling badly about… ◦ You’re trying to figure out… ◦ You know it can be…

51.  Summarize/Organize ◦ You have two goals here; one is… and the other is… ◦ So, on the one hand… and on the other hand… ◦ There seem to be three themes; 1…., 2…., 3…. ◦ So we have a hierarchy of ideas here. Its 1.., 2…, 3..  Shift Conceptual Focus; (shift up or shift down) ◦ So a theme here is… ◦ So a value here is… ◦ So an assumption here is… ◦ goal, belief, concept, intention, perspective

52. On a 3 X 5 card respond to : “Three ways I will use paraphrasing in my work are…” Stand, find a partner and swap cards. Partners will share what they wrote on their card. Your partner will paraphrase and inquire about your thinking and choice. At a signal, take the card you received (not your original card) and switch to another partner. Represent the person to whom you just talked. Paraphrase and inquire. At a signal return to your table…

53. Report to your table group on the following:  Given what you’ve heard, what are the supports people are able to provide during conversations in regard to probing and paraphrasing and what is impeding their ability to use these norms?

54.  Describe the focus of your advocacy. An issue that is important to me is…  Describe your reasoning I came to this conclusion because….  Describe your feelings. I feel ___________about this.  Distinguish data from interpretation. This is the data I have as objective as I can state it. Now here is what I think the data means.  Reveal your perspective I’m seeing this from the viewpoint of…..  Frame the wider context that surrounds the issue Several groups would be affected by this proposal  Give concrete examples To get a clear picture imagine that you are in ….

55.  Investigate other assumptions  Would you be willing for us to list our assumptions, compare them and explore if there might be other assumptions surrounding this issue?  Check your understanding  Use paraphrasing and probing So are you saying that…?  Test what they say by asking for broader contexts or examples  How would your idea affect … Is this similar to …. Can you describe a typical example?  Reveal your listening process  I have been listening for themes. So far I have heard two….

56.  Encourage others to explore your model, assumptions and data. What do you think about what I just said? Do you see any flows in my reasoning? What can you add?  Reveal where you are least clear Here’s one area you might help me think through…  Stay open. Encourage others to provide different points of view Do you see it differently?  Search for distortions, deletions and generalizations. In what I’ve presented do you believe I might have over generalized, or left out data or reported data incorrectly?

57. We (coaches) are no more important than those with whom we work, and that we should do everything we can to respect that equality. This approach is built around the core principles of equality, choice, voice dialogue, reflection, praxis and reciprocity.

58.  Equity  Voice  Dialogue  Reflection  Praxis  Reciprocity

59. 59 JudgmentPersonal Observation InferenceData Reflective/ Mediative Questions ABCDE

60. 60 JudgmentPersonal Observation InferenceData Reflective/ Mediative Questions ABCDE Evaluation Coaching Support Thinking

61. 61 ABCDE The coach uses and to enable the teacher to make, and ___________ about his or her teaching. DATAQUESTIONS JUDGMENTS PERSONAL OBSERVATIONSINFERENCES

63. On an index card at your table, please write: “I will use this skill to increase the mediated thinking of at least 2 teachers in the next month:” _____________ ____________________________________________________________ __________________________________________________________________________ Set aside your writing materials. At the signal, move around the room sharing your example and listening to the examples of others. (5 minutes) At the signal return to your seat. You have 3 minutes to write down as many ideas as you can remember hearing. You now have 5 final minutes to chat with your table mates to compile and discuss as many ideas as you can and how you might use those ideas in your school.

64.  After 15 minutes in a quad, return back to your original table.  Use the following reflection form to document information in each square. Take 10 minutes to complete independently.  One person from each table volunteer to share a reflection. After spending time on roles and responsibilities as a coach, I realize…………………….

65. Final Questions Evaluations Have a great week!!

66. The Sunday School lesson was on Sodom and Gomorrah. The teacher said, “God told Lot to take his wife and flee from the city. But Lot’s wife looked back and she turned into a pillar of salt.’ Does anyone have questions?” A little hand went up in the back of the class. “Yes?” said the teacher. A little voice asked “What happened to the flea?”