Mockingbird Education
Mockingbird Education
Oakmont
Coaching Sessions
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    OAKMONT STAFF PLC
    COORDINATOR PLC GROUP

    November 1 Coaching Meeting

    Introduction

    Coaching meeting centered around lesson plan feedback, coaching,  and helping coordinators build comfort supporting teachers.  

    We discussed reviewing the strategies for specific staff and coaching staff.  

    We disussed the lesson plan format and provided feedback and commentary.

    See resource  Coaching Questions and support.

    Mockingbird recommends starting with The Engagement Strategies.  Mockingbird said that we would send a review video to coordinators once this was prepared.  

    See resource –Engagement Strategies 

    The following questions are also available through this link.
     
    A Collaborative and Compassionate Coach understands the Laws of Coaching Vulnerability and the Laws of Coaching Collaboration and Compassion.
    Laws of  Coaching Vulnerability.
    1.  Most of us don't know what our instructional practices look like.
    2. Most of us take conversations about teaching practice very personally. 
    3. Professional development is a process not an event.
    4. Vulnerability, mistakes, and failure are part of coaching, improvement, and growth.
    5.  Most of us resist goals for our development when we do not have input into their creation.  
    6. We resist coaching from people when there is a perceived difference in equality and|or power.
    Laws of Coaching Collaboration, Equality,  and Compassion
    1. We embrace collaboration when we feel respected and valued as a partner.
    2. We embrace collaboration when we have choice and voice in the partnership.
    3. We embrace collaboration when we share language about roles, process, strategy, and purpose.
    4. We embrace collaboration when dialogue is authentic, encourages vulnerability, and uncertainty.
    5. We embrace collaboration when both partners have visible opportunities to grow and learn in the process of collaboration.
    Potential Questions to Ask Yourself:
    • Which laws do you embrace as fundamental principles of effective coaching? Which laws challenge you?
    • How do you demonstrate and communicate these laws in your coaching?

    A Collaborative and Compassionate Coach facilitates a 'Collaborative Partnership Conversation' before observing a classroom. A CC  Coach acknowledges the Laws of Vulnerability and collaborates to establish roles, expectations, and goals of a collaborative coaching partnership. 

    Potential Questions to Facilitate a Conversation: 

    1. What do you think our roles and responsibilities are in a coaching relationship?
    2. How can we make this relationship a collaborative partnership? 
    3. What does a collaborative partnership mean to you?
    4. What does a successful coaching partnership look like for you? What do you expect of me? What can I expect of you?
    5. On a scale of 1-10, how comfortable are you with the coaching process?
    6. On a scale of 1-10, how comfortable are you with observations and sharing your teaching  vulnerabilities with me?
    7. What concerns you about me observing your classroom?
    8. What do you hope I see and learn from visiting your classroom?
    9. What do you want me to know about you and your teaching before I visit your classroom?
    10. What do you expect of me as a coach?
    11. How do you think a successful coach could help you grow and learn as a teacher?
    12. What can I do as a coach to make sure that you feel respected and valued as a teacher and partner?
    13. What  can I do as a coach to make sure you have voice and choice in this relationship?
    14. What can I do as a coach to demonstrate my commitment to transparency and authentic dialogue?
    15. What do you hope I will learn as a coach in working with you?
    A Collaborative and Compassionate Coach asks for an invitation to visit a teachers' classroom. 
    Yes, you probably have the authority to visit a teacher's  classroom without an invitation but  why not ask the teacher for an invitation? Exercising your authority doesn't foster trust or build good will. 
    Potential Questions:   
    1. When is a good time to observe your classroom? 
    2. Ask teacher to identify a class to be observed.  When the teacher agrees, it is most useful to observe the class the teacher identifies as most challenging.
    3. Ask the teacher prior to the observation, what they want the coach to observe and provide feedback on.  

    A Collaborative and Compassionate Coach facilitates a conversation after  classroom observation.   A Collaborative and Compassionate Coach asks questions that foster reflection and self-discovery.

    Potential Questions: 

    1. Given the time we have today, what is the most important thing that you and I should be talking about?
    2. On a scale of 1-10, how close what that class to your ideal class?
    3. What pleased you about the class?
    4. What would you have changed to move the class closer to a 10?
    5. What would the students be doing differently?  What would that look like?
    6. What would you be doing? What would that look like?
    7. How could we measure change? What would be a measurable student goal?
    8. Confirm that the goal is one that the teacher really thinks is important.  If not, repeat the process until you identify the goal.
    9. Share the list of Mockingbird teaching strategies. 
    10. Collaborate with the teacher to identify a teaching strategy to be implemented that will help them achieve the goal.
    11. What if nothing changes? So what?  What are the implications for you and your students?
    12. What is the ideal outcome?
    13. What went well? What surprised you?
    14. What did you learn?
    15. What are you seeing that shows the strategy is successful (or unsuccessful?)
    16. What impact would _____have?
    17. When have you seen _____?  How does that connect to this?
    18. What will you do differently next time?
    19. What do you think about what the students are doing here?
    20. What can we do to resolve this issue?
    21. Tell me about what you felt....
    22. Tell me more about...
    23. What leads you to believe...
    24. What would we see and hear that would be evidence of this?
    25. If you don't know, what could you do to find out?

    Click image to access resources

     

    TBD.

     

    We will go after ECHo access and login

    September 19 Coaching Meeting

    Introduction

    This is our first coaching meeting after the training.  The goal of this meeting is to get organized and create an entry point for coaching teachers.

    Here are the goals over the next month

    Our goal in this first month is to clarify the coaching relationship with teachers. 

    What is a teaching coach? 

    A teaching coach helps educators with their process of teaching. A good coach motivates, inspires, but also provides accountability and feedback.  Good coaching relationships begin by clarifying roles, responsibilities, and expectations.  

    Here are some critical points to remember in coaching:

    1.  A coach establishes an interactive relationship with teachers.  Effective coaches ask teachers where and how they want to grow and what they want a coach to hold them accountable to.  

    Encourage educators to use Purpose Not Power.  PNP is a great entry point strategy.  It is simple, easy (requires no planning) and helps educators build trust with students.  This strategy is therefore a critical strategy to implement at the beginning of a program year. 

    This strategy will be most effective, if we model and demonstrate the strategy ourselves as coaches.  To model, simply articulate the purpose and rationale for the decisions that you make as a coach.   

    Coach educators using RTG (respect the Gradient Language).  Most educators fail to recognize the entry point strategies for interaction.  

    The following questions are also available through this link.
     
    A Collaborative and Compassionate Coach understands the Laws of Coaching Vulnerability and the Laws of Coaching Collaboration and Compassion.
    Laws of  Coaching Vulnerability.
    1.  Most of us don't know what our instructional practices look like.
    2. Most of us take conversations about teaching practice very personally. 
    3. Professional development is a process not an event.
    4. Vulnerability, mistakes, and failure are part of coaching, improvement, and growth.
    5.  Most of us resist goals for our development when we do not have input into their creation.  
    6. We resist coaching from people when there is a perceived difference in equality and|or power.
    Laws of Coaching Collaboration, Equality,  and Compassion
    1. We embrace collaboration when we feel respected and valued as a partner.
    2. We embrace collaboration when we have choice and voice in the partnership.
    3. We embrace collaboration when we share language about roles, process, strategy, and purpose.
    4. We embrace collaboration when dialogue is authentic, encourages vulnerability, and uncertainty.
    5. We embrace collaboration when both partners have visible opportunities to grow and learn in the process of collaboration.
    Potential Questions to Ask Yourself:
    • Which laws do you embrace as fundamental principles of effective coaching? Which laws challenge you?
    • How do you demonstrate and communicate these laws in your coaching?

    A Collaborative and Compassionate Coach facilitates a 'Collaborative Partnership Conversation' before observing a classroom. A CC  Coach acknowledges the Laws of Vulnerability and collaborates to establish roles, expectations, and goals of a collaborative coaching partnership. 

    Potential Questions to Facilitate a Conversation: 

    1. What do you think our roles and responsibilities are in a coaching relationship?
    2. How can we make this relationship a collaborative partnership? 
    3. What does a collaborative partnership mean to you?
    4. What does a successful coaching partnership look like for you? What do you expect of me? What can I expect of you?
    5. On a scale of 1-10, how comfortable are you with the coaching process?
    6. On a scale of 1-10, how comfortable are you with observations and sharing your teaching  vulnerabilities with me?
    7. What concerns you about me observing your classroom?
    8. What do you hope I see and learn from visiting your classroom?
    9. What do you want me to know about you and your teaching before I visit your classroom?
    10. What do you expect of me as a coach?
    11. How do you think a successful coach could help you grow and learn as a teacher?
    12. What can I do as a coach to make sure that you feel respected and valued as a teacher and partner?
    13. What  can I do as a coach to make sure you have voice and choice in this relationship?
    14. What can I do as a coach to demonstrate my commitment to transparency and authentic dialogue?
    15. What do you hope I will learn as a coach in working with you?
    A Collaborative and Compassionate Coach asks for an invitation to visit a teachers' classroom. 
    Yes, you probably have the authority to visit a teacher's  classroom without an invitation but  why not ask the teacher for an invitation? Exercising your authority doesn't foster trust or build good will. 
    Potential Questions:   
    1. When is a good time to observe your classroom? 
    2. Ask teacher to identify a class to be observed.  When the teacher agrees, it is most useful to observe the class the teacher identifies as most challenging.
    3. Ask the teacher prior to the observation, what they want the coach to observe and provide feedback on.  

    A Collaborative and Compassionate Coach facilitates a conversation after  classroom observation.   A Collaborative and Compassionate Coach asks questions that foster reflection and self-discovery.

    Potential Questions: 

    1. Given the time we have today, what is the most important thing that you and I should be talking about?
    2. On a scale of 1-10, how close what that class to your ideal class?
    3. What pleased you about the class?
    4. What would you have changed to move the class closer to a 10?
    5. What would the students be doing differently?  What would that look like?
    6. What would you be doing? What would that look like?
    7. How could we measure change? What would be a measurable student goal?
    8. Confirm that the goal is one that the teacher really thinks is important.  If not, repeat the process until you identify the goal.
    9. Share the list of Mockingbird teaching strategies. 
    10. Collaborate with the teacher to identify a teaching strategy to be implemented that will help them achieve the goal.
    11. What if nothing changes? So what?  What are the implications for you and your students?
    12. What is the ideal outcome?
    13. What went well? What surprised you?
    14. What did you learn?
    15. What are you seeing that shows the strategy is successful (or unsuccessful?)
    16. What impact would _____have?
    17. When have you seen _____?  How does that connect to this?
    18. What will you do differently next time?
    19. What do you think about what the students are doing here?
    20. What can we do to resolve this issue?
    21. Tell me about what you felt....
    22. Tell me more about...
    23. What leads you to believe...
    24. What would we see and hear that would be evidence of this?
    25. If you don't know, what could you do to find out?

     Purpose Not Power Poster

     

    TBD.

     

    We will go after ECHo access and login

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