PEER COACHING

“The Art of Questioning” Facilitated by: Mharicar Castillo-Reyes

GLOBE TELECOM03 August 2012

HOUSE RULES

Mobile phones (Turn off/silent mode)

Questions/concerns – raise your hands

How Coaching Works

http://www.youtube.com/watch?v=UY75MQte4RU

Pre –observation meeting

observation

post–observation feedback

Reflection

Assess Determine preparation required by both coach and coachee. Set Goals (Pre-Observation Conference)Coachee and Coach work collaboratively to: Identify school goals.Determine classroom goals. Identify activity/project. Determine required skills.  Prepare Coachee and/or Coach: Set model for learning activities. Plan activity/project. Share lessons/resources. Create/adapt materials. Review/learn ICT skills.  

Implement (Observation) Model/team teach (Coachee and/or Coach)Apply/adjust (Coachee)Observation and data collection (Coach) Reflect/Debrief (Post-Observation Conference) Presentation and analysis of data (Coachee and Coach)Reflect on learning (Coachee)Plan future activities (Coachee and Coach)

Practice Activity: An Introduction to Peer Coaching Using GROW

GROW model is used for coaching. This will be your second opportunity to practice coaching someone else using the Grow model.

30Minutes Facilitator Guide

Peer Coaching 5 minutes

Facilitator Instructions: After you have walked everyone through the four stages of the GROW model, break the room up into pairs for a time to practice the new model. Here are a few ground rules to share with everyone:

1. Try to ask questions only...this is a model built on the ability to draw a person out through asking questions.2. No fixing! Try to resist the temptation to tell the other person what they should do or even give advice. It’s a time to listen and draw the other person out.3. Quickly decide on an issue that you would like to be coached on that relates to the Groups Ablaze material. Once you have told your partner what you want to talk about, go right into the “Reality” section of the model.4. You have 10 minutes to coach. After I call “time,” I will ask the person to give you some brief feedback about what you did well and if they have one “polishing” comment for you to consider. After the feedback we will switch roles.

Practice Activity: An Introduction to Peer Coaching Using GROW

Debrief

Application ActivityFacilitator Instructions: As a group review the Peer Coaching Questions for the Four Factors on the following page.Goal: What’s our Goal?What do you need to talk about today?What’s a good outcome of our time together?

Reality What’s your reality?Tell me more about…What’s going on?What’s been challenging?How has that been challenging? Why? Why? Why?

Options Let’s explore some options…What are some possible ways forward?What has worked before?

Will What will you do?What can I hold you accountable for?What would you like me to ask you about next time?What are you going to act on from our time together today?

“RULES” FOR PEER COACHING

THE STANCE1. We’re engaging in exploration, not criticism. We’re unraveling a mystery (teaching andlearning) together, not monitoring each other.2. An observed lesson is a shared resource; both teacher and coach should take something ofvalue away from any discussion of it.3. Look for, describe, and assess the practice and its results, not the person’s competence.

THE TALK1. Describe first, discuss details later. First describe what happened, using your data. Theteacher can take or leave that. Only then discuss what the results were, and only if the teacherinitiates the discussion.2. Talk specifically and concretely. (“You called on Will three times,” rather than “You tend tocall on boys a lot.”)3. Talk about things which can be changed and which are worth changing. (e.g., Ignorepersonal mannerisms, unless they are interfering with student learning.)4. Remember to comment on strengths. Important learning comes from building on ourstrengths as well as from addressing areas of weakness.5. Check to insure clear communication. Paraphrase a lot: “Are you saying that…?” “Letme see if I understand you…”6. Interact. The basic human interaction skills of attending, listening, responding, andacknowledging are important for both the coach and the teacher.

Characteristics of a Successful Peer CoachTeachers have identified the following success characteristics for Peer Coaches:

•Ability to build trust with peers•Builds on a teacher’s needs•Open to learning about new and emerging technologies•Team player•Communicates well, listens to teachers•Knows what teachers are doing in their classrooms•Can show teachers how to build on what they are doing with different approaches and integration of ICT•Able to give teachers a menu of options and let them decide what might be useful for them•Always has a back-up (plan in case of ICT glitches)•Highly organised, plans well in advance •Strong work ethic•Understands that there will be a lot of extra work•Provides a safe risk-taking environment - is non-threatening, non-judgemental and accepting•Flexible•Has enough depth and breadth of knowledge to help teachers who are at various stages of ICT integration, including knowledge of sound practices•Knowledge of how to organise/structure an ICT-rich learning environment•Recognised by staff as a strong or outstanding teacher

Teacher readiness to become a coacheeWhat coaches say are the success characteristics of teachers who use coaching effectively. The teacher:

•sees the need and purpose for this work•is able to see how valuable it is•recognises it is okay to make mistakes or ask ‘dumb’ questions•is open to learning and open to being supported to think more deeply about their teaching practice•is committed to learning, and willing to try new things out•feels okay about taking risks and failing•maintains a flexible classroom approach, including willingness to change teaching styles, curriculum and timetable•able to make use of peer coaching as a professional learning opportunity.

Benefits of Peer Mentoring

The primary goal of the peer observation project is to rethink the way we do things and adapt tochanging times, students, and circumstances. The benefits of observing went both ways. Notonly did observed teachers get specific feedback but those doing the observing were exposed toan increased number of children of varying ages, learning styles, and academic, developmental,and emotional levels. All of us have benefited from seeing a variety of teaching methods and allhave enhanced our “bag of tricks,” so to speak.There have also been what one might call “hidden benefits.”

After a few months of observing each other, we recognized that we tended to over-prepare forthe time we were observed. We wanted to impress each other and keep our “warts” hidden. Astrust built, this need to appear perfect dissipated and we became more comfortable with lettingdown our defenses. This led to an unexpected development: Team members found that whileteaching unobserved, they helped maintain their focus by pretending that someone was observingthem.

Another interesting benefit was how our colleagues acted as a “reality check.” For example, oneteacher said she felt as if she were always yelling at her students. The observers reportedsomething very different. They saw a teacher who appeared to be patient and tolerant. Clearly,her own thoughts and frustration had shaded her view of her teaching. The team discussed thisfurther and helped the teacher to focus on the reasons for her frustrations.

A third hidden benefit is that the children see their teachers practicing what they preach. Wemake it a point to be very open with the students about our observations and our team mentoring.In essence, we are modeling important lessons such as teamwork and learning throughobservation. These are the same skills we want our students to learn. Seeing their teachersstruggle to improve and work with their peers is a powerful example.

New ChallengesWe are now ending our second year of peer observation and mentoring. Our peer observationwork has led us to look at many issues in a new light. How, for example, might we use ourexperience with peer mentoring to help effect reform throughout the school and district? How do we help other teachers question their teaching practices and place learning and self-reflection at the top of their priority list? Do we simply model what we believe the role of teachers should be or do we become assertive advocates of change?

Peer mentoring has also raised broader social and political issues. Poverty, child abuse, andother societal problems constantly surface and relate to the stresses that our children face. We constantly grapple with what to do with these understandings. Do we simply concentrate on our own little classroom or do we work more aggressively with parents, health practitioners, and government officials to take a holistic view of the needs of children? What role should we play in social change movements to improve the lives of our children out of the classroom?

As we reinvent and grow as learners and teachers, we find it increasingly difficult to ignore this most critical of questions. Are teachers passive observers of the world beyond our schools, or should we work to improve the overall lives of the children we serve? And how best do we doso?— Marc Osten and Eric Gidseg

Peer Coaching for Behavioral Change by Marshall

http://www.youtube.com/watch?v=qK0fxR6uafo

http://www.youtube.com/watch?v=tFX74GIxca4&feature=related

Feedforward

http://www.youtube.com/watch?v=G9ElB4RILm0

Three Types of Conversations Where Coaching Takes Place

A. The Planning Conversation – occurs before a colleague attempts a task.

B. The Reflecting Conversation – occurs after a colleague completes a task

C. The Problem Resolving Conversation – occurs when a colleague feels stuck

Clarify GoalsSpecify Success Indicators and a plan for collecting evidence

Anticipate approaches, strategies, decisionsEstablish personal learning and processes for self-assessment

Reflect on the coaching process

Summarize impressions and recall supporting informationAnalyze causal factors; compare, analyze, infer, and determine

cause-effect relationshipsConstruct new learning and applicationsCommit to applicationsReflect on the coaching process

Reflect on the coaching process

Honor the existing state: Express EmpathyFrame the existing state: Reflect Content

Locate and amplify existing resources

State the GoalPresuppose Readiness

{The content

{The content

{The content

Developing the Tools for Peer Coaching

e) Questioning – Inquiring (to broaden thinking) Probing (to focus thinking)

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

a) Listening Set-Asides -Autobiographical/ Inquisitive/Solution

b) Rapport – skills to address tension/anxiety, to help coach understand/pay attention

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).

Dealing with one’s own experience or life history

Inquisitive – curious about portions of the story that are notrelevant to the issue at hand. Unduly or inappropriate questions.

Solution – here is how I would solve it/ do it as I would do it andyou will do it right!/ here is the way I think about it

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.

the coach!

In peer coaching we are interested in what the coachee thinks

Developing the Tools for Peer Coaching:

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 componentsNonverbal

Verbal

65%

35%

NonverbalComponents

VerbalComponents

PostureGestureProximityFacial Expression

PitchVolumePaceWords

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.

b) Rapport/Trust - matching posture, gestures, or voice qualities

Developing the Tools for Coaching:

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, coach’s coach); the conversation will be about the development 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 coach’s coachwill observe and provide feedback to the coach.]Rotate roles.

c) Pausing

Developing the Tools for Coaching:

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 yearRotate Roles on cue.

d) Paraphrasing

PacingHonors what is

and makes visiblewhat is possible

Existing &Desired State

Paraphrasing is an important skill in Pacing

Developing the Tools for Coaching:

Note: There are two arenas in which you are paraphrasing (1) emotion and (2) content

mediatingreflecting

You’re thinking about …

So, you’re wondering if …

You’re hoping that …

You’re frustrated because …

You’re concerned about …

So, there are three issues …

So, you’re ready to move on …

First you’re going to … then you will …

On the one hand … and on the other hand …

So, a goal for you is …

So, a strong belief youhold is …

So, an assumption you are operatingfrom is …

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.

d) Paraphrasing - continued

There are Three Levels of Paraphrasing:

Acknowledging And Clarifying

SummarizingAnd Organizing

Shifting Conceptual Focus

Goals, values, beliefsAssumptions, concepts, …

Developing the Tools for Coaching: Questioning

e) Questioning

Inquire(to broaden thinking)

Probe(to clarify or focus thinking)

Developing the Tools for Coaching:

e) Questioning – Inquiring: Characteristics of Mediational Questions

• Use an approachable voice

• Use plural forms –

• Use exploratory/tentative language -

• Use positive presuppositions -

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

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 …?

What are reasons for …?What strategies are you…?

Developing the Tools for Coaching:

e) Questioning – Inquiring: To broaden thinking

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?

External content is what is going on in the environment outside thethe person being coached while the internal content is what is goingon inside the mind of the person being coached.

Questions that most effectively mediate thinking link internal contentwith external content.

Developing the Tools for Coaching:

e) Questioning – Probing - To focus thinking

e.g. Has there ever been a time …? What would happen if you did not …? Think, specifically how? Which students specifically? Better than what?

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?]

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 …

Coaching With Problem Resolving Conversations

The Problem Resolving Conversation

Reflect on the coaching process

Honor the existing state: Express Empathy

Frame the existing state: Reflect Content

Locate and amplify existing resources

State the Goal

Presuppose Readiness

(Pacing)

(Pacing)

(Pacing)

(Leading)

Existing State

DesiredState

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 intopersonal resources

Problem-Resolving Conversation Map

Note: Problem-resolving is different than problem solving! Set asides include: closure, comfort, and comprehension

PacingHonors what is

and makes visiblewhat is possible

Existing &Desired State

LeadingLocates and

amplifies Resources

Resources(States of Mind)

Pacing and Leading in the Problem-Resolving Conversation

UseParaphrasing

UseQuestioning

Pacing in the Problem-Resolving Conversation

Elements of PacingHonor Existing

State ViaFrame Desired

State

Empathy

Content

Goal

Pathway

You’re frustrated

because they aren’t reallytrying

What you want is to be effective in motivatingthem

And you’re looking for a wayto make that happen

THANK YOU