Pace and Lead

1
Pace and Lead
Costa, A. L. Garmston, R. J. (2002). Cognitive
Coaching A Foundation for Renaissance Schools.
Norwood, MA Christopher-Gordon.
2
Pace

• Honor an individuals existing state
• Create awareness of desired state
• Withhold judgment

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
3
Lead

• Identify the States of Mind or other resources
  needed to achieve his/her goal

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
4
Pace and Lead Is

• An attempt to help an individual
• identify and accept tensions
• clarify goals
• locate internal resources to achieve goals

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
5
Pace and Lead Is Not

• Helping an individual
• identify a solution
• devise a plan

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
6
Paraphrasing in Pacing

• 1. Empathy
• 2. Content
• 3. Goal
• 4. Pathway

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
7
Paraphrasing in Pacing Four Steps

• 1. Express empathy by matching intonation and
  accurately naming the persons feeling Youre
  feeling overwhelmed
• 2. Accurately reflect the persons content
  because you have so many issues competing for
  your attention.

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
8
Paraphrasing in Pacing Four Steps

• 3. State the goal that you infer the person is
  trying to achieve What you really want is to be
  able to focus on only one issue at a time
• 4. Presuppose readiness to find a pathway to
  attain the goal so youre seeking a way to
  make that happen.

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
9
Leading Three Stages

• Where do I start?
• Where do I go from here?
• How do I know when I am finished?

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
10
Leading Where do I start?

• Intent To lead to own internal resources
• Listen for cues during Pacing in both context and
  feelings
• Infer State of Mind to be awakened and ask
  appropriate leading question
• Watch for congruence in verbal and nonverbal
  statements

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
11
Leading Where do I go from there?

• If leading question not effective
• move to another State of Mind
• shift the conceptual level
• ask questions to elicit feelings, values, more
  details about goals
• have individual generate questions
• move focus from others to themselves

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
12
Leading Where do I go from there?

• Avoid excessive details
• Watch for generalizations, deletions, distortions

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
13
Leading How do I know when I am finished?

• Watch for
• Changes in voice, posture, breathing, gesture,
  muscular tone, skin-tone
• Shifts from certainty to uncertainty
• Sudden insights
• Bilateral body movements

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
14
Coaching Set-Asides

• Closure
• Comfort
• Comprehension

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
15
Coaching Set-Asides

• Closure
• Knowing the end of the story or what specific
  action the individual will take

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
16
Coaching Set-Asides

• Comfort (with ambiguity)
• Set aside autobiographical listening
• Paraphrase to maintain emotional attention on
  individual

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
17
Coaching Set-Asides

• Comprehension
• Process knowledge about problem or conflict is
  most important
• Details (e.g., history, background, context,
  sources of problem) are secondary

Costa, A. L. Garmston, R. J. (2002). Cognitive
coaching A foundation for renaissance schools.
Norwood, MA Christopher-Gordon.
18
The true secret of giving advice is,
after you have honestly given it, to
be perfectly indifferent whether it is taken or
not, and never persist in trying to set
people right. -Hannah
Whitall Smith, 1902
19
Reflection 9 Principles

• Review the 9 principles of intervention on pp.
  214216 of Cognitive Coaching
• In your pair discuss which of these specific
  principles are most important to leaders in
  resolving conflict within their district or
  school, and why.