Reading Success Network Reading Excellence Act

1
Reading Success NetworkReading Excellence Act

• RSN TEAM COACHING TRAINING - Day 2

Designed by David DeMille, Janie Gates, Della
Larimore, Debby Lott, Donna Van Allen
2
Team Builder Activity

• Take the envelope provided on your table and
  evenly distribute the smaller envelopes among
  your team members.
• Each person should take the puzzle piece out of
  their small envelope.
• DO NOT show your puzzle pieces to each other.

3
Team Builder Activity

• Take turns sharing descriptions or clues about
  your puzzle piece
• As each is shared, the group should attempt to
  identify the picture based solely on the verbal
  descriptions of each person
• After you have made your final attempt to
  determine the image, put the pieces together to
  confirm your thinking.

4
Team Builder Discussion
As you reflect on this task and the work you did
as a team, what are the important lessons about
teamwork that might be drawn out of this activity?
5
The RSN Team Coaching Training acknowledges the
work of the following

• Marilyn Bates
• Arthur Costa
• Renate DAngelo
• Gordon Donaldson
• Michael Doyle
• Amy Duncan
• Robert Garmston
• Bruce Joyce
• David Keirsey

• Christina Marshall
• Tim Murphy
• Juli Quinn
• David Sanderson
• Bruce Schneider
• Beverly Showers
• David Straus
• Marilyn Tabor

6
RSN Team Coaching Training STRANDS

• Team Coaching
• ? Coaching Skills
• ? Group Dynamics
• ? Research Based Resources

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DAY 2 Outcomes

• Participants will be able to
• ? identify application of RSN Team Coach roles
• ? develop and enhance facilitation skills
• ? practice and use coaching skills strategies
  and
• models for groups and individuals
• ? flex your style to meet the needs of others
• ? apply team building skills for effective
  collaboration
• ? understand the research base for the
  Professional
• Learning Community

8
Day 2 Agenda
9
?Group Norms

• Be respectful
• Listen to understand
• Participate fully
• Set aside judgments
• Stay current

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RSN TEAM COACHING MODEL
Client Knowledge
Coach
Facilitator
Relationship among equals. Conversations using
coaching skills. Goal, action, and results
oriented. Non-judgemental approach. Clients see
their own resourcefulness. Mediates process of
self-directed
learning.
Remains neutral. Directs processes. Keeps group
on task. Focuses group energy. Encourages
everyones Participation. Protect
participants ideas from attack.
RSN Team Coaching

• Applies skills of four
• roles as appropriate
• Anticipates outcomes
• and plans accordingly
• Moves flexibly between
• roles
• Engages self and others
• in reflection

Working With Individuals
Working With Groups
Information specialist.
A role model and advisor.
Advocates process and content. Commonly defined
goals outcomes. Requires trust.
Non-evaluative.
Promotes self as expert. Delivers
content. Teaches using a variety of
strategies. Extends and enriches
knowledge, skills and attitudes. Links new
knowledge to the work.
Mentor
Presenter
Expert Knowledge
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RSN Team Coaching Scenario Sort
In groups of three to four people at your table,
take the Coaching Scenario Cards and divide them
evenly among your group members. Read aloud and
place the cards under one of the four roles
listed on each banner. These cards represent
possible situations in which the RSN Team Coach
might make decisions as to the most effective
role in which to work with peers at a given time.
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Look back over the scenarios in the sort.
Discuss the themes that are evident throughout
each set of scenarios. How are the roles
different and how are they alike? How is your
view/thinking about each role changing or taking
shape?
RSN Team Coaching Scenario Sort - Debrief
13
Style Preferences

• Now that I know myself,
• how can I stretch myself?

14
Knowing Audience

• Speaking to four audiences (styles)
• Artisan Operator
• Guardian Administrator
• Idealist Mentor
• Rational Coordinator

15
Learning and Working Preferences

• Artisan or Guardian
• Both are Sensing
• Action over wonder
• Standard ways of doing things
• Practicalities
• Works steadily
• Concrete details

• Idealist Rational
• Both are Intuitive
• Wonder over action
• My own ways of doing things
• Possibilities
• Bursts of energy
• Abstract ideas

16
Communication Preferences ArtisansRationals
GuardiansIdealists

• Cognitive
• Tasks and logic
• Less wordy
• More to the point
• Harder vocal tones
• More specific language
• Less about feelings

• Affective
• Relationship/creativity
• More wordy
• Less to the point
• Softer vocal tones
• Less specific language
• Less about facts

17
Small Group Discussion

• Think about the most recent work related
  experience you have had with a group of adults.
  What was in place in accordance with your
  preferences? What was in place that conflicted
  with your preferences?

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Coaching Considerations

• Artisans, remember to
• Set goals
• Inquiry vs. interrogation
• Have a structure
• Be open to the big picture

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Coaching Considerations

• Guardians, remember to
• Keep an open-mind
• Be patient
• Provide options
• Listen objectively

20
Coaching Considerations

• Rationals, remember to
• Be openly appreciative
• Consider others feelings
• Some traditions are important
• Follow-through

21
Coaching Considerations

• Idealists, remember to
• Be objective
• Refrain from being overly emotional
• Have a structure
• Avoid confrontations

22
Take the Coaching Challenge

• Find the Coaching Challenge worksheet in your
  packet. Using the style summaries, fill in each
  space with two or three things you will have to
  do in order to effectively meet the
  learning/working preferences of each style.
• Remember your stretches!

23
Partner Cubing Coaching
Choose a partner from across the
room. Individually, take 2 minutes to quietly
think through and jot down your own personal
responses to the Cubing Protocol. Then, together,
take 4 minutes to share and talk through your
responses to the Partner Cubing Protocol.
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Partner Cubing Coaching

• Describe it
• Describe your experiences with it
• Describe your opinion of it
• What could you compare it to?
• When will you use it?
• How will you use it?

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TRAINING EFFECTIVENESS The degree of proficiency
attained in knowledge, skills, and application is
determined by the following TRAINING DESIGN
Training Stages



Very Low 5 Low 10 Middle
40 High 80
Based on Bruce Joyce and Beverly Showers Note
the rows are cumulative the strength of coaching
rests on the total effect of theory,
demonstration, practice, curriculum, and
coaching
Key
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Individual Coaching Demonstration
As you observe the individual coaching
conversation, please note the following Partner
A - what is the coach saying/doing? Partner B -
what is the client saying/doing? Look for both
verbals and non-verbals as you observe and think
about how these attributes and skills contribute
to the direction and productivity of the
conversation.
27
Individual Dialogue Frame Question
You have learned and practiced a coaching skills
strand (listening, paraphrasing, validating and
asking questions) for engaging in coaching
conversations. Most often, people feel more
comfortable with some coaching skills and less
comfortable with others. Given this, what are the
areas of being a skillful coach that
are stretching you most as a
professional?
28
Individual Coaching Demonstration - DEBRIEF
Share with your partner the observations you made
during the coaching conversation Partner A -
what is the coach saying/doing? Partner B - what
is the client saying/doing? Be prepared to ask
questions of the coach and the client as to the
purposes, thoughts, feelings, etc. as the
conversation was taking place.
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Individual Coaching Conversation - Practice
Now you and your partner are going to take turns
coaching an individual conversation using the
same prompt you just observed. You will have
three minutes for each conversation. As you
coach, try to incorporate all the skills and
techniques you have learned. Be natural in your
delivery and focus on making the conversation
meaningful.
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Individual Dialogue Frame Question
You have learned and practiced the coaching
skills of listening, paraphrasing, validating and
asking questions. Most often, people feel more
comfortable with some coaching skills and less
comfortable with others. Given this, what are the
areas of being a skillful coach that
are stretching you most as a
professional?
Now, switch seats!
Silently Reflect
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Individual Coaching Conversation - DEBRIEF
On your own, write down 3 things you did well
during the conversation and 3 things your
partner did well Afterward, share your thoughts
with your partner. Discuss areas you wish to
strengthen.
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Essential Coaching SkillsIntruding
May be difficult May seem rude May be absolutely
necessary
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Essential Coaching SkillsIntruding

• To move the conversation forward
• To keep focused on whats important
• To give equal airtime to all participants

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Essential Coaching SkillsIntruding

• Intrude
• Let me stop you right there
• Let me see if I understand
• Time out
• Redirect
• Paraphrase
• Ask an empowering question

35
Essential Coaching SkillsIntruding
This is what it might sound like
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A Coaching Conversation is a

• Conversation in which people think together.
• Conversation that focuses on a significant
  
• purpose.
• Conversation that deepens understanding.
• Conversation initiated by a coach who uses
• uses frames and questions to elicit ideas,
• opinions, solutions and insights for the
• purpose of enhancing performance.

Adapted from Marilyn Tabor
37
Benefits of Coaching Conversations

• Time is given to reflect on important questions.
• Respect and risk-taking are developed and
  sustained.
• A learning community is supported for both the
  
• individual and the group.
• Diversity is encouraged and valued.
• Teamwork and performance are improved.
• Participants have the opportunity to construct
• personal understanding.
• Professional efficacy is enhanced.

Adapted from Marilyn Tabor
38
Group Coaching Demonstration
As you observe the group coaching conversation,
write down what you notice, paying special
attention to the similarities and differences
between group coaching and individual coaching
conversations? Look for both verbals and
non-verbals as you observe and think about how
these attributes and skills contribute to the
direction and productivity of the conversation.
39
Group Coaching Norms

• Listen to understand.
• Share air time equally.

40
Group Dialogue Frame Question
Research tells us that coaching is a very
powerful process that can have a great impact on
the effectiveness of organizations. We have been
learning a lot about coaching, and have been
practicing our individual coaching skills .
Given all that you know, how will the power of
coaching improve our work?
41
Group Coaching Demonstration - DEBRIEF
Share the observations made during the group
coaching conversation with your partner What
are the similarities and differences between
group coaching and individual coaching
conversations? Be prepared to share some of your
observations and ideas with the larger group.
42
The Steps in Coaching a Group
Adapted from Marilyn Tabor
OPENING 1. Set an inviting tone. 2. State the
intended purpose or outcome - Dialogue about a
topic or issue - Accomplish a task - Make a
decision - Analyze data - Plan - Review 3.
Describe the coachs role 4. Set norms sustain
a low threat/high challenge climate.
5. Open with a frame and question create silence
for reflection invite people to begin.
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The Steps in Coaching a Group
Adapted from Marilyn Tabor
INTERACTION 6. Listen, Paraphrase, Validate,
Ask Questions 7. Maintain a focus on achieving
the intended purpose or outcome. 8.
Ask follow-up questions to deepen the
conversation. CLOSING 9. Provide an
ending - a synthesis paraphrase of the
dialogue - acknowledgement of participation -
next time - a take-away question
44
Purposes of Group ParaphrasingStating the
meaning of the message in different words.

• Support group members in gaining a clear and
  focused understanding.
• Connect and link responses to facilitate the
  group in building upon one anothers thinking.
• Identify themes and commonalities found within
  the groups responses to lead into deeper
  questions and conversation.
• Create value among the group members by placing
  value on all responses.

Adapted from Marilyn Tabor
45
Group Paraphrase Guidelines

• Give full attention (level 2 or 3 listening) to
  understand the message(s).
• Listen long enough to hear several responses.
• Summarize the essence of the multiple responses
  rather than paraphrase one response at a time.
• Paraphrase both the content and the feeling of
  the message (if feeling is expressed).
• Identify patterns and themes, as well as
  divergent perspectives.

Adapted from Marilyn Tabor
46
Group Coaching Conversation - Practice
Now you and your partner are going to meet with
another pair to form a group of four. Each of
you will take turns coaching the group with a
provided frame and question. You will have three
minutes for each conversation. As you coach,
incorporate group paraphrasing. When possible,
use the opening steps for setting the tone of the
conversation. Be natural in your delivery and
focus on making the conversation meaningful.
47
Group Dialogue Frame QuestionPractice Session 1
We can learn a lot from each other to support and
improve our classroom practice. When we
collaborate together we are actually drawing on
each others resources and expertise. Coaching
has proven to be an effective way to improve our
craft and elevate our profession. In light of
its benefits, how will coaching go beyond
increasing collaboration and truly become a
mechanism for improving student achievement in
reading-language arts?
48
Group Dialogue Frame QuestionPractice Session 2
Research substantiates the claim that coaching
and peer collaboration increase the application
of new learning into actual classroom practice.
As valuable as it is, there may still be issues
surrounding the implementation of on-going
coaching among colleagues at our school site.
As you contemplate the possibilities of coaching
implementation, what are some of the roadblocks
or barriers to this effort at our school?
49
Group Dialogue Frame QuestionPractice Session 3
There are times when we will be asked to coach an
individual colleague at our site and times when
we will be asked to coach a group of our peers.
There are subtle differences in the way we go
about coaching in both types of situations.
Considering these differences, what do we see as
being the greatest differentiations we must be
aware of as coaches so that we will have the
greatest impact on those with whom we work?
50
Group Conversation Frame QuestionPractice
Session 4
We all have very busy schedules and demands upon
our time. Everything we do receives a certain
priority, therefore if group coaching is to be
implemented, we must maximize our time so that
these sessions are purposeful and
relevant. Considering the reading work to be done
at our school, what are the situations or times
when group coaching will be best applied.
51
Group Coaching Practice - DEBRIEF
In your group, share your thoughts and feelings
about the process of the conversation including
the group listening and paraphrasing. Be
prepared to share some of your observations
and ideas with the larger group.
52
Reflections

• Did you every notice when you blow in a dogs
  face he gets mad, but when you take him in the
  car he sticks his head out the window?
• You have to stay in shape. My grandmother started
  walking five miles a day when she was 60. Shes
  97 today and we dont know where she is.
• The statistics on sanity are that one out of
  every four people is suffering from mental
  illness. Think of your three best friends. If
  theyre O.K., then its you.
• When someone annoys you it takes 42 muscles to
  frown. But it only takes 4 muscles to extend your
  arm and whack them in the head.

53
The School as a Professional Learning Community
- DuFour Eaker

• We are going to individually read the excerpt,
  The School as a Professional Learning Community.
• Please find The Message Board Protocol in your
  handouts.
• We will be using the message board process as
  we read the article and for small group
  discussion after we finish reading the article.

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The Message Board

• Create a message board on chart paper by drawing
  a circle in the center (approx. 6-8 inches in
  diameter).
• Everyone in the group silently reads the entire
  article.
• As each person reads, he/she should capture the
  thoughts of the reading that resonate most with
  him/her on post-it notes (approximately 3-5 per
  person) including
• reflections on information
• applicable ideas
• needs for further exploration
• leads for coaching conversations
• Upon finishing the article, randomly place the
  post-its on the chart paper outside the circle.

55
The Message Board - continued

• When everyone in the group has completed the
  reading and notes, choose one person in the group
  who will read the post-its aloud for the group.
• As the comments are read, group members should
  listen attentively.
• After all comments are read, the group should
  discuss and agree on 3-5 ideas that resonate most
  for the group and/or could be incorporated in
  their work.
• Place those thoughts in the center circle and
  engage in a conversation about each item and its
  relevance to each persons current work situation.
• Debrief the process with the entire group.

56
Message Board

• Read article (12 minutes)
• Write significant ideas on post-its
• Place on chart
• Choose facilitator-who reads each post-it (3
  minutes)
• Group agreement on 3-5 most significant ideas (10
  minutes)
• Place in center of circle
• Conversation re each item and relevance to work
  (10 minutes)

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• Message Board Protocol
• Small Group Debrief
• What worked?
• What could have worked better?
• What was learned and why was that important?

58
The Role of the Facilitator

• Servant of the group
• Choosing effective methods for accomplishing
  tasks
• Explain your role to your group

59
The Role of the Facilitator

• Directs processes of the group
• Remain neutral and build respect
• Does not get involved with the content
• People centered and task focused
• Skills in managing collaboration and problem
  solving

60
Group Recorder

• Latecomer needing to be caught up
• Group covering the same issues
• A lot of information
• Not the facilitator
• Neutral
• Captures the main ideas

61
Group Responsibilities

• The quality of the meeting depends on the quality
  of the participants.
• Contribute to both content and process
• Keep the facilitator and recorder neutral
• Be a good listener

62
Group Responsibilities continued

• Keep an open mind.
• Dont be defensive.

63
Think-Pair-Share

• How will your coaching skills assist and support
  you in a facilitation role?

64
Facilitation Tools

• Initiating
• Seeking Information
• Clarifying
• Group Paraphrasing
• Coming to Agreement

65
When to Step Down

• Trust is high and the interest is genuine in
  your participation
• Youre part of the small group
• You have a great idea
• The group is requesting your expertise

66
G.R.O.W. MODEL

• Goals
• Reality
• Options
• Will and When

67
GOALS

• Expansive, yet achievable
• Address the past, present, or future
• Shaped by values and vision
• Internally driven

68
Questions that Clarify Goals

• What do you want?
• If you knew you couldnt fail, what would you do?
• What would be perfect?
• How does this fit into something bigger?
• What is it about this that makes it important?

69
Reality

• Describe the current situation
• Accurately
• Completely
• Without blame, excuses or explanation

70
Questions that Clarify Reality

• What is the present situation?
• Whats working, whats not?
• How much control do you have over this?
• Who else does this impact?
• Where are you facing resistance?
• How can you look at this another way?

71
Options - Phase I

• Expansion
• Through brainstorming
• Create a wide array of choices
• Bridge the gap between goals and reality
• Think outside the box
• Stretch belief

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Questions for Expanding Options

• What could you do?
• What are the possibilities?
• What are the options you havent thought of yet?
• Try being unrealistic, what if there were no
  limits?
• What else?

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Options - Phase II

• Narrowing
• Focus on desirable options
• Focus on options likely to yield results
• Move from possibilities to probabilities

74
Questions for Narrowing Options

• Which options do you want to explore?
• Looking at the benefits/liabilities of each
  option, which looks best?
• What directions does your gut tell you to take?
• Which of these is more appealing?

75
Will and When

• The Client
• Decides what will be done
• Specifies when it will be done
• Determines markers to measure progress

76
Questions to Clarify What and When

• What will you do?
• When will you do it?
• When will you start?
• What could get in your way?
• Who will support you?
• How will you celebrate when you finish?

77
Tag Facilitation Activity

• Materials
• Chart Paper Pens
• The G.R.O.W. Model
• Facilitation Guidelines
• Scenario

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Tag Facilitation Activity

• Procedure
• Designate an initial facilitator and recorder
• Follow steps of the G.R.O.W. Model to create an
  action plan based on the scenario provided
• At the sound of the chime, hand-off the
  facilitator role to another member of your team.
• All members will have an opportunity to
  facilitate and record.

79
Tag Facilitation Scenario
You are a member of a Literacy Team at your site
that is reviewing your final literacy plan. The
task of your team is to assess progress in each
area. Choose one part of the plan and use the
GROW model to add detail and depth to this
section.
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Literacy Plan Components

• Reading Program
• Professional Development
• Family Literacy
• Interventions
• Library Motivation

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Step One Goals
Step Two Reality
Finish Your Thoughts!
Step Three Options phase 1
Step Four Options phase 2
Step Five Will and When
82
Small Group Debrief

• What worked?
• What could have worked better?
• What was learned and why was that important?

83
Reading Success NetworkReading Excellence Act

• RSN TEAM COACHING TRAINING - Day 2

Designed by David DeMille, Janie Gates, Della
Larimore, Debby Lott, Donna Van Allen