The Art of Coaching E-Book

Elena Aguilar

• Herausgeber: John Wiley & Sons
• Kategorie: Bildung
• Sprache: Englisch
• Veröffentlichungsjahr: 2013

Seitenzahl: 587

Beschreibung

Hands-on resources for new and seasoned school coaches This practical resource offers the foundational skills and tools needed by new coaching educators, as well as presenting an overview of the knowledge and theory base behind the practice. Established coaches will find numerous ways to deepen and refine their coaching practice. Principals and others who incorporate coaching strategies into their work will also find a wealth of resources. Aguilar offers a model for transformational coaching which could be implemented as professional development in schools or districts anywhere. Although she addresses the needs of adult learners, her model maintains a student-centered focus, with a specific lens on addressing equity issues in schools. * Offers a practical resource for school coaches, principals, district leaders, and other administrators * Presents a transformational coaching model which addresses systems change * Pays explicit attention to surfacing and interrupting inequities in schools The Art of Coaching: Effective Strategies for School Transformation offers a compendium of school coaching ideas, the book's explicit, user-friendly structure enhances the ability to access the information.

Leseprobe

Table of Contents

Cover

Title

Copyright

Dedication

Introduction

Coaching for Transformation

What Might a Transformed Education System Be Like?

One Purpose and Two Promises

Where I'm Coming from and Who This Book Is For

Summary of the Contents and How to Use This Book

A Couple Notes

Part One: Foundations of Coaching

Chapter 1: How Can Coaching Transform Schools?

A Story about What Coaching Can Do

What Will It Take to Transform Our Schools?

A New Tool Kit Based on Ancient Knowledge

What Can Coaching Do for a School? What Does the Research Say?

The Necessary Conditions

Speaking of Race

The Value of Coaching

Chapter 2: What Is Coaching?

A Story about a Coach Who Didn't Know What She Was

Why We Need a Definition

What Are the Different Coaching Models?

A Vision for Coaching

A Coach Who Knows Who She Is and Can Travel Back in Time

Chapter 3: Which Beliefs Help a Coach Be More Effective?

The Dangers of Unmonitored Beliefs

The Basics about Beliefs

Coaching Beliefs and Core Values

My Transformational Coaching Manifesto

Identifying and Using Your Coaching Beliefs

Chapter 4: What Must a Coach Know?

Introducing New Coaching Tools: Coaching Lenses

A Story about a Teacher Who Seems to Struggle with Classroom Management: Part 1

A Story about a Teacher Who Seems to Struggle with Classroom Management: Part 2

When Will I Use These Lenses?

Part Two: Establishing Coaching with a Client

Chapter 5: Beginning a Coaching Relationship: How Do I Develop Trust with a Coachee?

“Without Trust There Can Be No Coaching”

A Story about Trust

What Is Trust?

Useful Lenses for This Stage

Ten Steps to Building Trust

Assessing Levels of Trust

“The Thin Cord of Trust”

Chapter 6: The Exploration Stage: What Do I Need to Know at the Outset?

From the Edge of the Field

The Stage of Exploration

Useful Lenses for This Stage

Ten Steps in Exploration

Moving on to Planning

Chapter 7: Developing a Work Plan: How Do I Determine What to Do?

What Role Does a Work Plan Play?

Useful Lenses for This Stage

Developing a Work Plan

How Do I Use This Work Plan?

Part Three: The Coaching Dance

Chapter 8: Listening and Questioning

The Three Movements in the Coaching Dance

Listening in Transformational Coaching

Listening as a Vehicle for Whole-School Transformation

Questioning in Transformational Coaching

Chapter 9: Facilitative Coaching Conversations

Coaching Conversations

Facilitative Coaching

Chapter 10: Facilitative Coaching Activities

Engaging Clients in Learning Activities

Scaffolding the Learning

Facilitative Coaching Activities

Conclusion

Chapter 11: Directive Coaching Conversations

When Is Directive Coaching Useful?

A Story about a Principal Who Needed a Directive Coaching Stance

Mental Models

The Confrontational Approach

The Informative Approach

The Prescriptive Approach

Coaching for Systems Change: Institutional Mind-sets

Chapter 12: Directive Coaching Activities

Further Engaging in Learning Activities

Observations

Conclusion

Chapter 13: Technical Tips and Habits of Mind

Tricks of the Trade

Scheduling

Planning for a Coaching Conversation

The Arc of a Coaching Conversation

Logistics during a Conversation

Coach Responsibility during Conversation

Closing the Conversation

Conclusion

Chapter 14: Reflection and Assessment: What's Next?

A Midyear Crisis

The Midyear and End-of-Year Reflection

Coaching for Systems Change

Part Four: Professional Development for Coaches

Chapter 15: What Is Professional Development for Coaches?

The Importance of a Team

Professional Development for Coaches

Developing Reflective Practices

Conclusion

Conclusion

A Final Story

The Road Ahead

Fearlessness and Faith

Appendix A: The Coach's Optical Refractor (the Coaching Lenses)

Appendix B: Coaching Sentence Stems

Facilitative Coaching

Directive Coaching

Appendix C: Transformational Coaching Rubric

Appendix D: Cheat Sheets and Lists

Essential Frameworks for Transformational Coaching

Coaching for Systems Change

Tips for Using Different Approaches

The Coaching Conversation

Five Steps for a Midyear or End-of-Year Reflection

Appendix E: Recommended Resources

Appendix F: Glossary

Acknowledgments

References

Index

ABOUT THE AUTHOR

End User License Agreement

List of Tables

Chapter 4: What Must a Coach Know?

Table 4.1 Coaching Conversation: Debrief Plan

List of Illustrations

Chapter 2: What Is Coaching?

Figure 2.1 What Is Transformational Coaching?

Chapter 3: Which Beliefs Help a Coach Be More Effective?

Figure 3.1 The Ladder of Inference

Chapter 13: Technical Tips and Habits of Mind

Figure 13.1 Sample Weekly Schedule for Site-Based Coach

Guide

Cover

Table of Contents

Begin Reading

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The Art of Coaching

Effective Strategies for School Transformation

ELENA AGUILAR

Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved.

Cover design by Michael Cook

Cover photo by @ Jelena Veskovic/iStockphoto

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FIRST EDITION

FOR MY MOTHER, LINDA,MY FIRST AND FINEST COACH

“Another world is not only possible, she is on her way.On a quiet day, I can hear her breathing.”

—Arundhati Roy (2003)

Introduction

Some years ago, during a very difficult time in my coaching career, I was coached by Leslie Plettner, who was then with the Bay Area Coalition for Equitable Schools, a nonprofit organization supporting school transformation. It was hard to describe what happened when we met for our sessions at a café, but I always left renewed and empowered, bursting with new understandings about myself and my work. Sometimes Leslie asked provocative questions, other times she guided me in looking at situations from a perspective I'd never considered, and often she pushed me to try something different in my work—I usually felt stretched, but supported; my coaching improved quickly. After a while, I realized that I could express my fears and expose my worst flaws, and Leslie would still believe in me and work with me. Leslie communicated an unconditional acceptance that I had never encountered in schools.

During the time I worked with her, I found it hard to identify what Leslie “did” as a coach. I couldn't identify the specific “coaching moves” she made, I couldn't figure out how she was thinking or how she made decisions about what to ask me. She was an amazing coach, and I wanted to be just like her.

In the following years, as my coaching practice developed, I explored the complicated processes that result in effective coaching and learned how to see the elements that made up Leslie's coaching. This book is an attempt to make what goes on in an effective coach's mind visible—to make a coach's thoughts, beliefs, knowledge, core values, and feelings explicit so that they can be replicated by others. Coaching is an art, and just as the process of producing a piece of art can be broken down, so can coaching.

Art is a useful metaphor to help us understand coaching. Consider, for example, just a sliver of what a visual artist must know in order to produce a painting: how the chemical elements in the mediums he's working with interact with each other, how they are affected by humidity, and the order in which they need to be applied. A musician plans a piece of music, then carefully crafts and rehearses it many times before it is performed. Although art may seem magical, sometimes effortless, and perhaps impossible to replicate, it requires scientific knowledge and skills and an ability to precisely use a range of available tools and materials. The end product may be a delightful surprise, different perhaps from the artist's original vision, but a great deal of intention, planning, thought, and knowledge lie deeply embedded within the outcome.