1. Page 1 Secondary Literacy Coaches Wednesday, August 28, 2013

2. Page 2 Outcomes Understand the different stances a literacy coach may take when working with teachers or groups Identify and practice processes for successful coaching Develop a plan to develop coaching skills

3. Page 3 Content Agenda Connections to the Standards for Middle and High School Literacy Coaches The Three C’s The Power of Language Communication Skills: Listening and Questioning

4. Page 4 Connection to Vision 2018 2.1.5 Provide professional learning to foster effective communication, respect, collaboration, in a diverse environment. 2.2.1 Provide professional learning for staff members to enhance interpersonal and leadership skills, deepen job-specific knowledge, and grow in their professional practice. 2.2.4 Continue to enhance professional growth through professional learning communities.

5. Page 5 COACH

6. Page 6 Standards

7. Page 7 Continuum of Interaction CollaborateConsult Coach

8. Page 8 Power of Language Read the text on page 3. Identify any words or phrases that resonate with you. Share your insights with a partner.

9. Page 9 Dave Ellis— Ladder of Powerful Speaking

10. Page 10 Levels of Language Promise Plan Passion Preference Possibility Obligation

11. Page 11 Am I a committed listener?

12. Page 12 Unproductive Patterns of Listening Read the four unproductive patterns: Judgment/Criticism Autobiographical Inquisitive Solution Note the key concepts and key ideas. With which one do you most identify?

13. Page 13 The Listening Gap The average person speaks at about 135-175 words a minute, but can listen to 400-500 words a minute.

14. Page 14 Mark Twain Said It Best… “If we were supposed to talk more than listen, we would have two mouths and one ear.”

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17. Page 17 Skillful listening is the heart and soul of coaching and is the key to truly connecting on a meaningful level with the client. A coach spends far more time listening than speaking.

18. Page 18 The Language of Positive Presuppositions Language shapes thoughts, feelings, and expressions. Using language to its full positive potential means becoming aware of our habitual ways of speaking and the messages, positive or negative, that are sent to others. By paying attention to the presuppositions that we use and choosing our words with care, we can more positively influence the thinking and feelings of others with whom we are communicating.

19. Page 19 What are the presuppositions? What went wrong in planning your lesson? You had a problem planning your lesson. You know what you did wrong. You ought to feel badly about the lesson going wrong because wrong means failure. As you reflect on this year, what professional goals were you able to accomplish? You reflect upon your practice. You set professional goals. You accomplished the goals that you set.

20. Page 20 Communicative Feedback Clarifying questions for understanding Express the value potential specifically Reflective questions or possibilities

21. Page 21 Mentoring Interventions Push Prescriptive Informative Confronting Pull Cathartic Catalytic Supportive Collaborate Consult Coach

22. Page 22 Next Steps What did you learn about “processes for being a successful coach?” What else do you want to learn, know, or be able to do? How will you make that happen?

23. Page 23 “Coaching can move good teachers to become great teachers. It provides the strongest return on the investment of teaching. Coaches may cause discomfort at times. However, great coaches create environments where the coachee is comfortable with discomfort. Discomfort is the key to growth and change. --Stephen Barkley