Coaching Skills for Professional Development: Research Findings

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Coaching Skills for Professional Development
Research Findings

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• ICF Research Symposium
• San Jose, CA
• November 9, 2005
• Presented by
• Janet Baldwin Anderson, Ph.D.
• Katherine Johnson, Ed.D.
• Peter Reding, MCC

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Program Overview Coaching Skills for
Educational Leaders

• Participant proposed outcomes
• 1. Demonstrate coaching skills (based on ICF
  competencies) in the workplace.
• 2. Exhibit knowledge of principles of creating
  positive learning environments based on the
  Inspired Learning Model.
• 3. Demonstrate enhanced ability to promote
  growth among the staff and people they work with
  to promote student success.

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Program Goals

• Professional Development Program Goals
• Develop coaching and leadership skills
• Integrate learning into leadership roles
• Focus on what is working
• Research Goals
• Document program impacts
• Inform the knowledge base for coaching
• Research Questions
• Did participants coaching skills improve?
• Did they apply the skills in their schools?

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Research Measures

• Four self report instruments
• Guskey Evaluation Form
• Coaching Skills Proficiency Survey (new)
• Pivotal Event Report (new)
• Aspects of Mindset and Beliefs (new)
• Data collected at three times
• August 2004
• January 2005
• May 2005

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Research Sample

• 20 educational leaders from a Maryland public
  school district
• More than half had been coached
• Mostly female (16) mostly white (17)
• Leadership roles included
• Principals and Assistant Principals (11)
• Professional Development Facilitators (7)
• Resource Teacher and Grants Facilitator (2)

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Research Evaluation Model

• Guskey Evaluation Model
• Adopted from work of Kirkpatrick Guskey
• Level I, Satisfaction Participants reactions
• Level II, Learning Participants level of
  learning
• Level III, Organization Support and change
• Level IV, Use Participants use of knowledge and
  skills on the job
• Level V, Outcomes Results and improvement

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Research Findings

• Guskey Evaluation Form
• Comments indicated high levels of interest and
  enthusiasm for
• Coaching skills for professional development
• Seeing coaching skills modeled by experienced
  coaches
• Group discussions about cultural diversity
• Using the Standards of Presence

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Research Findings, continued

• Coaching Skills Proficiency Survey (7 point
  scale)
• Average self-ratings for all 8 coaching
  competencies
• 4.3 at the beginning (Moderate Proficiency)
• 5.2 at the midpoint (Moderately High Proficiency)
• 5.8 at program end (nearly High Proficiency)
• Average increase of 1.5 levels in ten months
• 8 of 8 ratings were higher
• 7 of 8 ratings were significantly higher

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Coaching Skills Proficiency Survey Aug 04 to
May 05
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Research Findings, continued

• Pivotal Events Reports. Most frequent
• Coaching Competencies Asking Powerful Questions
  (30), Deep Listening (28), Creating Trust (23),
  Acknowledging (22)
• Settings Meetings (32) committee, staff, team,
  etc., Classrooms (2)
• Participants Principals and Assistant Principals
  (32), Teachers (31)
• Outcomes positive impacts for students (29),
  teachers (29), and teams (17).

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Conclusions

• Study seeks to contribute to knowledge base by
  providing
• Empirical example of coaching competencies
  applied in a school setting
• New measures of coaching competencies and
  behaviors and of their change over time
• Descriptive reports of coaching experiences.
• Educational leaders use of coaching skills helps
  to foster
• greater reflection, confidence, self awareness,
  acceptance, and empowerment for teachers and
  staff.

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Conclusions, continued

• Reliable and valid measures of coaching
  competencies contribute to the advancement of
  coaching as a professional field. Preliminary
  results show high degree of internal consistency
  and reliability for the CSPS.
• Positive response of educational leaders and
  results of this study suggest that coaching
  skills professional development has value in
  school settings.

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Recommendations

• Develop high quality measures of coaching skills,
  behaviors, and outcomes.
• The CSPS and other measures should be tested and
  applied in wider segments of the coaching
  communityfrom novice to master coachesand from
  educational leaders to executive leaders to coach
  trainees.
• Study the use of coaching skills in school
  settings.

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Coaching Skills Proficiency Survey (New)

• 1. Creating Trust. Ability to create a safe,
  supportive relationship with the client that
  produces ongoing mutual respect and trust.
• 2. Coming Present and Connecting. Ability to be
  fully conscious and to create a spontaneous
  relationship with the client.
• 3. Following the Individuals Agenda, Pace, and
  Self-Discovery. Ability to focus completely on
  the clients agenda rather than your own.
• 4. Listening. Ability to focus completely on what
  the client is saying and is not saying, to
  understand the context of the clients desires.
• 5. Asking Powerful Questions. That evoke
  discovery, insight, or commitment that challenge
  the clients assumptions.
• 6. Acknowledging. Ability to be authentic and use
  language that shows respect for recognition of
  the clients progress, values, awareness.
• 7. Creating awareness. Ability to help the client
  integrate and interpret multiple sources of
  information and achieve agreed-upon results.
• 8. Forwarding the Learning. Create with the
  client opportunities for on-going learning during
  coaching and in work and life situations.

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Inspired Learning Model

• The Facilitator
• The Subject Matter
• The Physical Environment
• The Inspired Learner
• The Standards of Presence
• The Integration
• Inspiration

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Standards of Presence

• 1 Maintain confidentiality
• 2 Adopt a stand for innocence
• 3 Practice a positive focus
• 4 Connect at a heart level
• 5 Share magnificence
• 6 Listen deeply and with honor
• 7 Give only authentic positive acknowledgment
• 8 Fully receive acknowledgment and support
• 9 Practice self care self responsibility, and
  allow others to do the same
• 10 Be fully present

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Skill Set Mind Set

• Skill Set (Can do)
• 1. Creating Trust,
• 2. Coming Present and Connecting
• 3. Following the Individuals Agenda
• 4. Listening
• 5. Asking Powerful Questions
• 6. Acknowledging
• 7. Creating awareness
• 8. Forwarding the Learning

• Mind Set (Knows)
• Each Person is or has
• 1. Resourcefulness
• 2. Own best answers
• 3. Already mastered a part of what they want more
  of
• 4. Own best path
• 5. Unique
• 6. Served by being Acknowledged
• 7. Unique Contribution