Orientation
Welcome!
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Welcome and Introductions
Dr. Barbara Markle
Assistant Dean for K-12 Outreach
Office of K-12 Outreach
MSU College of Education
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Welcome and Introductions
Dr. Diane Jackson
Program Director, Coaching 101
& Michigan Coaches Institute
Office of K-12 Outreach
MSU College of Education
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Coaching 101
The goals of Coaching 101 are to extend each
coach’s understanding of the fundamental
knowledge, skills and dispositions of effective
coaching in order to support improved
instruction and increased student
achievement and to build common language
and approaches to working as coaches in the
schools we serve.
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Orientation Outcomes
• Understand the foundations of Coaching 101
and the project goals
• Recognize and identify elements of effective
coaching
• Identify your personal learning targets
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Design Team and Lead Trainers
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•
•
•
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Dale Moss
Patricia Rushing
Patricia Vandelinder
Virginia Winters
Coaching 101
Coaching 101 is a collaborative effort funded by
a grant from the Michigan Department of
Education to Michigan State University to
increase programmatic coherence among the
various coaching roles so that Coaches can work
together more effectively and productively on
behalf of the schools they support.
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Who Can Attend
• Instructional leadership coaches
• Content area coaches
• Recommended candidates from ISD/RESA representatives
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Coaching 101 Sequence
Orientation
Coaching
Foundations Day 1
Coaching
Foundations Day 2
Active Listening
Questioning
Coaching
Foundations Day 3
Relational Trust &
Feedback
Assessment
Notification
Proficient in all 3
Domains
Assessment
Notification
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Not Yet Proficient in
1 or More Domains
Exit Coaching 101
Eligible to Coach
Coaching 101
Assessment Day 4
½ Day
Coaching Academy
Assignment
Coaching Academy
1 Day Training in Each Domain
- Active Listening
- Questioning
Coaching Assessment
- Assessment provided at the
end of each participant's
Academy coursework
Assessment Notification
- Relational Trust & Feedback
Exit Coaching 101
Eligible to Coach
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www.micoaching101.org
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Problem of Practice
Educational coaches bring to their work
different understandings of the fundamentals
of coaching and its practices. Their collective
impact can be experienced as incoherent and
less effective by those they coach.
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Reflection
• What are some key ideas as you read the
problem of practice?
• How would you write this problem of practice in
your own words?
• What might incoherence among coaches look
like and sound like in schools?
• What might be the impact on teaching and
learning?
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Building a Professional Knowledge
Base for All Michigan Coaches
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Coaching 101
Definition of Coaching
Educational coaching is a transparent practice
of providing intentional support to school
personnel to:
mediate thinking;
clarify goals; and
build capacity for the purpose of increasing
student achievement.
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Leadership for Coherence:
A Systems Framework
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Segment 2: Coaching Qualities
Pat Vandelinder, Core Design Team
In this segment, Pat Vandelinder
explains the difference between
“Being a Coach” and “Doing
Coaching.” She explores qualities and
skills of coaching that are essential in
effective coaching practice.
Materials needed:
•What Do You See?
•Foundational Coaching Skills
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New Idea
Being a coach
vs.
Doing coaching
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Activator
• Jot down answers to the question below:
“As you think about coaching, what are two
qualities that are important to you?”
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Coaching Qualities
• Trustworthiness
• Honesty
• Respect
• Knowledge
• Ability to listen attentively
• Sincerity
• Empathy and concern
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What do you see?
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
________________________________________
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Non-Verbal Behaviors
• Nodding
• Smiling
• Eye Contact
• Hand gestures
• Showing of data
• Change of facial expressions to show
concern, surprise and agreement
• Mirroring body language
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Verbal Behaviors
• Greet the Coachee
• Pause
• Summarize key points
• Ask specific questions
• Affirm one’s experience
• Set next meeting date
• Give a take away question
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Foundational Coaching Skills
• Positive Presupposition
• Pause
• Paraphrase
• Inquiry
• Probing for Specificity
• Rapport
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Segment 3: Individual Coaching
Development Plan
Dale Moss, Core Design Team
Description: In this segment,
Dale Moss presents a tool you
can use to help identify personal
learning targets.
Materials needed:
 Individual Coaching
Development Plan (ICDP)
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Individual Coaching Development Plan
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Active Listening
ACTIVE LISTENING is a structured way of listening and responding to others, focusing attention on the speaker.
Note: Suspending one’s own frame of reference, suspending judgment and avoiding other internal mental activities are important to fully
attend to the speaker.
Relevant
Understandings &
Skills
•Pausing
•Paraphrasing
•Probing/Posing a Question
•Making Positive Presuppositions
•Using Listening Set-Asides
•Guarding against Bias in Listening
• Distinguishing between
Assertions and Assessments
• Listening Recursively
•Establishing and Maintaining
Rapport
•Noticing and Using Non-Verbal
Communication
Self-Assessment Scale
Plan for Growth: ACTIVE LISTENING
What do I want/need to learn and
why?
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What will I do to achieve this?
What resources or support
will I need?
What will my success criteria
be?
Target Dates
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Questioning
QUESTIONING is a major form of human thought and interpersonal communication. It is a process that can lead to the development of
answers and insights. Questions can also be employed to explore an issue, an idea or something intriguing.
Note: In the coaching relationship, questioning can serve both to inform the coach and influence the coachee.
Relevant
Understandings
Skills
Characteristics of Effective Questioning:
•Open
•Invitational
& •Specific
•Positively Or Neutrally Biased
•Challenge Assessments
Types of Questions:
1. Clarifying Questions
2. Probing for
Specificity
3. Inquiring Questions
Self-Assessment Scale
Plan for Growth: QUESTIONING
What do I want/need to learn and
why?
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What will I do to achieve this?
What resources or support
will I need?
What will my success criteria
be?
Target Dates
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Feedback
FEEDBACK is concise, constructive, verbal and/or written data about events, patterns or conditions of behavior for the purpose of
improved performance.
Note: Timely feedback is an essential element of communication.
Relevant
Understandings &
Skills
•Basic Steps
•SBI Feedback Model
•Reflective Practices
Self-Assessment Scale
Plan for Growth: FEEDBACK
What do I want/need to learn and
why?
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What will I do to achieve this?
What resources or support
will I need?
What will my success criteria
be?
Target Dates
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Relational Trust
RELATIONAL TRUST is consciously working to build rapport and trust, clarifying expectations, behaving consistently and having high
expectations of yourself and the coaching relationship.
Note: In a powerful coaching relationship, trust and rapport feed one another and create a space where tough issues can be addressed and
where significant growth can occur.
Relevant
Understandings &
Skills
• Rapport – Verbal and Non-Verbal
Self-Assessment Scale
Plan for Growth: RELATIONAL TRUST
What do I want/need to learn and
why?
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What will I do to achieve this?
What resources or support
will I need?
What will my success criteria
be?
Target Dates
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Example
QUESTIONING is a major form of human thought and interpersonal communication. It is a process that can lead to the development of
answers and insights. Questions can also be employed to explore an issue, an idea or something intriguing.
Note: In the coaching relationship, questioning can serve both to inform the coach and influence the coachee.
Relevant
Understandings
Skills
Characteristics of Effective Questioning:
•Open
•Invitational
& •Specific
•Positively Or Neutrally Biased
•Challenge Assessments
Types of Questions:
1. Clarifying Questions
2. Probing for
Specificity
3. Inquiring Questions
Self-Assessment Scale
Plan for Growth: QUESTIONING
What do I want/need to learn and
why?
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I need to learn more about the
differences between the three
types of questions and how to
use each effectively. I need to
learn this in order to make more
effective use of the coach &
coachee time.
What will I do to achieve this?
Focus my time on reading
about each of the
questioning techniques
and practice with my
coaching colleagues .
What resources or support
will I need?
I am going to need text
resources (reading
materials) and the
commitment of some of
my coaching colleagues to
practice with.
What will my success criteria
be?
No less than three uses of
each type of question in
authentic coaching
situations .
Target Dates
Winter 2011
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Segment 4: Active Engagement
Pat Rushing, Core Design Team
Description: In this segment, Pat
Rushing describes an application
exercise designed to prompt coaching
conversations and support growth in
the coaching skills highlighted as
personal learning targets in your
Individual Coaching Development Plan.
Materials needed:
 Application Exercise
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Application Exercise
Why
The purpose of the application exercise is:
• To provide opportunities for coaches to increase their capacity
in their targeted areas of coaching
• To prepare coaches for their initial videotaping
What
To prepare for the 3 day Foundation sessions,
coaches will need to:
• Refine and extend their coaching conversations in their targeted
areas.
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Application Exercise
How
Coaching 101 coaches will need to:
Engage in 3-5 coaching conversations
Write a brief reflection in a journal focusing on one or two targeted qualities
identified in your Individual Coaching Development Plan. With targeted skills in
mind, respond to the following questions:
1. What is becoming clearer to you about your coaching?
2. What was the impact of your coaching on the coachee?
3. What were your learning targets identified in your ICDP?
Who
The activity involves all Coaching 101 participants.
When
Complete all steps of the application exercise prior to attending the Coaching 101
Foundations session.
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COMPLETE
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BEFORE YOUR COACHING 101 FOUNDATIONS SESSION
Segment 5: Closing Remarks
and Evaluation
Dr. Diane Jackson, Program Director
Please be prepared to complete a
short evaluation at the end of this
segment. We appreciate your input
and feedback on this orientation
process.
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Materials to Bring to Foundations
Please bring the following documents to the
Foundations Training Session:
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– Individual Coaching Development Plan
– Journal reflections from the Application Exercise
– Notes taken as you viewed the Coaching
Conversation (What Do You See? and Foundational
Coaching Skills)
– Application Exercise: Journal Reflections
– Glossary
Questions and Contacts
Diane Jackson, PhD
Program Director
Coaching 101 &
Michigan Coaches Institute
jack1033@msu.edu
517.353.8950
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Marcia Docks
Outreach Specialist
docks@msu.edu
517.432.0277
References
Allen, D., Ort, S., Constantini, A., Reist, J., & Schmidt, J., (2008).
Coaching Whole School Change: Lessons in Practice from a Small High
School. New York, NY: Teachers College Press.
Bloom, G., Castagna, C., Moir, E., & Warren, B. (2005). Blended
Coaching: Skills and Strategies to Support Principal Development.
Thousand Oaks, Ca: Corwin Press.
Cheliotes, L.G., Reilly, M.F., (2010). Coaching Conversations:
Transforming Your School, One Conversation at a Time. Thousand
Oaks, CA: Corwin Press.
Knight, J. (2009). Coaching Approaches & Perspectives. Thousand
Oaks, CA: Corwin Press.
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