Category Archives: Coaching

Inviting Change: Professional Development Models

Just the other day, a colleague asked for my insights into a scenario she had encountered. In this blog entry, you will find part of my response as well as my attempt to clarify requirements for successful professional development.

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Inviting Change
One of the tough aspects of asking others to change is when you haven’t walked the walk. Consider this story about Gandhi:

Mahatma Ghandi was not just a political and spiritual leader, he was also quite wise, and people traveled from all over to ask his help with problems both large and small. One day a peasant woman came to visit Ghandi. She brought her son with her. She told Ghandi that her son was addicted to sweets. The sugar made him hyper and too wild to attend school. She hoped Ghandi would tell her son to stop eating sugar. She was sure that her son would listen to him. Ghandi paused and then told the woman to come back in three weeks.

She came back three weeks later. Ghandi took the little boy, sat him on his lap, and said
simply, “Please do not eat sugar. It is bad for you.” The boy smiled, promised to stop and returned back to his mother. His mother was understandably stunned. She had traveled over 100 miles—twice. It was a difficult journey. Bewildered, she approached Ghandi and asked, “Why didn’t you just tell
him to quit eating sugar when I first approached you three weeks ago?” Gahndi smiled and said patiently, “Three weeks ago, I was still eating sugar.”
In Ghandi’s words, “You must be the change you want to see in the world.”

This story speaks to me, especially when you consider how change is encouraged and pushed from top-down district admins to teachers in classrooms. How does this story change your perspective?

Scenario: Clarifying PD Models

During a meeting with key stakeholders in your District, it becomes clear that “professional development” has different meanings to different people. The representatives ask you to create a brief presentation to share at the next meeting “clarifying professional development models.”

Considering this scenario, I thought it might be fun to look at it from a different perspective. There are many things we expect teachers to do, but when asking people to change what they do, it’s often best to focus on one or two.

Identifying Vital Behaviors

“Vital behaviors,” share the authors of Influencers, “are the smallest set of actions that lead to the results you want.” In working with my colleague, I suggested that she ask participants what vital behaviors are the ones that will obtain the results PD models are implemented to achieve.

 Then, I said, “Why don’t you setup an activity where they tell you what their top behaviors are for teachers in the classroom, and what’s the best professional development model to use to encourage teacher adoption? They could pretend to tweet it out using a handout like the one shown below:

Below, you will find some of the responses from a few participants highlighting vital behaviors with hashtag of the PD model they imagine would encourage adoption.

Vital Behavior #1: Build Strong Relationships

Hashtag: #coaching

When teachers build strong relationships between themselves, their peers, and their students, as well as encourage them between students, learners feel trusted and respected. This surprisingly results in students be more receptive to learning opportunities in their classroom. Unfortunately, the respondent did not share what PD Model would best encourage adoption of this behavior. Still, it is clear that collegial coaching would best serve to build strong relationships. This coaching relationship could be enhanced through the use of technology, coach and coachee to take advantage of communication technologies like Voxer, Appear.In, Slack that allow for prompt sharing of ideas.

Vital Behavior #2: Engaging in PLCs to Plan for Instruction

Hashtag: #intentionalplanning

This vital behavior takes advantage of professional learning communities (PLCs) to further ensure planning for instruction. Having witnessed and participated in PLCs myself, I can certainly testify to the power of collaborative planning. Often, teachers work alone to plan lessons, sharing planning load for different subjects. Through the power of a PLC, teachers can engage in data-driven lesson planning, crafting units and activities that address the needs of all students in their care. This helps deepen the relationship between teachers. Although not a recognized PD model, intentional plan could easily be replaced by #plc or #pln to represent professional learning community or professional learning network, respectively.

Vital Behavior #3: That all adults are enthusiastic about improving practice

Hashtag: #loveskids

What saps the enthusiasm of adults? There are many possibilities in K-12 school settings, but continuous improvement, continuous learning remains one of the critical aspects of being a lifelong learner and teacher. The PD model I would recommend for this would be #peerobservation. The reason why is that peer observation helps teachers step out of their isolated classrooms and see what other teachers are doing. It also “improves their game” as other educators step in to watch. When both engage in joint reflection, then teachers are able to improve. As John Dewey says, “We do not learn from experience, but rather, by reflecting on that experience.” Observation (including analysis of audio/video of a lesson) and reflection (whether one on one, a blog or reflection journal) will improve the quality of lessons and help teachers better be prepared.

Vital Behavior #4: Amplify student voices

Hashtag: #coaching

Granting students (and teachers) the authority to speak, to find and nurture their voices can be quite powerful. Rather than passive objects to be schooled, human beings and voices are amplified. Coaching can enable this because it focuses attention on teacher’s (or student’s) growth:

A Collegial Coach not only helps teachers uncover their beliefs about effective learning and teaching, but also gathers data to facilitate the self-evaluation process. Once teachers have clarity about their driving motivations, the Collegial Coach acts as a ‘mirror’ in the classroom, enabling teachers to see how closely their behaviours support their picture of the classroom they want. This becomes “reflection on action,” keeping control in the hands of the teacher. Source: Collegial Coaching

Professional Development Models

Of these, you probably already know that coaching, peer observation and research/PD model
are the most effective, while school visit and workshop lag behind.

As an extensive array of research has shown, there are some tried and proven ways of approaching professional development or professional learning. Here are some of the requirements for professional development that works:

  1. Supportive of teacher collaboration via coaching and mentoring
  2. Job-embedded and specific to academic content
  3. Ongoing, sustained, intensive (40+ hours), and includes technology 
  4. Focused on implementation in classroom
  5. Strong assessment component for both teacher and student
  6.  Supports reflection on strategies and implementation
  7. Creates a culture of continuous professional learning
One of the amazing reasons why change is necessary is captured in this quote:

New shifts and reforms “represent a retreat from the traditional rote, fact-based style of instruction toward teaching that fosters critical thinking and problem solving” (Source: Teaching the Teachers, Center for Public Education report)

As I consider all the available PD models, represented above, I have to admit that collegial coaching as espoused by Dr. Dawn Wilson and Dr. Katie Alaniz is the most engaging. Consider the statistics of coaching:
My Thoughts
One of the challenges with the scenario as presented is the lack of opportunity to present one’s own perspective. It’s important for the key stakeholders in the scenario to share their insights and analysis of research. My thoughts are that any PD model needs to take advantage of these approaches:
  • Engage with Problems: Engage learners in the authentic purpose of solving a problem (problem-based learning/inquiry-based learning).
  • Encourage Collaboration & Implementation: Encourage and support adult learners as they collaborate on projects–sharing their own life experiences–focused on the creation of tangible product(s) with modeling and safe implementation opportunities.
  • Amplify Learners’ Voices with Tech: Amplify human voices with technology as they gather stories and share them (blogging, podcasts, video, media collections).
By taking advantage of these 3 approaches, any PD model can be enhanced to achieve much of what educators need. Collegial coaching serves as a great way to accomplish these goals. 
What are your thoughts?

Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Rethinking the Continuum: Teaching, Learning and Technology (Keywords: 4Cs framework LOTI)

A short time ago, after a conversation with a colleague, I imagined the following continuum:

Not being satisfied with that, I worked on it a little, and it ended up looking like this:

GoogleDraw version

For fun, I dropped the SAMR model into the equation, even though it has become quite controversial. In truth, I wonder if such “complex” models can really do more than describe ideas and mayhem endemic to school districts. As a technology director, I see my role as facilitating the technical side of things, allowing curriculum to blend technology into their work. And, this approach would probably work except for the deleterious effects of high stakes testings and interventions mandated from on-high.

It may be that the role of Instructional Technology Specialist is an anachronism from a bygone era, but unfortunately, until curriculum folks aren’t running around trying to meet TEA requirements that result in fascinating contortions, we may not see much progress without the hardy Instructional Tech Specialist.

“Research consistently shows that technology adoption requires the presence of pioneers to field-test technologies, contextualize their use for specific purposes, and then help their peers implement them.” Source:ISTE, 2013, p.6 as cited in Dr. Kristi Shaw and Kaye Henrickson’s presentation

This results in curriculum experts who may not know how to hook up their mobile device to a digital projector, create a wiki, or create a form to capture data or analyze it in a spreadsheet, perpetuating paper-n-pencil approaches that have been replaced in other areas.  I can think of at least one instance where this has had disastrous impact on school district public relations (e.g. a curriculum specialist published confidential data online).

That this dichotomy exists, well, that’s pretty astonishing given the amount of technology available, right?

In Naturalizing Digital Immigrants, order it here, a different approach is suggested. Their “collegial coaching Model for Technology Integration” includes these points, which they elaborate on in their book:
  1. Establish the Need: Explore fears, hesitations, insecurities, and overarching goals, helping focus them on 3 tools.
  2. Create partnerships: This suggests adapting past projects and blending technology into those, focusing on content.
  3. Differentiate technology projects, supporting teachers in short-term, easy to attain projects, building confidence over time, moving on a continuum from personal to professional.
  4. Assess Progress: This involves aligning technology-enhanced activities to what was originally intended to be taught, constantly refining how you teach to match what students need to learn.
  5. Ask reflective questions. One nifty quote they share includes one from John Dewey, such as reflection allows one to convert “action that is merely appetitive, blind and impulsive into intelligent action” (Dewey, 1933). I can think of no better description for the avid app consumption that occurs when teachers are given iPads (“Go get this free app now! You can tutor kids with it!” rinse, repeat).
Read my blog entry about this framework

While it is tempting to continue as we are, with curriculum in one silo and instructional technology in the other, it is critical to realize we can’t continue as we have been. But we may very well have to so long as our colleagues in Curriculum & Instruction are taking their marching orders from those bent on destroying public schools. In fact, instructional technologists may be all that stands between helping learners be “CREATIVE, COLLABORATIVE, and INNOVATIVE, not compliant, complacent, and disengaged” (Source: Todd Wold)

When I envision changing what is happening in the classroom, I confess that some of the transformations I’d like to see include the following:

  1. Problem-based Learning, or at worst, Project-based Learning: For me, choosing one of these approaches involves rethinking how you approach teaching and learning in the classroom. As a result, far better than any other instructional approach I’ve seen, PBL engages students not with technology but powerful ideas and learning possibilities that technology usage can only accelerate. Read More about PBL | Visit Professional Learning Site
  2. Collaboration: The hallmark of today’s technology-embedded classrooms must be increased communication opportunities, as well as collaboration. In my article on 3 Steps to Leverage Technology for Dual Language, any reader can perceive that these uses transcend technology and enable powerful, interactive activities that can be done at a distance. You’re no longer collecting digital stories for classroom consumption, but creating a multimedia anthology of digital stories to be read, viewed, listened to across the wide global spectrum.
  3. Lifelong Electronic Portfolios: As consumers, most of our lives are captured through what we buy and sell. As learners, most of our work disappears at the closing of a grading period, if not sooner. Creating lifelong ePortfolios will enable students, parents, and teachers greater insight into what we learn, how we learn and what impact that has on us as human beings.
    Find out more: ePortfolios | Picture Portfolios | Holly Clark’s Post on Digital Portfolios
  4. Empower the Previously Impossible or Hopelessly Difficult: Technology should allow us to learn in ways previously impossible. If it doesn’t, then we have to overcome the “So what?” factor. For me, this means that Substitution/Augmentation activities benefits are so terrific that it’s a “Wow!” moment that leads to Modification, or that the fundamental learning activity has been redefined. Consider technologies like an iPad and Moticonnect, which fellow blogger Richard Byrne highlights through a guest post by Maggie Keeler and EdTechTeacher…I don’t know about you, but MotiConnect is pretty incredible augmentation of what may have been done in the past. Communication and Collaboration fall into this, too. Gathering and analyzing data via GoogleSheets with students groups across the Nation is pretty incredible.
  5. Amplify Student Voices: Powerful learning can come when we hear our own voice in the world. Students are, to be obvious, human beings, too. Affirming their ability to impact social justice issues in their community–which goes well with PBL–as well as connect via social media to highlight their burgeoning efforts can help them develop their Voice. “Voice” because crafting a digital presence means recognizing that when we possess and use digital devices, we are on a world stage which can transform our lives in an instant for good or ill.

If we commit to these 5 transformations in our classrooms–is your campus ready?–we will have achieved the often-unrealized promise of technology in our children’s lives. . .and, they will have learned much of what we hoped they would.

Some related materials to this conversation:

Keep up to date on #EdTechCoach topics with the Flipboard eZine:

Read it on your mobile device or via the Web

Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

Podcast: Collegial Coaching #etcoach #tecsig15 #edtech

Dr. Wilson and Dr. Alaniz at TECSIG Fall, 2015 meeting presenting on collegial coaching

Session Facilitators: Dr. Dawn Wilson (@doctordkwilson) and Dr. Katie Alaniz (@dr_katie_alaniz)

Listen to Podcast
(hosted via Dropbox)


  1. Access the Padlet for this session
  2. View slideshow for presentation
  3. Access
  4. The Promise:
  1. Instructional Technology offers teachers key tools for re-envisioning their lesson delivery.
  2. It enables students to become co-creators of their own learning experiences.
  3. How do you use new tools in a collegial way?
  • “More than 90% of winning is being excited.” A.L. Williams, Coach: The A.L. Williams Story
    1. This book is about coaching. We want people who are excited about the process…integrating technology in meaningful ways.
    2. Coaches can offer new perspectives, breath new life, offer innovative practices to teachers.
  • Problem: Faced with increasing demands for accountability, many teachers cannot find the time to explore–let alone implement–.
  • Winning strategy?
    1. Instructional activities should support and engage a combination of learning tasks incorporating technology as a tool to learn with rather than from. Build these activities over time.
    2. Educators are more likely to incorporate technology into their instruction when they have access to coaching and mentoring (Strudler & Hearrington, 2009).
  • Collegial coaching…
    1. Enhances tech integration through all levels of instruction, in both private and public school settings.
    2. Bridges the divide for teachers, as coaches offer support and guidance on teachers’ own campuses
    3. Allows for the delivery of individualized, targeted, student-centered, and content appropriate tech interventions.
  • Collegial coaching…
    1. Eliminates one-size-fits-all training
    2. Changes the focus from teaching to implementation.
    3. Encourages risk-taking and provides scaffolding.
    4. Invest more heavily in individuals who need it. Teachers aren’t going to be risk-takers or resistant to using technology, you’re not going to kick the door down and teach them anything. They need hand-holding. Those teachers were pretty proud of themselves after they had been successful.
    5. Empowers teachers themselves to be change agents.
  • What would it be like if we didn’t have to catch people up on how to use technology anymore?
  • If you can get started on that trek, one by one, you are making a difference.
  • Coaches provide teachers with differentiated, personalized professional development – at their exact points of need.
  • Coaches support educators:
    1. as they brainstorm.
    2. as they plan.
    3. as they teach
    4. as they assess.
  • “Relationships are huge!”
  • Coaches help grow each professional’s expertise where they need it most…
    1. Brainstorm for tools to implement.
    2. Assist with the organization of lessons
    3. Explroe how to use certain tools
    4. Plan specific implementation steps for a unit.
    5. Create collaborative learning experiences.
  • Organize the initiative
    1. Will it be a district, campus, or casual coaching initiative?
    2. Who will lead it? Who will participate?
    3. Will it be done full time? Part time? On a volunteer basis?
    4. What factors will determine whether goals are being accomplished?
  • Recommend 3 new technology pieces per semester, using the same tool more than once. Repetitive is good so they can get comfortable with it.
  • If you don’t have the pedagogical tools in your tool belt, being a coach will be difficult. [Reflection: Do Instructional Technology specialists have the ‘pedagogical tools’ in their respective tool belts?]
  • In Katie’s schools, they want coaches to be teachers.
  • Question: How did you decide who initiated the coaching? Scheduling seems to be the biggest issue or factor in a school day. My counterpart in middle school would host tech trainings for small groups of teachers. Teachers were required to attend 3-5 tech trainings per year. 
  • Meeting by grade level teams to launch STEAM.
  • This is definitely a process.
  • Being goal-centered in what you’re doing is the whole point. Keep track of who is trying to do and with what. If you don’t have goals, then nothing is going to get accomplished. Depending on the size of your campus, you could have several goals per grade level and/or team. Lump the goals together, allowing them to differentiate those.
  • Getting Started
    1. Set your goal and decide how you will measure success…
    1. number of integration projects?
    2. Teachers involved: Novices in the classroom or needs specific to digital immigrants?
    3. Complexity of projects?
    4. Get others involved
    5. Vary participants and how they are involved (volunteered and/or drafted)
    6. Determine strengths and weaknesses of teachers.
    7. Build on successes.
    8. Encourage ripple effects…enabling others to share their success with others.
    9. Two example goals…
    1. 2nd Grade: A unit that has been involved telling a story by making it digital.
    2. 3rd Grade: Making books out of index cards. 
  • TPACK model
  • Everyone has a different starting place…that’s why it’s important to differentiate learning opportunities.
  • The Dawn and Katie Model:
    1. Establish the need.
    2. Create partnerships
    3. Target differentiated projects. Spread around the different ideas and tool/topics into grade levels so that across the campus, a variety of tools can be seen.
    4. Assess the progress – build a portfolio of their work, or certain number of integration projects. [Why not use badges to track this along the way?]
    5. Reflect on the integration.
  • Coaches can be seen as someone who work shoulder to shoulder, side by side…not an administrator. Rather, seen as a colleague and collaborator, a peer rather than an administrator.
  • When a coach goes into the classroom, there is no need for a dog-n-pony show. 
  • Catch teachers doing great things.
  • Administrators are huge cheerleaders.
  • There is a lot of time invested in those who are being coached…and those folks turn into the biggest cheerleaders, eventually becoming coaches themselves. They blossom over the time spent coaching together.
  • Successful coaches
    1. Ample technology skills
    2. Effective instructional skills
    3. Impeccable relational skills
    4. Approachable and diplomatic (“have a ‘teacher’s heart'”)
  • The people who are afraid the most will benefit the most. You will see that these people are the most appreciative when you spend that one on one time with them.
  • Assessment considerations

  • Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    #edtechcoach Twitter Chat Transcript

    You can find the complete transcript below:

    or at Twubs –

    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    MyNotes: Peer coaching supports teachers

    The following notes are taken from Bill McCarthy’s article in the May, 2015 issue of District Administration. You can read it online. Bill McCarthy is the assistant head of Lower School at Columbia Grammar and Preparatory School in New York City.


    1. Based on Knight’s seminal work Instructional Coaching: A Partnership Approach to Improving Instruction, we adopted the term “peer coaching” for the work we would do and agreed that we had a powerful learning opportunity.
    2. “Peer” meant that we would aim for a greater sense of equality and reciprocity—two of the essential values that Knight highlighted as “must haves” within a coaching relationship.
    3. Each faculty member chose a partner as well as a coaching framework. For example, some participants chose to videotape one another, have time for self-reflection, and then allot time for constructive feedback from their peer coach.
    4. Other participants preferred to have their partner observe their work and then provide feedback.
    5. The most effective peer coaching framework was one that allowed sufficient time for self-reflection and then consistent follow-up and ongoing exploration with a partner. 
    6. In our first meetings with teachers, we all agreed that engagement was our first priority for the peer coaching relationship. A clear definition of the roles also takes place within the first few sessions, so expectations are clear and detailed. A large emphasis on engaging in relational work and greater self-reflection constitutes much of the ongoing professional development.
    7. One of the essential components to good teaching is being a lifelong learner. The peer coaching process allows teachers to reflect on key aspects of their practice and create attainable goals for improvement.
    8. Another important component of peer coaching is the development of a process that’s parallel to the one in which teachers are engaging with students. 

    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    Coaches Connect! @doctordkwilson @Dr_Katie_Alaniz

    Did you know about the digital coaching movement that is transforming how we facilitate professional learning for campuses, classrooms and teachers? If not, you’ll definitely want to tune into one successful model known as collegial coaching for technology integration, based on the research of Dr. Dawn Wilson (@doctordkwilson) and Dr. Katie Alaniz (@Dr_Katie_Alaniz) out of Houston, Texas.

    This online webinar–facilitated via Adobe Connect–will enable you to connect with two premier edtech coaches as well as other coaches who may decide to join the conversation.

    Please mark your calendars for Sunday, May 3 at 4:30pm (CST)!

    Questions? Feel free to leave them in the comments of this blog post!

    Keep up to date on #EdTechCoach topics with the Flipboard eZine:

    Read it on your mobile device or via the Web

    Relevant Links:

    1. Naturalizing Digital Immigrants: The Power of Collegial Coaching
    2. Vignette: Applying the #edtechcoach Model
    3. Statistical Support for the Collegial Coaching model
    4. Instructional Coaching
    5. ISTE Whitepaper on Digital Coaching
    6. Technology Coach to Support Technology Integration
    7. Podcast: Collegial Coaching for Technology Integration
    8. Visioning: District EdTech Coaches
    9. EdTech Coach Implementation Models

    View Slideshow for Webinar

    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure

    MyNotes: Results Coaching

    As I shared previously, I’m doing my best to get a better, deeper understanding of coaching as a way to blend technology into classroom learning, both for teachers and students. One of the approaches has focused on collegial coaching for technology integration, a term that I had not seen until I read Naturalizing Digital Immigrants: Collegial Coaching for Technology Integration book by Dr. Dawn Wilson and Dr. Kate Alaniz. You can catch up on my burgeoning understanding by following the “coaching” tag on this blog.

    A part of my efforts also included asking, What would these coaching efforts look like in light of the collegial coaching model suggested by Dawn and Kate? To that end, I wrote this blog entry on Applying the EdTechCoach Model. I’m grateful for Kate’s and Dawn’s positive comments. Dawn even adjusted one of her assignments to her students at Houston Baptist University to obtain more vignettes.

    However, in one district, others suggested that the Results Coaching model be used. This book (which I bought) was authored by Kathryn Kee, Karen Anderson, Vicky Dearing, Edna Harris, Frances Shuster. Further down in this blog entry, you can find my notes or take-aways from the book. Since I’ve only ready half the book, you won’t find all the great stuff that is in the book. There are also great diagrams in this book, too.

    There are some differences, which a colleague was kind enough to elaborate on. Here are his recommendations, which suggest to me that I probably need to revise the work a bit:

    Big Ideas Recommended for Coaching Language:
    • When coaching, spend most time reflecting avoid “fix’n”
    • When coaching, focus on the coachee, so remain in second person “you” instead of first person “I.”
    • Presume positive intent.  Questions should clearly presume the coachee has positive intent not imply the coachee isn’t doing something.  
    • When coaching, use “value value potential” statements in place of general praise.
    • Look for questions that lend themselves to open ended answers instead of yes/no or a list. 
    Looking at the Vignette:
    • Instead of saying “I like” try a value value potential statement.  “I like” places the focus on the “coach” and their judgement.  Value value potential statements offer specific feedback and explicitly acknowledge the value the person is adding.
    • Instead of saying “Have you thought about…” try to reflect back the thinking.  Jenn will likely be able to provide some super uber coaching stems to use instead.  The idea is that “have you thought about” is leading in a direction much more so than coaching language would suggest.  An alternative might look like “In what ways have you found technology enhances workshop?”  The first concept would be to presume positive intent.  The original question implies you haven’t done it.  The second quest presume that you have done it and invite you to share the ways… 
    • Saying “May I share those with you” has the respect and honor of asking.  My understanding is that the coaching role would focus on asking the coachee to reflect.  In a slide today, Debbie described that as coaches we weren’t there to do any “fix’n.”  My understanding is that it is a bit of a dance.  A coach’s primary role would to reflect thinking.  The coach does need expertise and there are appropriate times to add thoughts, but that would be very limited and when invited.
    • Goals provide an opportunity to quantify and measure progress — something we are trying to implement in our district :).
    • Consider flipping the goals from learning how to just doing…  It is easier to measure and adds more “action” to your verb.  e.g. Students interact with each others writing online in ways that are safe instead of Students learn to interact…
    • My understanding of our coaching is to avoid praise like “You have done a wonderful job.”  Instead try value value potential statements.  The gist is that you are specific about what is done and how that adds value.
    • At the top of page 5, some goals are recommended.  My understanding of coaching would look like a request from the coach to ask what that would look like then ask to state it as a goal.  If the coachee struggles, I saw Dave Ellis offer to alternate ideas with the coachee.  I’m not 100% clear if that is consistent with the Karen Anderson model we are using.

    Sample suggestions for flipping the reflection questions:
    1. What parts of this experience did you find most helpful? (This statement shifts the focus to the positive)
    2. What could be improved to make the next session more helpful? 
    3. What do you see as the next steps to reach your goal?
    4. In what ways did students learn from this activity? (Presumes positive intent and invite a description instead of a list)
    5. In what ways did technology integration enhance learning?
    Other general thoughts:
    • Consider some language up front like: “What parts of our [insert subject here] (e.g. literacy block, math model, etc) most lend themselves to integrating technology in order to accelerate student learning?”

    So with that feedback in mind, I’m wondering how I would adjust my blog entry on Applying the EdTechCoach Model. What are your thoughts?

    MyNotes on Results Coaching:
    1. Lessons Learned:
    1. coaching process needs to demonstrate respect
    2. connected teachers need to reflect on their goals and growth
    3. Quality thinking and processing takes time
    4. Brain research shows how human beings hearken back to what is most comfortable
    5. Once people experience the power of coaching, they unleash their potential for great change and success.
  • “There are two ways of spreading light: to be the candle or the mirror that reflects it.” -Edith Wharton
  • Insanity is defined as “Keep doing what you’ve always done and expecting different results.”
  • RESULTS Model:
    1. “R” = Resolve to Change Results
    2. “E” = Establish Goal Clarity
    3. “S” = Seek integrity
    4. “U” = Unveil multiple pathways
    5. “L” = Leverage options
    6. “T” = Take action
    7. “S” = Seize success
  • “When educators speak with clarity, possibility, and accountability, and when they interact with others in respectful and mutually satisfying ways, they empower themselves and their organizations to produce extraordinary results.” -Dennis SParks

  • Chapter 1  – Coach Leader Mindset
    1. The mindset of coach leader shifts reframes from responding “how we have always done it” with new possibilities never thought before.
    2. Coach leader mindset:
    1. Listening to understand with others’ point of view
    2. Listening to hold up standards-based expectations
    3. Language Shifts:
    1. To connect
    2. To respect
    3. To bring self-insight
    4. To encourage other’s assessment
    5. To ask questions that provide clarity and stimulate great thinking
  • Believe in the “potential best” of every member of our staff. Either we must hire those who share our vision and goals, or when we begin, communicate at the start our beliefs or expectations so all staff members have an opportunity to choose if the workplace is aligned with the beliefs of the leader or system.
  • If there is someone who does not adhere to the expectations or standards of our system, our coach mindset is not to demean or belittle but to offer workplaces more aligned with the individual’s beliefs and goals.
  • “Knowing this is a staff who always puts what is best for our kids first–what targets do we want for this year that align with our beliefs?” [great question]
  • Coaching offers a safe place to think, to reflect, to speak truthfully, to ask questions–about self and others. [great stuff…coaching is about safety]
  • The greatest challenge in education is positive openness to change.
  • When we think new thoughts, work through a problem, unravel a delicate issue, or process a new skill, we are creating a new wiring or map in the brain.
  • Neuroscientists report the following:
    1. To truly be committed to a new course of action, people need to have thought through issues or situations for themselves.
    2. The act of having those moments of insight and epiphany give off a kind of energy needed for people to become motivated and willing to take action.
    3. From the energy burst that has been expended on the new motivation, a degree of inertia can be expected.
    4. Implementation dip, says Michael Fullan, is the small setback that often occurs when you begin implementing something new or a change in practice–the small setback in momentum during a change process.
    5. Coaching is the process that sustains the change during the implementation dip:
  • Research proposes that one’s self-efficacy comes directly from one’s cognitive appraisal of difficulty, one’s abilities, and whether effort or struggle will yield success.
  • Coaches adopt this set of skills:
    1. Create an environment and scaffolding for thinking in new ways
    2. Create environments where deep thinking is sought and valued
    3. Facilitates processes of dialogue for deep thinking and expanding one’s insights and experience from different points of view
    4. Presumes the best in thinking and doing in others
    5. Amplifies strengths and successes of others
    6. Communicates clarity of visions and goals and supports the success of all who take up the call
    7. Holds up the standards and expectations of the profession to guide solutions and decisions
    8. REspects other values, models, and assumptions as effects of experience and knowledge
    9. Believes in the best self that is within each of us
    10. Use language of appreciation, respect, possibility, and clear expectations ous and outcomes.
  • Essential mindset of coach leader:
    1. support others taking action towards goals
    2. be a partner to plan, reflect, problem-solve, and make decisions
    3. be nonjudgmental while giving reflective feedback
    4. use highly effective skills of listening and speaking
    5. focus on the assumptions, perceptions, thinking and decision-making process
    6. mediate resources, clarify intentions, and identify multiple options for self-directed learning and optimum results
  • Coach leaders non-negotiable beliefs:
    1. believe in another’s ability to grow and excel
    2. recognize that “Advice is Toxic!” and
    3. use intentional language that aligns with his trust and belief in others
    4. set aside or suspend unproductive behaviors
    5. see each person as whole and capable
    6. be a model of committed listening and speaking

    1. When our intention is clear, we know exactly what our target is:
    1. In one month, I will see evidence in my learning walks of differentiation being used in every classroom.
    2. Over the next 5 months, I will implement at least 3 strategies targeting trust building with resistant teachers.
  • To refine intention or goal,make it more specific and measurable, accomplish the following:
    1. Begin with the end in mind.
    2. Hypertext – be clear about the words you use and what they mean
    3. “Which means?” – Deepend and clarify your own language and meaning toward your goal.
    4. “Physical Timeline”
    5. Write It
    6. Elicit input from others – “What do you think I mean by this goal?” or “What do you think I will accomplish if I meet this goal?”
  • Two questions help address “Attention”
    1. How do I want to be?
    2. What do I want to pay attention to as I accomplish my intention and/or goal?
  • we need to move from intention to examination of how we want to be or what we wish to pay attention to. “Ready–aim–fire!”
  • “The best way to get a good idea is to have many ideas.” -Chinese fortune cookie
  • Action involves processes that are aligned with our intention–what we want to do.
  • Drop dead nonnegotiable for leaders is to clearly articulate the standards or expectations of the work of schools.
  • The language of the coach leader is to simply convey or hold up the standards and expectations for the teacher…the standards are there because they are known to work for kids. Language needs to be clear, unwavering, and clearly demonstrates belief in the teacher to use best practice.
  • If the culture depends on the principal to solve problems and make final decisions, what happens when he is absent? Does problem solving and progress come to a standstill until the leader can return?
  • To counter this, David Rock suggests we create new wiring around the notion of helping people think better rather than telling them what do do.
  • Replace “advice-giving” with “listening, paraphrasing, presuming positive intent, offering reflective feedback, using questions to mediate thinking of the other person so that they discover the answers that were always present but not recognized.”
  • Agreements about coaching conversation:
    1. In the amount of time (10 minutes, 20 minutes, etc.), we have, what would be most helpful for us to accomplish?
    2. Given the amount of time that we have, what would you like to accomplish by the end of our conversation?
    3. What would be measures of success for this conversation?
    4. You have 3 big ideas you are considering. Which of the three would you like to work on first?
    5. Of the 3 big ideas you have mentioned, which holds the greatest promise for the results you want from this conversation?
    6. In the beginning, you wanted to develop a plan for differentiating your instruction. Now, you are focused on the details of differentiating for this particular lesson. Will the bigger plan for differentiation or the details of this lesson be more helpful to you?
  • Simply reframing what someone offers as a complaint to a statement about their commitment opens the door for thinking and action from a different perspective.
  • Sample language:
    1. When your goal is achieved, what will people be saying about your success?
    2. When this goal is fully implemented, describe what will be happening for students.
    3. At the end of this conversation, what will be a measure of success that we have accomplished what you want?
    4. Between now and the next time we talk, what actions will you take?
    5. How will you collect data to support progress toward the achievement of your goal?
    6. What is your next step?
    7. What small step will you take tomorrow?
    8. On a scale of 1 to 5, with 1 being low, and 5 being high, how would you rate your progress toward your goal of making trust deposits with your teachers?
    9. Of all the ideas we have generated today, what is the most significant for you and why?
    10. What was of the greatest benefit in our conversation?
    11. What question asked today provoked your thinking the most?
  • Language is powerful, produces fundamentally new forms of behavior, molding our sense of who we are, helping our understanding of how we think, work, play and influences the nature of our relationships.
  • Language is the essential connector, and how we choose to use it will significantly impact the relationships and identities of those we lead.
  • “Our use of language can disempower or empower, enable or disable, intensify resistant or increase commitment, and inspire passion and creativity or promote resignation and passivity” (Dennis Sparks)
  • Trust is defined as “one’s willingness to be vulnerable to another based on the confidence that the other is benevolent, honest, open, reliable, and competent.” (Megan Tschannen-Moran)
  • According to Dave Ellis’ Falling Awake, there are 5 effective responses to a request:
    1. Grant the request
    2. Deny the request
    3. Make a counter-offer
    4. Ask for clarification
    5. Postpone your response by asking for more time to consider the request before making the commitment
  • Committed listening transforms relationships and deepens learning. Its skillful use requires practice and discipline.” (Dennis Sparks)
  • CFR Committed Listening Tool
  • Unproductive patterns of listening:
    1. judgment and criticism
    2. autobiographical listening – chiming in with our own personal experiences and hijacking the conversation
    3. inquisitive listening – becoming curious about something the speaker says that is not relevant to the issue at hand. Scrutinizing is also a part of this where one focuses on the minutiae and lose sight of larger issue
    4. solution listening – when we view ourselves as great problem solvers and give suggestions
  • Barriers to Committed Listening
    1. Internal distractions – includes physical barriers, emotional reactions,
    2. External distractions
  • Principles of paraphrasing
    1. Fully attend
    2. Listen with the intent to understand
    3. Capture the essence of the message in a paraphrase that is shorter than the original statement.
    4. Reflect the essence of voice tone and gestures
    5. Paraphrase before asking a question

    Everything posted on Miguel Guhlin’s blogs/wikis are his personal opinion and do not necessarily represent the views of his employer(s) or its clients. Read Full Disclosure