Coach Pd Ppt

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Coach Pd Ppt

  1. 1. S-1 Welcome to Coaching Skills Supporting Quality Educators
  2. 2. S-2 Recall a time in your life when someone gave you guidance that really helped you. What did that person do that showed caring and support? How did that make you feel? What did you do as a result of the guidance and support?
  3. 3. S-3 “I really didn’t know how to do that task. It was much bigger than anything I’ve done before. The person guiding me encouraged me, cheered me on. It was challenging, but I did it!”
  4. 4. Section 2 While quality is difficult to S-4 define precisely, it almost always includes caring for each other, is always useful, has always involved hard work, and it always feels good as provider or receiver. Because it feels so good, I believe all of us carry in our heads a clear idea of what quality is for ourselves.
  5. 5. While quality is difficult to S-5 define precisely, it almost always includes caring for each other, is always useful, has always involved hard work, and it always feels good as provider or receiver. Because it feels so good, I believe all of us carry in our heads a clear idea of what quality is for ourselves.
  6. 6. S-6 Above and Beyond
  7. 7. S-7 The Coaching Triangle
  8. 8. S-8 The Coaching Triangle Coachability
  9. 9. S-9 The Coaching Triangle Coachability Consistency
  10. 10. S-10 The Coaching Triangle Coachability Highest Skilled= Consistency Most Coached
  11. 11. Section 3 S-11 Three Ingredients of a Successful Coaching Program
  12. 12. S-12 Three Ingredients of a Successful Coaching Program ~ Celebrations
  13. 13. S-13 Three Ingredients of a Successful Coaching Program ~ Celebrations ~ Options
  14. 14. S-14 Three Ingredients of a Successful Coaching Program ~ Celebrations ~ Options ~ Conscious Practice
  15. 15. Gordon’s Skill Development Ladder S-15 Unconsciously Skilled Consciously Skilled Consciously Unskilled Gordon’s Skill Development Unconsciously Ladder © Gordon Unskilled International Training. Used with permission.
  16. 16. S-16 Gordon’s Skill Development Ladder Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  17. 17. Gordon’s Skill Development Ladder S-17 Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  18. 18. S-18 Gordon’s Skill Development Ladder Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  19. 19. S-19 Gordon’s Skill Development Ladder Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  20. 20. S-20 Gordon’s Skill Development Ladder Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  21. 21. S-21
  22. 22. Gordon’s Skill Development Ladder S-22 Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  23. 23. S-23 Recall a time when you were tremendously successful at something – you were at the top of your game. Pick a situation where you were not sure how you accomplished what you did. You just did it.
  24. 24. S-24 Gordon’s Skill Development Ladder Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  25. 25. S-25 Gordon’s Skill Development Ladder Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  26. 26. S-26 Gordon’s Skill Development Ladder Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  27. 27. S-27 Gordon’s Skill Development Ladder Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  28. 28. S-28 Gordon’s Skill Development Ladder Unconsciously Skilled Consciously Skilled Consciously Unskilled Unconsciously Unskilled
  29. 29. • Preobservation Conference – S-29 S-29 Establish focus for 0bservation. • Observation – Observe focus identified. • Postobservation Conference – Debrief based on focus created in the Preobservation Conference.
  30. 30. S-30 Evaluator – Coach Continuum Evaluator Coach Evaluator Outside Criteria Mentor Supervisor Coach of Coachees’ Choice
  31. 31. S-31 The purpose of the evaluator is to place a person’s performance on a scale of effectiveness.
  32. 32. S-32 Evaluator – Coach Continuum Evaluator Coach Evaluator Outside Criteria Mentor 1……10 Supervisor Coach of Coachees’ Choice
  33. 33. S-33 The purpose of a coach is to guide someone to improve performance on a clearly identified skill or behavior.
  34. 34. S-34 Evaluator – Coach Continuum Evaluator Coach Evaluator Outside Criteria Mentor 1……10 Supervisor Coach of Coachees’ Choice
  35. 35. S-35 The purpose of a supervisor is to both ensure a standard of performance and to assist the person being supervised to achieve goals.
  36. 36. S-36 The purpose of a mentor is to give advice, training, and feedback to someone new to a position, organization, or activity.
  37. 37. S-37 Interrater Agreement
  38. 38. S-38 Evaluator – Coach Continuum Evaluator Coach Evaluator Outside Criteria Mentor Supervisor Coach of Coachees’ Choice
  39. 39. S-39 Minimum Competency
  40. 40. S-40 An evaluator works for the system. A coach works for the coachee.
  41. 41. S-41 Trust
  42. 42. S-42 Evaluator – Coach Continuum Evaluator Coach Evaluator Outside Criteria Mentor Supervisor Coach of Coachees’ Choice Evaluation Critical for: Coaching Benefits: Beginning teachers to SURVIVE Teachers in trouble
  43. 43. S-43 Evaluator – Coach Continuum Evaluator Coach Evaluator Outside Criteria Mentor Supervisor Coach of Coachees’ Choice Evaluation Critical for: Coaching Benefits: Beginning teachers to SURVIVE Teachers in trouble
  44. 44. S-44 Recall a time when you were: Empowered, Authorized, Enabled, and Had Permission To Do What You Thought Best
  45. 45. Section 4 S-45 Open and Closed-Ended Continuum Closed Open Question controls Answer controls direction direction
  46. 46. S-46 Open and Closed-Ended Continuum Closed Open Question controls Answer controls direction direction Depends on the Environment
  47. 47. S-47 Under what circumstances would you want to ask a Closed-Ended Question?
  48. 48. S-48 Under what circumstances would you want to ask a Closed-Ended Question? Under what circumstances would you want to ask an Open-Ended Question?
  49. 49. S-49 Consistent and Unpredictable
  50. 50. S-50 1. What is your objective in doing this? 2. Why do you set up your meeting that way? 3. How will you know when you have completed your objective?
  51. 51. S-51 Approaches to Asking Open-Ended Questions: ~ Request opinions ~ Ask for alternatives ~ Increase thinking, creativity ~ Brainstorm options ~ Empower
  52. 52. S-52 Creative Evaluative Personalized Questions Questions Questions Agenda: Vision — Mission, Beliefs Strategy — Policies, Curriculum, Blueprint Tactics — Lesson Plan, Action Plan, Meeting Operations — Skills, Methods, Behaviors Focus
  53. 53. S-53 Creative Evaluative Personalized Questions Questions Questions Agenda: Vision — Mission, Beliefs Strategy — Policies, Curriculum, Blueprint Tactics — Lesson Plan, Action Plan, Meeting Operations — Skills, Methods, Behaviors Focus
  54. 54. S-54 Creative Evaluative Personalized Questions Questions Questions Agenda: Vision — Mission, Beliefs Strategy — Policies, Curriculum, Blueprint Tactics — Lesson Plan, Action Plan, Meeting Operations — Skills, Methods, Behaviors Focus
  55. 55. S-55 Creative Evaluative Personalized Questions Questions Questions Agenda: Vision — Mission, Beliefs Strategy — Policies, Curriculum, Blueprint Tactics — Lesson Plan, Action Plan, Meeting Operations — Skills, Methods, Behaviors Focus
  56. 56. S-56 Listening Test You believe that . . .
  57. 57. S-57 Listening Test You believe that . . . My focus when I observe you will be . . .
  58. 58. S-58 Listening Test You believe that . . . My focus when I observe you will be . . . I should notice . . .
  59. 59. S-59 Three Ingredients of a Successful Coaching Program ~ Celebrations ~ Options ~ Conscious Practice
  60. 60. S-60 Teacher Example: “I love this topic so much, and it simply bores me to write up an outline. Still, I want them to understand it.” Administrator Example: “I never thought about delegation that way. I guess I do not know him as well as I thought I did.”
  61. 61. S-61 Scenario No. 1: There are too many students in my classroom for that suggestion to work.
  62. 62. S-62 Scenario No. 1: There are too many students in my classroom for that suggestion to work. Scenario No. 2: No matter how hard I try, she doesn’t seem to think I know what I am talking about.
  63. 63. Scenario No. 1: S-63 There are too many students in my classroom for that suggestion to work. Scenario No. 2: No matter how hard I try, she doesn’t seem to think I know what I am talking about. Scenario No. 3: These coaching sessions add to the school day, but I can see enough evidence to think I would like to expand the program.
  64. 64. Section 5 S-64 Focus on what you want the other person to do.
  65. 65. S-65
  66. 66. S-66 Tell me about a time when you received approval. What happened? Who was there? What did you see? What did you hear? How did it make you feel? Why do you suppose you recall that particular instance of receiving approval -- why did that experience mean so much to you?
  67. 67. S-67 Tell me about a time when you gave someone approval. What happened? Who was there? What did you see? What did you hear? How did it make you feel? Did the experience feel different from when you received approval? In what way?
  68. 68. S-68 Approval Praise Compliments
  69. 69. S-69 Give Approval at the beginning and at the end. Report only that which speaks to the focus.
  70. 70. S-70 Coach and coachee speak equal amounts of time Ask OEQs, CEQs, and give CPs
  71. 71. S-71
  72. 72. S-72

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