coach training

1. S a r a h Gr if f it h s
C a s s a n d r a O’Ne il l
www.wh o l o n o my c o n s u l t i
n g .c o m

2. Meeting Objectives
Welcome and
Learning Goals

3. Goal of coach training?

4. To support people to deliver high quality
coaching

5. What does
our coach
training
look like?

6. Building on what we
already have in place . . .

7. The principles
Review of existing
knowledge and previous
trainings.
Practice skills and reflect
on practice.
Develop more advanced
skills and knowledge

8. Reviewing what we know

9. Philosophy of coaching
• Coaching that supports EEI and
self-direction
What would make today successful from
your perspective?
Turn to your neighbor. Share your
learning goal for the day. Listen to
theirs.

10. Support functions
that coaches play
• Reflecting
• Collaborating
• Consulting

11. Coaching Behaviors
•Pausing
•Reflective listening
• Paraphrasing
•Crafting questions
that support and invite
thinking

12. Coaching/observation cycle

13. Knowing when its most
effective to use different
support functions
Morning
Workshops

14. Brainstorming solutions to common
challenges for coaches learning this
type of approach

15. Sharing data

16. Tips for sharing data:
• Show, don’t tell the data, when possible.
• Use quotes.
• Give behavioral descriptions.
• Record the times events occurred, when
appropriate.
• Use a repertoire of data-gathering devices
(e.g., charts for classroom traffic patterns,
graphs for student response patterns.)

17. Different possible methods of data
collection
Source Presentation by Debra Pickering, Littleton, Colorado 1998

18. Possible data collection methods . .
.
• Interviews/discussions
• One-on-one, small group, whole group
• Observe teacher-student interactions
• Observe students
• Elicit parent feedback – specific, general,
written, oral

19. More possible methods . . .
• Review student artifacts – class sets/random
samples of:
– Portfolios
– Daily assignments
– Learning logs
– Products from projects
– Performance

20. And more . . .
• Classroom assessments
– Review test scores – classroom, district, state,
national
– Administer written surveys/questionnaires –
student, individual teacher, department/team,
staff

21. Examples of New/Advanced skills
and content

22. Possible new/advanced learning
• Advanced concepts when using data in
coaching
• Using data in meta-coaching (collecting data
on coaching)
• Using data when working with groups – 3
phase collaborative inquiry cycle
• Advanced paraphrasing and question
construction (types of questions)
• Stages of change models

23. More possible new/advanced
learning
• Transition framework by William Bridges
• Interactive ways to present information
• Information from Switch – i.e. growth and
fixed mindsets
• Action planning tool to help people develop
ideas of ways to achieve goals

24. Common challenges

25. Common challenges
• Not enough time
• Struggles with people who
don’t want to be coached
• Struggles in coaching people
who don’t know what best
practices are

26. More common challenges . . .
• Struggles in coaching people
who believe they are using best
practices and their self
assessment is not accurate
• Challenges with practicing new
learning (what happens in
coaching training workshops)

27. Challenges with New Learning

28. Doing something new is
difficult

29. • Research articulates the challenges with new
learning and using this learning for adults.

30. • Asking someone to stop doing something they
are proficient in – (even if the results aren’t
good) and asking them to do something they
are not proficient in – i.e. that they are just
learning is very challenging and can be
threatening to their identity

31. Newly-learned behavior is . . .
• crude compared to performance by a
master practitioner,
• fragile and needs to be supported in the
face of reactions from people they work
with, and
• Incomplete and will need to be shaped to
be most functional in a work setting. (A
Synthesis of the Implementation
Literature)

32. Questions to Think About:
• How can you teach
someone who doesn’t
have an identity as a
learner?
• What are some ways to
determine the readiness
to learn and change
practice among a group of
professionals to help them
become learners?

33. Guiding Principles of
Wholonomy Trainings

34. • Interactive
• Multiple instructional strategies
for different learning styles and
preferences
• Customized to groups needs and
preferences

35. • 20-50% direct instruction/whole group
• 50-80% interaction i.e. pairs or small groups
• Sample engagement strategies – i.e. jigsaw,
gallery walk, small groups make posters, pairs
interviews, think pair share, etc.
• Flexibility – ½ day- whole day

36. Handouts:
• 1 – support functions graphic
and examples
• 2- sequence of questions for
sharing data (post conference)
• 3- clarity on using coaching to
increase use of best practice
• 4 – collaborative inquiry cycle
for sharing data with groups

37. Next
Steps