Peer Coaching

1
Peer Coaching
Note There are many forms of peer-coaching.
Almost all of the content in this training
comes from Cognitive Coaching
developed by Robert Garmston and Art Costa
See - Cognitive Coaching A Foundation for
Renaissance Schools, second edition, by Arthur
L. Costa and Robert J Garmston - Cognitive
Coaching Foundation Seminar Learning Guide, sixth
edition, by Arthur L. Costa and Robert J
Garmston, revised by Jane Ellison and Carolee
Hayes
Dr. John Woodward has been using Peer Coaching in
this and other forms in public schools with
teachers and administrators since the early
1980s. The organization and presentation of the
content is based upon that Experience and his
training in peer coaching techniques.
2
Coaching Peers an Overview
1. Why do Peer Coaching?
2. Peer Coaching the bigger picture
3. The Essence of effective Peer Coaching
4. Three types of conversations where coaching
takes place
5. Developing the tools for coaching
6. Coaching within each of three types
of conversations
7. The Five States of Mind
3
1. Why Do Peer Coaching?
Skill
Transfer of Learning
Training Components
Knowledge
Information
.00
.63
.35
Theory
.15
.50
.00
Demonstration
1.65
.00
.26
Theory Demonstration
.00
.86
Theory Practice
1.15
.00
Theory, Demonstration, Practice
.00
.72
Theory, Demonstration, Practice, Feedback
2.31
1.18
.39
Theory, Demonstration, Practice, Feedback,
Coaching
2.71
1.25
1.68
Effect Size magnitude of gain
Joyce, B. Showers, B. (1995) Student Achievement
Through Staff Development, White Plains, NY
Longman Publishers. P 112.
4
1. Why Do Peer Coaching?
Through the research on teacher cognition, we
have gained valuable insights into what teachers
think about as they teach. Research on human
information processing, emotional intelligence,
effective problem solving, human intelligence,
brain capacity, and brain function has yielded
five major findings.

• All behavior is based on rather simple cognitive
  maps of reality. i.e. teachers
• create simple cognitive maps to deal with
  complex situations.

• Talking aloud about their thinking and their
  decisions about teaching
• energizes teachers and causes them to refine
  their cognitive maps. ( Who does
• most of the talking in classrooms? Who learns
  more the teacher or students?)

(3) Certain invisible cognitive skills drive
teaching performance.

• These invisible cognitive skills can be
  categorized in four domains Preactive,
• Interactive, Reflective, and Projective

• Thinking occurs at the intersection of three ways
  of knowing linguistic,
• nonlinguistic, and affective. E.g.
• Teachers thought processes are influenced by
  deeply held theories of learning.
• The same concept is also stored in permanent
  memory in a nonlinguisitic mode.
• Propositions about students are also stored in an
  affective mode.

Coaching addresses all five of these findings!
5
2. Peer Coaching The Bigger Picture
How Coaching Improves Student Performance
Coachs Strategies
Coachees Internal Thinking Processes
Enhanced Teacher Student Performance
Coachees Changes His/Her Behavior
6
2. Peer Coaching The Bigger Picture
Making Connections
Determine The Conversation
Tap The Five States of Mind
Use The Tools
Address The Content

• Planning
• Reflective
• Problem Resolving

• Efficacy
• Flexibility
• Craftsmanship
• Consciousness
• Interdependence

• Set asides
• Rapport
• Pausing
• Paraphrasing
• Questioning

• Goals
• Success Indicators
• Strategies/decisions
• Personal Growth

• Summarize/recall
• Analyze cause
• Construct knowledge
• Commit

Note The coach will need to listen carefully to
determine which state of mind needs to be
addressed.

• Express empathy
• Reflect content
• State goal
• Presuppose readiness
• Amplify resources

7
3. The Essence of Effective Peer Coaching
The most effective peer coaching is based on the
belief that a persons actions are influenced by
internal forces within the person being coached
rather than by overt behaviors by the coach

• Effective peer coaching is non-judgmental
  mediation of thinking

• Mediation of thinking occurs by accessing five
• states of mind to liberate internal resources

- The five states of mind are consciousness,
craftsmanship, efficacy, flexibility, and
interdependence (You help the person explore
these to liberate their resources.)

• The tools for accessing the five states of mind
  include
• questioning, pausing, paraphrasing, and probing
• (These are the skills you need to develop.)

8
3. The Essence of Effective Coaching (contd).
Peer Coaching Contrasted with Other Support
Functions

• other key roles include evaluator, consultant,
  and collaborator

• other key roles focus upon event or behavior
  rather
• than the mental processes of the person being
• coached

9
Four Support Functions
3. The Essence of Effective Coaching (contd)
Source of Criteria for Judgment
Purpose
Intention
The Evaluator
Judge and rate performance according to
understood, externally produced standards
Conform to a set of standards adopted by the
organization
Evaluating
The Consultant
Inform, provide technical assistance, apply
research and professional standards
Increase knowledge and skills Institutionalize
accepted practices and policies
Consulting
The Colleagues
Form ideas, approaches, solutions, and focus
for inquiry
Solve problems, apply and test shared ideas,
learn together
Collaborating
Enhance and habituate self- directed learning
self- managing self monitoring self modifying
Transform effectiveness of decision-making,
mental models, thoughts, perceptions, and
habituate reflection
Coaching
The Teacher
10
2. Peer Coaching The Bigger Picture
Making Connections
Determine The Conversation
Tap The Five States of Mind
Use The Tools
Address The Content

• Planning
• Reflective
• Problem Resolving

• Efficacy
• Flexibility
• Craftsmanship
• Consciousness
• Interdependence

• Set asides
• Rapport
• Pausing
• Paraphrasing
• Questioning

• Goals
• Success Indicators
• Strategies/decisions
• Personal Growth

• Summarize/recall
• Analyze cause
• Construct knowledge
• Commit

Note The coach will need to listen carefully to
determine which state of mind needs to be
addressed.

• Express empathy
• Reflect content
• State goal
• Presuppose readiness
• Amplify resources

11
4. Three Types of Conversations Where Coaching
Takes Place
A. The Planning Conversation occurs before a
colleague attempts a task.

Clarify Goals
Specify Success Indicators and a plan for
collecting evidence
The content
Anticipate approaches, strategies, decisions
Establish personal learning foci and processes
for self-assessment
Reflect on the coaching process
B. The Reflecting Conversation occurs after a
colleague completes a task

Summarize impressions and recall supporting
information
Analyze causal factors compare, analyze, infer,
and determine cause-effect relationships
The content
Construct new learning and applications
Commit to applications
Reflect on the coaching process
C. The Problem Resolving Conversation occurs
when a colleague feels stuck

Honor the existing state Express Empathy
Frame the existing state Reflect Content
State the Goal
The content
Presuppose Readiness
Locate and amplify existing resources
Reflect on the coaching process
12
2. Peer Coaching The Bigger Picture
Making Connections
Determine The Conversation
Tap The Five States of Mind
Use The Tools
Address The Content

• Planning
• Reflective
• Problem Resolving

• Efficacy
• Flexibility
• Craftsmanship
• Consciousness
• Interdependence

• Set asides
• Rapport
• Pausing
• Paraphrasing
• Questioning

• Goals
• Success Indicators
• Strategies/decisions
• Personal Growth

• Summarize/recall
• Analyze cause
• Construct knowledge
• Commit

Note The coach will need to listen carefully to
determine which state of mind needs to be
addressed.

• Express empathy
• Reflect content
• State goal
• Presuppose readiness
• Amplify resources

13
5. Developing the Tools for Peer Coaching
a) Listening Set-Asides -
Autobiographical/
Inquisitive/
Solution
b) Rapport skills to address tension/anxiety,
to help coach understand/ pay attention
c) Pausing wait time/ (1) after the coach asks
a question, (2) after the coachee responds, (3)
before the coach responds
d) Paraphrasing - a rewording of the thought or
meaning
e) Questioning Inquiring (to broaden
thinking) Probing (to focus thinking)
14
5a. Developing the Tools for Peer Coaching
a) Set-Asides -
Autobiographical/
Inquisitive/
Solution
Autobiographical it all started in a 5,000 watt
radio station (Same problem in interviews 3
things!/ 3 minutes)
In peer coaching the focus is on the coachee NOT
the coach!
Inquisitive curious about portions of the story
that are not relevant to the issue at hand
In peer coaching we are trying to get clarity and
focus/not distractions
Solution here is how I would solve it/ do it as
I would do it and you will do it right!/ here is
the way I think about it
In peer coaching we are interested in what the
coachee thinks
Activity T-1 Pair with another person the
conversation will be about what influenced the
coachee to become a teacher the coach will
engage in conversation by employing all of the
above set-asides. Rotate roles.
15
5b. Developing the Tools for Peer Coaching
b) Rapport/Trust - matching posture, gestures,
or voice qualities
Note Trust is belief in and reliance on another
person developed over time. Rapport is
comfort with and confidence in someone during a
specific interaction.
Proportion of Meaning inferred from nonverbal and
verbal components
Nonverbal Components
Verbal Components
Nonverbal
65
Posture Gesture Proximity Muscle Tension Facial
Expression
Pitch Volume Inflection Pace Words
Verbal
35
Activity T-2 Pair with another person the
conversation will be about the most difficult
parent with whom the coachee had to deal the
coach will match the posture, gestures, and voice
qualities of the coachee. Rotate roles.
16
5c. Developing the Tools for Coaching
c) Pausing
Note There are three key times to pause (1)
after the coach asks a question, (2) after the
coachee responds, (3) before the coach
responds/paraphrases
Activity T-3 Work in a trio (coach, coachee,
coachs coach) the conversation will be about
the development of end of course exams the coach
will ask a question and the coachee will respond
the coach will count (silently) to 5 (1000 -1,
1000 -2, , 1000-5) at each of the times listed
in the note, above. The coach will also employ
set-asides and will match posture, gesture, and
voice qualities. The coachs coach will observe
and provide feedback to the coach. Rotate roles.
17
5d-1. Developing the Tools for Coaching
d) Paraphrasing
Note begin paraphrasing with So, you and then
repeat the content of what the coachee said.
Activity T-4 Work in a pair. Repeat the
conversation about end of course exams The coach
will paraphrase every statement made by the
coachee. e.g. So, you believe we are spending
too much time testing. So, you are having
a difficult time constructing end of course
exams So, you feel your end of course
exams need considerable work So, you
believe working on end of course exams will
improve the the other assessments you do
throughout the school year Rotate Roles on cue.
18
Paraphrasing is an important skill in Pacing
Pacing Honors what is and makes visible what is
possible Existing Desired State
19
5d-2. Developing the Tools for Coaching
d) Paraphrasing - continued
Note There are two arenas in which you are
paraphrasing (1) emotion and (2) content
There are Three Levels of Paraphrasing
Acknowledging And Clarifying
Shifting Conceptual Focus
Summarizing And Organizing
So, there are three issues
Youre thinking about
So, a strong belief you hold is
So, youre ready to move on
So, youre wondering if
So, an assumption you are operating from is
Youre hoping that
First youre going to then you will
Youre frustrated because
Youre concerned about
On the one hand and on the other hand
So, a goal for you is
reflecting
Goals, values, beliefs Assumptions, concepts,
mediating
Activity T-5 In a pair repeat the conversation
about end of course exams the coach will
paraphrase, moving to mediation, and using
pauses. Do not forget rapport! Rotate roles.
20
5e-1. Developing the Tools for Coaching
Questioning
e) Questioning
Inquire (to broaden thinking)
Probe (to clarify or focus thinking)
21
Questioning Skills Are the Key in Leading
Leading Locates and Amplifies Resources Resourc
es (States of Mind)
22
5e-2a. Developing the Tools for Coaching
e) Questioning Inquiring Characteristics of
Mediational Questions

• Use an approachable voice

• Use plural forms

What are reasons for ? What strategies are you?

• Use exploratory/tentative language -

What might be your thoughts about ? What are
some of the possibilities ? What are your
hunches about?

• Use positive presuppositions -

What might be some of the goals you have in mind
? What might be your indicators that you are
successful ? As you consider alternative
strategies, what seems most promising ?
23
5e-2b. Developing the Tools for Coaching
e) Questioning Inquiring To broaden
thinking
External content is what is going on in the
environment outside the the person being coached
while the internal content is what is going on
inside the mind of the person being
coached. Questions that most effectively mediate
thinking link internal content with external
content.
e.g. How does your lesson fit into the major
goals for this course? Which key standards
are addressed by your assessment? Which
standards will need to be assessed another way?
How will data from your assessment help
students to meet the standards?
24
5e-3. Developing the Tools for Coaching
e) Questioning Probing - To focus thinking

• Skillful coaches look for the following speech
  patterns as places that require clarification
• Generalizations (universal quantifiers) all,
  everyone, never, always Repeat Pause
• Rule Words (modal operators) should, must,
  necessary, have to, ought What if?
• Vague Verbs (unspecified) think, understand,
  learn, feel, make How specifically?
• Vague Nouns/Pronouns (unspecified) students,
  women, administrators, people, parents Which
  ?
• Comparisons (incomplete comparators) better,
  larger, more, less useful Than what?

e.g. Has there ever been a time ? What
would happen if you did not ? Think,
specifically how? Which students
specifically? Better than what?
25
5e-4. Practicing the Tools for Coaching
e) Questioning Probing - To clarify thinking
e.g. Help me to understand what you mean by
What will students be doing if they are
thinking What will students be doing if
they are appreciating
26
2. Peer Coaching The Bigger Picture
Making Connections
Determine The Conversation
Tap The Five States of Mind
Use The Tools
Address The Content

• Planning
• Reflective
• Problem Resolving

• Efficacy
• Flexibility
• Craftsmanship
• Consciousness
• Interdependence

• Set asides
• Rapport
• Pausing
• Paraphrasing
• Questioning

• Goals
• Success Indicators
• Strategies/decisions
• Personal Growth

• Summarize/recall
• Analyze cause
• Construct knowledge
• Commit

Note The coach will need to listen carefully to
determine which state of mind needs to be
addressed.

• Express empathy
• Reflect content
• State goal
• Presuppose readiness
• Amplify resources

27
Coaching Map Planning Assessments
6A-1. Coaching within The Planning Conversation
Clarify Goals, Success Indicators,
Approaches/Strategies/Decisions
Remember set-asides autobiographical/inquisitive
/solutions
Coach
Coach
Rapport
Pause
Content Q e.g. What might be some of the
goals you have in mind?
Paraphrase Acknowledging/Clarifying
Pause
Pause
Coachee
Response to Paraphrase
Coachee
Response About Content
Content Q Practice
Coach
Pause
28
6A-4. Coaching within The Planning Conversation
Activity CQ-1 Pair with another person create
examples of questions to elicit desired
thinking about the content
Examples
Purpose
Clarify Goals
Specify success indicators and a plan for
collecting evidence
29
6A-5. Coaching within The Planning Conversation
Activity CQ-1 contd Pair with another
person create two examples of questions to
elicit desired thinking about each content
component.
Examples
Purpose
Anticipate approaches, strategies, decisions
and how to monitor them
Establish personal learning focus
Reflect on the Coaching process
30
Coaching Map Planning Assessments
6A-1. Coaching within The Planning Conversation
Clarify Goals, Success Indicators,
Approaches/Strategies/Decisions
Remember set-asides autobiographical/inquisitive
/solutions
Coach
Coach
Rapport
Pause
Content Q e.g. What might be some of the
goals you have in mind?
Paraphrase Acknowledging/Clarifying
Pause
Pause
Coachee
Response to Paraphrase
Coachee
Response About Content
Paraphrase Page
Coach
Pause
31
5d-2. Developing the Tools for Coaching
d) Paraphrasing - continued
Note There are two arenas in which you are
paraphrasing (1) emotion and (2) content
There are Three Levels of Paraphrasing
Acknowledging And Clarifying
Shifting Conceptual Focus
Summarizing And Organizing
So, there are three issues
Youre thinking about
So, a strong belief you hold is
So, youre ready to move on
So, youre wondering if
So, an assumption you are operating from is
Youre hoping that
First youre going to then you will
Youre frustrated because
Youre concerned about
On the one hand and on the other hand
So, a goal for you is
reflecting
Goals, values, beliefs Assumptions, concepts,
mediating
32
Coaching Map Planning Assessments
6A-1. Coaching within The Planning Conversation
Clarify Goals, Success Indicators,
Approaches/Strategies/Decisions
Remember set-asides autobiographical/inquisitive
/solutions
Coach
Paraphrase Summarizing/Organizing
e.g. So, you have three goals to see if students
are ready for state assessments, to see if
students have met the objectives of the course,
and to see if students are ready for the next
course
Coach
Paraphrase Shifting Conceptual Focus
e.g. So, your assessment is designed to be more
in line with the state content standards. So,
your assessments are more valid and reliable
than your previous assessments.
Pause
Coachee
Paraphrase Page
Confirms or Clarifies
33
5d-2. Developing the Tools for Coaching
d) Paraphrasing - continued
Note There are two arenas in which you are
paraphrasing (1) emotion and (2) content
There are Three Levels of Paraphrasing
Acknowledging And Clarifying
Summarizing And Organizing
Shifting Conceptual Focus
So, there are three issues
Youre thinking about
So, a strong belief you hold is
So, youre ready to move on
So, youre wondering if
So, an assumption you are operating from is
Youre hoping that
First youre going to then you will
Youre frustrated because
Youre concerned about
On the one hand and on the other hand
So, a goal for you is
reflecting
Goals, values, beliefs Assumptions, concepts,
mediating
34
Coaching Map Planning Assessments
6A-1. Coaching within The Planning Conversation
Clarify Goals, Success Indicators,
Approaches/Strategies/Decisions
Remember set-asides autobiographical/inquisitive
/solutions
Coach
Coach
Pause
(Decide which state of mind on which to start)
Q Start with a lead question

Coachee
Probe to create better specificity
If unproductive, explore Other states of mind
Confirms or Clarifies
Coach
States of Mind Page
Use questions to Invite cognitive shift
Cognitive Shift Strategies Page
Start the Lead Page
Lead Exercises
35
Conceptual Webs for States of Mind
Efficacy
Craftsmanship
Consciousness
Flexibility
Interdependence
36
7. The Five States of Mind within Conversations
Leading the Coachee to Internal Resources
Efficacy - an internal locus of control, engage
in cause-effect thinking, self-modifying, are
able to operationalize concepts and translate
them into deliberate actions
Flexibility are empathetic, able to see through
the perspectives of others, have the capacity
to change their minds as they receive additional
data, tolerant of ambiguity, engage in multiple
and simultaneous outcomes and activities
Craftsmanship strive for precision, seek
perfection, strive for refinement and specificity
in Communication, strive for exactness in
critical thought processes
Consciousness monitor their own values,
thoughts, behaviors, and goals/have well defined
systems they can articulate/ hold and apply
internal criteria for decisions they make/
Interdependence altruistic and seek
collegiality/ give themselves to group goals and
needs/ know that all of us are more effective
than any one of us/ value a sense of consensus
37
Interdependence
Efficacy
Flexibility
Craftsmanship
Consciousness
Activity SOM 1 With a partner, decide which
state of mind is addressed by each of the
following mediating questions.
Consciousness
__________ 1. How might you know when you have
reached your goals?
__________ 2. What might be some evidence you can
collect?
Craftsmanship
__________ 3. How does this modification to your
assessments relate to the standards?
Consciousness
__________ 4. What will guide your decisions
about _____ ?
Consciousness
__________ 5. What might be some assessment
strategies you have used before that were
effective ?
Efficacy
__________ 6. How might some of your teammates
support your ideas for developing this
assessment ?
Interdependence
__________ 7. What might be some strategies you
considered before deciding on these ?
Flexibility
__________ 8. In what priority/sequence might you
place your strategies ?
Craftsmanship
__________ 9. Which rules for item writing will
you employ?
Craftsmanship
__________ 10. What might you want to be
sure to do well ?
Efficacy
38
Using Questions To Invite Cognitive Shift
Strategies for Inviting Cognitive Shift

Invite meta-cognition

• What may have led to your decision to ?
• Why is this important to you?
• How might you know you are on target?

Consciousness
Encourage the making of new connections

• What seems to be/might be similar in these two
  situations?
• What are some possible patterns?
• If there were a common source for these, what
  might it be?

Elicit criteria

• What criteria might you want to use to ?
• If you could only get one benefit, what is your
  hunch about
• what would be most productive in regard to ?
• Of all the possibilities, what might be most
  effective?

Craftsmanship
Pose a data search

• How might you find out more about this?
• What indications might you have that ?
• What information might validate this?

39
Using Questions To Invite Cognitive Shift
Strategies for Inviting Cognitive Shift

Invite reflection about being in charge

• What are your options ?
• Over what do you have control?
• Of the few elements you can influence, what
  might have
• the greatest effect?

Efficacy
Elicit Knowledge, skill, or positive attitude

• How do you do the work and maintain your
  integrity?
• What might it take to get you to make
  difference?
• Which of your skills does this call for?

Invite a shift in perceptual position

• If you were _____what might you be thinking?
• When you have experienced ____what did you need?
• What meaning might this have for ____?

Flexibility
Explore filters of perception

• Given what you know about the way s/he perceives
  things,
• whats your hunch about what might be going on
  for ___?
• Given those details, whats the big picture
  goal?
• What does s/he seem to be paying attention to?

40
Using Questions To Invite Cognitive Shift
Strategies for Inviting Cognitive Shift

Invite collaboration

• In the spirit of collaboration, how can you
  preserve your sense
• of whats right and still work to be effective?
• What might be some common goals you share?
• What might be in it for both of you?

Interdependence
Elicit positive intentions of others

• What might be the positive outcomes s/he is
  experiencing?
• If you were to assume that s/he is
  well-intentioned, what needs
• might s/he be trying to meet?
• What might happen if his/her needs were met?

41
Where to Start the Lead

• What might be the internal dialogue youre
  having about ___?
• What are some of the things going on in your
  head as you think
• about talking with ___?
• What might be some of the questions you are
  asking yourself?

Consciousness

• What do you mean when you say____?
• What else might be going on here?
• What are you thinking needs to happen first,
  second, third, ?

Craftsmanship

• What might you be telling yourself about what
  needs to happen?
• What are your hunches about the choices you
  have?
• What are some of the things over which you have
  control?
• What have you done so far that has been
  effective?

Efficacy

• What might ____ be feeling that would cause
  that?
• What would you want to say about this a year
  from now?
• What are your hunches about the long term
  effective of ___?
• What might be the positive intentions of ___?

Flexibility

• What might be some of the common values that you
  and ___
• share?
• What might you see and hear ___ doing if things
  were working
• well?
• What kind of help might be useful to you?
• What might it take to build group commitment to
  ___?

Interdependence
42
Lead Exercise
Efficacy
Coachs Response
Coachee Statement

• I cant teach if you dont give me the materials.

• These kids cant speak English. How do you expect
• them to write compositions?

• No matter what I do, a lot of the students still
  arent
• meeting the standards.

• Everything fell apart today! I guess it was one
  of those
• days.

5. I got lucky today everything went great.
6. No wonder they dont learn. This text is
outdated.
7. Every time he comes in late, he makes me mad.
8. What do you expect? Look at the homes they
come from.
43
Pacing and Leading in the Problem-Resolving
Conversation
Pacing Honors what is and makes visible what is
possible Existing Desired State
Leading Locates and amplifies Resources Resourc
es (States of Mind)
Use Paraphrasing
Use Questioning
44
Pace then Lead
Self-Prescribing
Correcting Fate Control
E.g. What did you do to cause the day
to go so well?
E.g. What might you do within your own
classroom to motivate them?
Leading Colleagues To Efficacy
Shifting Toward an Internal Locus of Control
Choice-Making
E.g. So of the things you have described, which
do you think would have the greatest impact at
this time?
E.g. What specific gaps are there in
their learning? E.g. What do you need to do to
fill the gaps?
45
Lead Exercise
Flexibility
Coachs Response
Coachee Statement

• With all of these standards, all I have time to
  do is
• test I have no time to teach.

• My teammates dont seem to care as much as I do.

• I seem to be experiencing almost no success with
• these students. Some of them cant even read.

• Students cant seem to understand the concept of
• a topic sentence.

• I dont think any student with less than a B
  average
• should participate in school activities.

46
Pace then Lead
Entering Other Perspectives
Predicting Consequences
E.g. What long range effect might that have on
her feelings about math?
E.g. What might he be feeling when he behaves
like that?
Leading Colleagues To Flexibility
Considering Intentions
Enlarging Frames of Reference
E.g. What do you want kids to learn about
quadratic equations and about putting forth
effort?
E.g. What might the district be thinking in
forcing all schools to use the same math test?
47
Lead Exercise
Craftsmanship
Coachs Response
Coachee Statement

• Im not feeling like theyre learning about ____
• and I really want them to.

• I just dont have enough time to teach..

• I just want to teach and have students learn.

• I was trying to cover the entire book.

• I want learning to be fun and the kids see it
• as work -- I want them to generate new ideas,
• connect with what theyve done in the past, and
• get all their ideas out.

48
Pace then Lead
Communicating with Specificity
Defining Criteria for Judgment
E.g. What criteria would you use to determine
if it was a good job?
E.g. How specifically
Leading Colleagues To Craftsmanship
Striving for Refinement
Managing Time
E.g. How long did you spend on each of the major
concepts? What did you see students doing
that indicated that it was time to move on?
E.g. As you compare their current skills
with your expectations for this point what are
you noticing?
49
Lead Exercise
Consciousness
Coachs Response
Coachee Statement

• Im not sure how I should group students.

• I always know when my students understand
• this time I didnt.

• It felt like the lesson was bogging down. I never
  
• seem to be able to get through my lesson plan.

• Some days you win and some days you lose.

• I have three possible activators and I not sure
  which one
• to use.

6. Boy that lesson bombed. And it usually works
so well.
50
Pace then Lead
Metacognating
Mental Editing
E.g. What were some of the strategies you used
to check for understanding along the way?
E.g. What was going on in your head that led you
to that?
Leading Colleagues To Consciousness
Mental Rehearsing
E.g. As you imagine this lesson unfolding, what
physical space considerations do you have in
mind?
51
Lead Exercise
Interdependence
Coachs Response
Coachee Statement

• Our faculty is a good one but we really seem to
  be in two difference camps, when it comes to an
• approach to teaching.

• Everyone in my department does his or her own
  thing.

• I have this student who Ive tried to connect
  with, but I
• just cant seem to get through to her.

• Were not making it with a lot of these kids.
  Theyre just not
• achieving as well as they could, despite the
  fact that each
• of us is working very hard.

• I work pretty much alone. I teach my classes,
  take care of
• my students, and respond to the parents. What
  others do
• is not really my concern.

• My sixth graders dont write well they have
  neither the attitudes
• nor the skills for it. I work very hard to
  instill these.

52
Pace then Lead
Values Search for Other Perspectives
Resource Banking
E.g. What kind of help would be useful to you?
E.g. What values do you think might be driving
others to feel so strongly about this?
Leading Colleagues To Interdependence
Talent Search
Group Support
E.g. What would you see and hear the group doing
were they completing the assessment tasks?
E.g. What might it take to build
staff commitment to end of course assessments?
53
6C. Coaching With Each of The Three Types of
Conversations
The Problem Resolving Conversation
Honor the existing state Express Empathy
(Pacing)
Frame the existing state Reflect Content
(Pacing)
(Pacing)
State the Goal
Presuppose Readiness
Locate and amplify existing resources
(Leading)
Reflect on the coaching process
54
Problem-Resolving Conversation Map
Existing State
Desired State
Resources
Note The coach must honor the existing state
Note The coach must help the coachee to frame
the desired state
Note The coach must help the coachee to tap
into personal resources
Note Problem-resolving is different than problem
solving! Set asides include closure,
comfort, and comprehension
55
Pacing and Leading in the Problem-Resolving
Conversation
Pacing Honors what is and makes visible what is
possible Existing Desired State
Leading Locates and amplifies Resources Resourc
es (States of Mind)
Use Paraphrasing
Use Questioning
56
Pacing in the Problem-Resolving Conversation
Elements of Pacing
Honor Existing State Via
Frame Desired State
Youre frustrated
Empathy
because they arent really trying
Content
What you want is to be effective in
motivating them
Goal
Pathway
And youre looking for a way to make that happen
57
Leading in the Problem-Resolving Conversation
Elements of Leading
Leading begins after the coachee has concurred
that the description of a desired state is
accurate. (Move from Pacing to Leading i.e. from
paraphrasing to questioning)
58
Interdependence
Efficacy
Flexibility
Craftsmanship
Consciousness
Activity SOM 2 Create a mediating question to
address each state of mind for each of the
content areas in a reflecting conversation.
Summarize impressions and recall supporting
information
CR.
I.
E.
CO.
F.
Analyze causal factors compare, analyze, infer,
and determine cause-effect relationships
CR.
I.
E.
CO.
F.
Construct new learning and applications
CR.
I.
E.
CO.
F.
Commit to applications
CR.
I.
E.
CO.
F.
Reflect on the coaching process
CR.
I.
E.
CO.
F.