The Language of Coaching-based Supervision

1
The Language of Coaching-based Supervision

• This presentation summarizes the basic language
  stems used in conducting coaching conversations. 
  Many supervisors keep this page in front of them
  as they engage in conferences. 

2
Probing

• Supervisors probe and cue with paraphrasing,
  interpreting, clarifying, and summarizing in
  response to what they hear from their supervisee.
  
• Paraphrasing
• Clarifying
• Interpreting

3
Paraphrasing

• Paraphrasing restates the message and encourages
  the speaker to test their understanding.
• So
• In other words
• What it sounds like is

4
Clarifying

• Clarifying helps gather more information, seeks
  more specificity, grounding of assessments with
  assertions, and may uncover connections between
  ideas, feelings, and attitudes.
• To what extent?
• What might be an example of?
• What do you mean when you?
• How many teachers?

5
Interpreting

• Interpreting goes beyond paraphrasing to test
  possible causes, assumptions, new assessments. It
  is additive to paraphrasing.
• I am wondering if what you are saying could
  mean
• Based on what you have described so far is it
  possible that

6
Mediational Questions and Transformational
Coaching

• Supervisors ask mediational questions and use
  transformational coaching to help supervisees
  reflect upon their own leadership practice and
  develop new habits of mind and ways of being as
  an educational leader.
• Mediational
• Transformational

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Mediational

• Mediational questions to help supervisees build
  their own capacity to develop and expand
  leadership skills and practices. Mediational
  questions are often future oriented, and help the
  supervisee to reflect on possible solutions and
  appropriate leadership actions.
• What criteria might you use to?
• What do you think would happen if
• How might that decision impact?
• What would be another interpretation of?
• How would it lookWhat a win-win look would
  like?
• What is the impact of on students?
• How do you decideWhat are your non-negotiable
• What are two or three other considerations
  that?

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Transformational

• Transformational coaching supports the
  development of new levels of commitment,
  emotional intelligence, and dispositions by
  helping their coaches to test new interpretations
  and to practice new ways of being.
• Lets try a role-play where you dont get
  defensive
• Ground that assessment for mecould you make a
  different assessment?
• How could we turn that rut story into a river
  story?
• What new way of being are you willing to test
  in this situation?

9
Instruction

• Supervisors instruct when their supervisees ask
  for specific, timely advice or when a gap in
  content or procedural knowledge is uncovered.
  Instructional coaching does not require that the
  supervisee follow given advice.

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• Instruction is used to share craft knowledge,
  resources, models, and advice that is
  invitational in nature.
• We know that some best teaching practices are
• Our schools data show thatyou will need to
  focus on
• Sometimes its helpful if
• Would it be helpful if we spent some time
  looking at?
• What I saw in that classroom is

11
Summarizing

• Summarizing is used to identify key points that
  help identify next steps, cue new thinking, and
  plan for future actions and accountability
• Lets review the key points so far
• What elements of this situation need to be
  addressed first?
• Coming out of this conversation, you will .and
  I will       

12
Supervisory Feedback and Direction

• When supervisors assess that their supervisees
  are not meeting established goals, standards,
  expectations, they promote action with
  supervisory feedback and/or direction.
• Feedback
• Direction

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Feedback

• Feedback is provided with specific, data-based
  evidence to prompt reflection and ground coaching
  and/or supervisory direction
• Based on my observations I am rating you
• Your actions are resulting in
• I have observed this issue

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Direction

• Direction is given when coaching is not likely
  to produce timely results, when the supervisor or
  the system establishes a mandate, when the
  supervisee fails to aspire to uphold professional
  standards, when the supervisee needs to be held
  accountable to agreements and direction
  established as a result of the supervision
  process. 
• The district priority forrequires that your
  school plan include the following
• I expect you to
• You need toHow will you proceed?  How can I
  support you?
•  As a result of this conversation aboutyou
  willand I will
• After I provide you withyou will do the
  following