Feedback from Ande re coaching video

Hi Megan,

Great to catch up with you on Friday. Sorry for the delay in getting this feedback to you. I was REALLY impressed with your coaching skills and use of the igrows process. Well done. Feedback as follows.

Feedback Megan:

What would you like out coaching focus to be about today? Great opener.

Do you mind if I take some notes? Began taking notes. Polite and respectful to do this.

Excellent paraphrasing - So you are saying …

So what would you like to have happened during our conversation? This was great to get the goal tighter and more specific. You then summarized what she said to make it clearer.

Ok… so… if I could try and make this a more measurable goals setting phase what part of the igrows model would you want or is it each phase?  Coachee then clarified it was the whole model. Through your questioning you got your coachee to be very clear the goal was to get better at following the igrows model. When did she want to achieve this goal by? Why did she want to get better? By… I am… so that… this is what makes it a SMART goal.

So what’s happening at the moment with the igrows?

Do you have anything in place or what do you already have in place? (double question) What this establishing the reality of current practice?

So what are some other options? So practicing using the structure. Can you think of anything else you could do?

Sounds like using that structure of using the structure and paper will really work for you. So over the next few days what will…

So the next couple of days you are going to …

Is there any support and structures that could help or how I could help you…

And knowing yourself as you do, what advise would you give yourself … (excellent)

In summary:

Great body language, noddies, oks etc.

Great setting out of the coaching scenario – table to the side, no barriers, asking to take notes etc

Excellent questions and paraphrasing and following of the igrows model.

Well done Megan.

I’ll be contacting Anna to see about school time for 1-1 coaching otherwise I’ll be in touch to make a time that suits us both.

Cheers

Ande

P. 022 3581310 E. andreafordnz@gmail.com W. www.clarityeducation.co.nz

Becoming a Coach. Andrea Ford Workshop 3 Open to learning Conversations/ Difficult conversations

Summarising from the last session:

• 80/20
• wait time
• paraphrase
• setting up, body language etc
• questioning and listening
• neutral responses

Relationship is key

IN IGROWS the I for 'issue' doesn't have to be negative.

The G for a goal ....... can change

Need to be clear and give them support about how to deal with something. Constantly bringing them back to what will YOU do what do you want them to do. 

Below gets an emotional buy-in:
WHY is a good question. WHY do you want this
What will .......... mean

When do you want this happening?
then the goal is
BY the ..............
I am ........... or I have ...............
so that...........

Next part is sharing on what I want to develop

Group Coaching

Conflict resolution - parent in about a child

Team meeting

How do we gat across a common goal together?

How do you get collaboration rather than cooperation?

What do you do with the person who dominates/ passive etc?

SO then how do I et everyone contributing all buy in and taking responsibility?

Dominating - how do you see that? Talk to me how you will see this happening

Person whose not contributing?  What are your thoughts etc.  

Important for a team to collaboratively - everybody is sharing ideas and creating a new idea, people aren't afraid to challenge and disagree. So it's important to discuss what does trust look like and confidentiality... 

What does contributing look like? Everybody contributes want all to come up with ideas ( this is not happening, with one)!

What does accountability look like?  If a reading is set should do it etc. 

• this brings in ownership
• need to be clear

Need a solid foundation of trust so everyone has input.

How are we going to do this? -    Builds buy-in

Role play I did as a leader missed the goal. Make sure everyone has clarity on what our goal actually was. Scenario: Your team isn't getting enough time in a term for learning-focused conversations as you only meet every fortnight and there is a lot of admin to cover. 

So need to unpack what does a learning-focused conversation mean. ( which I didn't do)

Also unpack what is the admin? Can we put them into different categories so we can plan for it

E.g. read-only will this work? Let's come up with a plan so it doesn't clash.

Do we need to look at having more meetings? NO ok lets come up with. Do we need to have ....? all these sorts of questions so the team can come with ideas and then look at the pros and cons of each idea.

Unpack what's happening first so we don't get into solutions 

Relational trust

Have to model trust by being vulnerable??? one idea..

be honest - about confidentiality.  

Being clear about what we're doing and why we're doing it.

What if there is no trust between you and a person? Put

Open to Learning Conversations 

Observable data: no judgments made write exactly what happened. 

Separate the person from the problem.

Does the person know how you feel? Don't leave it too long.

How do we minimize or de-escalate these difficult situations:

Address everything to begin with the same in a team. So there is a consistency e.g Simon, Sally scenario! 

steps for difficult Conversations

1. Explain YOUR POV Clearly

2. 

3.Talk to me about why it wasn't there/ they'll go on. There might be a couple of things that I wasn't aware of and we wouldn't know if we didn't ask them.  

" I hear you've had a lot of things on, however, you've got until ... until we get this done. 

What are we going to do to make this happen?

4. 

5. plan forward - what support do you need to ensure this doesn't happen again./ to move forward on this-this is where something like iGrows model comes in.

Language is nonjudgmental; it is how I see it. My truth as it could be different to the other person truth

Feedback conversations HOW TO

What do we need to put in place?
How am I going to support you

Teaching as Inquiry for Team

ILE as we move onwards and upwards

I have now brought on the 3rd teacher in our ILE to create the what I envisaged from the start and what our wonderful building is purpose-built for. I have myself and another teacher who are working well together and have the pedagogy needed. Now it's time to bring on all.

Here are some of the rotations I have developed with the team that we will implement to try and get the best explicit teaching and create an environment that has purposeful learning and teachers are working collaboratively to their strengths

Writing plan

MMaths Rotation Timetable Maramatanga Term 3

	Rahina		Ratu		Raapa		Rapare
	Rover: Akkerman		Rover: Rush		Rover: Driver		Rover: Driver/ Akkerman
15 mins	Whole Hub- Warm Up - GLI/ SLI
Rush 3 x 10min Driver / Akkerman 2x 15 min	Rush 1	Driver 1	Driver 3	Akkerman 1	Rush 1	Akkerman 3	Rush 1	Akkerman 3
	Rush 2				Rush 2		Rush 2
		Driver 2	Driver 1+2	Akkerman 2		Akkerman 1+2		Driver 3
	Rush 3				Rush 3		Rush 3
15 min	Plenary - What have we learned - fill out a template and share with a buddy

Students in the big room

Daily

• Basic Facts
• GLI/SLI game
• Teacher session
• Practice of session
• Maths learning activities

Rahina

Ratu

Raapa

Rapare

Rover: Akkerman

Rover: Rush

Rover: Driver

Rover: Driver/ Akkerman

15 mins

Whole Hub- Warm Up - GLI/ SLI

Rush 3 x 10min

Driver / Akkerman

2x 15 min

Rush

1

Driver

1

Driver

3

Akkerman 1

Rush

1

Akkerman 3

Rush

1

Akkerman 3

Rush

2

Rush

2

Rush

2

Driver

2

Driver

1+2

Akkerman 2

Akkerman 1+2

Driver

3

Rush

3

Rush

3

Rush

3

15 min

Plenary - What have we learned - fill out a template and share with a buddy

Student Voice and adaptations

What my children are telling me....

After talking with my students in my hub, I am making some changes from the student's voice.

When asked about the clarity of the learning, it is evident that we are missing many things so I am making changes to what we are doing.

The change I have made to our Hub practice is the following:
Our success criteria are now simpler.  No words, just visuals which the students know.

Generic Success criteria

• Personal flag goals have had a change. 
• Focus on one element so we are able to teach what this means and this is will be the learning intention for a while.

Purpose

I think we need to be more explicit. They are writers and they are writing for any audience. How do I do this?

Introduce authors, bring into reading

Is it a good idea to use journals that kids have written themselves as exemplars as well as authors around the room on display e.g Maragert Mahy???

Teacher modeling the language.

 "How will I know I am successful today?"

  "Of course, I will check the success criteria!!"

It is all in the explicit teaching. Pass on to the team and check? model consistency!!.

What next

Use kids exemplars and publish with writing display and use 'skill' time that I  have now incorporated into our weekly plan to unpack LI's from our progressions.

What am I learning?
Why am I learning ....?
How do I know I've learned it?

Why an ILE?

The secret of Great Coaching - Coaching Process/ Coaching Model

Summarising the last Course

Folder

Think about the purpose of coaching?
The outcome we want is for the person to come up with the solution themselves?

What if the person you are coaching just doesn' get it? And won't? Is that where the mentoring comes in?

What are the fundamental skills we need to coach?

• active listening - body language 
• wait time.
• Asking powerful questions to clarify or provoke new thoughts.
• Gaining clarity (paraphrasing/questioning)

Our questioning is about them being clear about how they are going to critically think about themselves, their impact on things, it's about them. Our questions are to get them to reflect on this.

Questioning will come, try and move away from the perfect question.

Best thing to do is wait time.

Be aware of facial expressions as well

Be prepared to be vulnerable.

Coaching Process

Should I be coaching them?

Refer to coaching Quadrant

Purpose

What it looks like?

Courageous conversations? Open to learning conversation? This is difficult feedback. Often we can skip these sorts of conversations. The problem can be glossed over therefore 

Then need to follow up make a time to meet that suits both.

Coaching Models

Most models have lots in common. 

IGROWS

Good questions in folder 

We can get bogged down in the story - as a coach don't buy in. What are you going to do about it? So what?

Need them to look at what they need to be doing to get out of it. Help them put things in place that help them. As some things can't be solved and need to be navigated around and them making the best of things.

Some issues are too big to be coached around as outside my circle of influence so maybe not the coachable thing.

A Good coach gets them to look at themselves.

Good start to a coaching session

What do you want to achieve from this session as we have X amount of time?

Use the person's language as well

Good Goal Langauge

Need to be able to visualize their goal

By the end ......... I have..........so that...

the ...so that.... is an emotional attachment, to establish accountability 

Important for coachee  to write their goal and as the coach also write down the goal

Options Stage

The more I can get my team to come up with their own ideas the more buy-in from them

Homework 8.6.2018

Reflect on the IGROWS model
What am I doing well?
What do I need to focus on more? Which is an area I need to develop?

Have a coaching session on how am I actually going to grow this? Be the coach and coachee.

Coach practicing what you want to work on and be coached about how you can do this.

This needs to  be videoed. Probably a short session