Growth Coaching started to resonate with me pretty soon in the workshop, partly because it made sense, but also because it started to feel familiar. I know I’ve worked with the GROW model before, and so this wasn’t too far to go to get to the GROWTH model. I remembered learning about it and using it in a previous school, and it felt nice to be thinking about it again.
It was said there are three elements of coaching. This graphic, although not from the course, is similar to what was shown.
The coaching process, in this case, is the 8 step GROWTH Coaching Model, which is in a way the development of the GROW model. The inclusion of the T and the H mean you are far more likely to achieve your goal – as they talk about the barriers and how to get past them.
Some important points and tips that I found about coaching skills:
- Coaching is a process – you don’t have to be an expert in the content. You need to ask the best questions.
- You can have the aides with you – e.g. the questions you need to use for coaching situations.
- Use the coachee’s words. – connect in, clarify that you are on the same page. Try to simplify their words – try to get it down to 20 seconds
- Sympathy can be a spiral downwards.
- $5 questions, not $5000 questions – the best questions are succinct and short. By being succinct you can move the conversation on.
- To combat “I don’t know”, try, “If you did know, what would you do…”
- Active listening attitudes – being “present” mindset
- avoid “me too”
- remember you think faster than people can speak
- Listen for content and feelings. Look for the content and take the feelings out. As they override the content. Come back in a non-judgemental way.
- Don’t finish others sentences.
- Behaviours – nodding, etc…
We practised coaching several times, and it was quite tricky. At times thinking of the best questions to use was difficult. It was really useful to have the book open to the page with sample questions to refer to. A goal I have is to build up a bank of questions that work well for me in coaching sessions.
The last element is the coaching “Way of Being”, which sounds a bit wishy washy when you say it like that, but is actually really relevant and helpful.
Coaching way of being:
- Humility – not going in as the knower – the beginning mind (be like the child), discover
- Belief in change. That somebody can change. The outcome for learners can happen. If you think they can’t, deal with competency
- Respectful curiosity – how could I have done what I did better. Want to be curious, but respectful.
- – Racial and cultural difference in coaches and coachees dissipated. Can empathise with others. Generational and cross cross-cultural
- and other awareness. Emotional intelligence. Makes you more successful. Notion of self and concept of others.
- Confident – not cock-sure, but confident that you’ve got the tools and have the capability to make a difference.
During the course we also worked on giving effective feedback, which was really useful. We covered things to watch for in conversations and how to cope when giving difficult feedback. Both things that will be relevant for me in the future I believe.
I’d like to delve further into Coaching in my practice, so I’m looking at starting it with two of my teachers soon. They are willing participants and I think it will help them to improve their practice as well as my own. It could become a really useful tool for me to use when working indirectly as part of the RT:Lit service.
Oh, and of course, here’s the proof I done did it…
Do you believe in fate? If you do, you might consider it serendipitous the way my attendance at The Growth Coaching New Zealand’s Introduction to Leadership Coaching two-day workshop in Palmerston North this week. I only discovered the workshop last week as I was spending some time preparing my proposal for indirect support as part of the Resource Teacher of Literacy (RT:Lit) service in my cluster. Fortunately, I was able to enroll in the course and take the time from my working week to undertake it. I’m really pleased I did.
The word coaching had leapt out at me in my Professional Practice Manual (PPM, MOE, 2016). When outlining indirect supplementary support it says it “involves the RTLit supporting/coaching the classroom teacher to deliver appropriately designed learning opportunities within the classroom programme”. As I am creating a proposal to maximise my indirect support with schools, teachers, and students, I suddenly thought I would try and find some professional development around coaching.
Growth coaching was recommended by a twitter friend, and also the website looked excellent. Also, a big plus was it was in Palmerston North, not too far from work. Anything I can do during the working week within my area gets a gold star in my book.
Enough with the preamble, let’s get down to it…
The first aspect we looked at was the difference between mentoring and coaching. I’ve had Mentoring in my job description before, so this was interesting for me. Basically, it would seem –
- Mentoring is more directive – hierarchical – someone you want to emulate
- Mentor has the knowledge and experience that they are going to impart. “This is how we do this…”
Whereas, for coaching –
- Coaches allow people to discover
- For a coach, it is not your story – it is not up to you to give the answers…
- A coach does need to clarify what the person said. Don’t share opinions. Empathise, don’t sympathise.
- Through coaching we want people to learn, not to be dependent.
- Developing the culture where it is done for themselves. Teaching people to think, Self-responsibility.
- A coach does not know where they are going to end up.
Initially, I was not sure this was going to work very well for my job – RTLits need to give resources and ideas, and model or demonstrate how things can be done. Where did that fit into coaching model? I also have a place I want (even need) to end up – with accelerated progress towards the standards for referred students. I feel better now about its place though and where I can fit it in. I also feel that coaching would not be the only tool I would use as part of my indirect model, but for some teachers, it could be extremely valuable.
This diagram was not one from the course, but I did like the addition of advising and also the questions in italics underneath – I think in my job I will need to slip up and down this scale for different situations and different teachers.
I very much liked the idea that coaching was done “with” the person being coached, not done “to” or “at” them. It is about the coachee eExamining their own beliefs and assumptions. Letting them talk and verbalise helps them. I also like that coaching is individual – it is important to establish relationships and is about the pace of the person. However, this is another difficult factor to get into education with so many time pressures! It is about achieving the goals of the individual.
Where are you today? (Existing state)…
Where are you going? (Desired state – is it feasible)…
How will you get there? (Strengths, Motivation, Environment, What will help? Support? Access? Barriers?) COACHING comes in here.
Coaching had two outcomes that I thought were actually vital to my success with indirect support for teachers:
- Awareness of the changes they need to make and move to acting on it rather than being acted upon.
- Responsibility – a commitment to moving forward. Responsibility and ownership for the change.
An interesting longitudinal study was done by Joyce & Showers:
A fellow learner at the course summed it up when we discussed that an average idea from the person will trump a fantastic idea from someone else as they will take ownership and responsibility for the idea, and ultimately see it through to success (or change it if need be!). Looking through my notes, I think this came from Tony Stoltzfus:
- Your own insight is more powerful than my advice.
- A less optimal solution the coachee develops often produces better results than the ‘right answer’ coming from the coach.
So, it would seem coaching is great right? What is it though, and how do we do it? More in Part 2…coming soon…
Ok, so I finally get it. I get why people read poetry. And it is because of this wonderful collection of poems by Carol Ann Duffy, that I read as part of my 2017 reading harder challenge. 16 books my Mum had as her bedside books before she died.
This one unlocked for me the beauty of a book of poems. The joy of dipping into it and reading something that may comfort or challenge you. My copy of this is now worn at the edges, stained slightly in places (with marmite and tears…), and will remain as one of my bedside books from now on.
One reason this book spoke to me at this time, I think, is that several of the poems were around the subject of the Carol’s own mother’s death. The heart-wrenching Water will forever speak to me and bring tears to my eyes.
It is also the simple, everyday language in the poems. These are not hoity-toity poems that you need a doctorate to understand. These are poems that anyone could read and enjoy. Also, Carol Ann Duffy, is pretty much a rockstar of poetry, so how could I not love them?
For more flippant reasons, The Bees also felt like it was my book, as a nickname of mine since Uni years is Bee. My parents took hold of this nickname, and have ever since bought me things with bees on them. Slightly strange as not many other things survived my Uni years, but I’ll take it.
This is the kind of book I would buy to give to others, randomly pressing it into their hands and saying “you must read this”. (if I had enough money to buy books to press into people’s hands…) Savour this one, fellow readers…
Ok, so in terms of my reading harder challenge this year, I am failing pretty miserably. Out of the 16 books I wanted to read that my Mum had by her bedside at the end, I have managed a pitiful 3. Well, 2 actually, because this one, The Silk Roads, by Peter Frankopan, proved to be too much for little old quasi-literary me…
I got it out of the library, I took it home and placed it by my bedside. And there it stayed. Then, three weeks later, I went back to the library and renewed it. And for three more weeks it stayed by my bedside. I just couldn’t read it. Which is where we come to the semi-epiphany of this post…
I don’t actually care.
It was not my type of book. I would have loved an epic novel about a journey on the silk roads, a romance, a historical piece of fiction, perhaps something à la Marina Fiorato. I would have eaten that stuff for breakfast, lunch, and dinner. But a non-fiction text like this one? No thanks. (I can only say “like this one”, as I never got far enough into even the blurb to truly say what the heck this one was about).
So, I gave up. Sorry, Mum. I am not as intellectual as you were. I can’t get as interested in this sort of thing as you did. I know she would have read every word, and then possibly moved on to other follow-on texts, and been planning a trip along the silk roads as a result. (I would totally have gone with her btw, I do actually love history, just not particularly reading in this way about it)
But, I think; . Now, this was not a bad book, but it was a bad book for me. The world is full of books, and some will suit some more than others. This was not my book. But it was Mum’s, and I feel content knowing that it sat on my bedside for those 6 weeks. Thanks, Mum.
Towards the end of last term (Term 1, 2017), I was up early driving to Whanganui for our termly cluster meeting. This is always a nice opportunity to catch up with other RTLits and see how they’re going as, at times, this can be a bit of a lonely job.
The ever-lovely RTLit in Wanganui had organised a wonderful meeting today – so much to talk about and investigate that we ran well over. Exceptional catering too, so much so that there was no need for our usual lunch afterward. But still plenty of time for me to get to Savemart Whanganui for a bit of a rumble through.
The first session was a follow up on Te Tātaiako with Ngahina Transom from Taihape. This document is excellent and really sums up practical ways of working with Māori learners, which are also common sense approaches for all learners. My mind still boggles at the fact that many teachers and schools don’t even know this document exists, let alone use it in their planning and practice. The competencies are now integrated with my appraisal document and I refer to them to support my teaching practice.
As with almost everything in education, Tātaiako comes down mainly to teachers’ relationships and engagement with Māori learners and with their whānauand iwi. Getting to know your students, their backgrounds, their stories, their goals, and aspirations is vital for success in education today.
Today we reviewed the competencies and then reflected on how we are going with one of them in our current practice. Many of the competencies are common sense and good teaching practice (in my humble opinion anyway!), so I often find many of the things one does almost automatically. Obviously, however, there is a particular focus on the Māori learners we teach.
I looked at . Something I find so incredibly central to all effective education, but something that can actually be incredibly complex to put into practice in many cases. I find it a bit of a challenge not being in the classroom. As a resource teacher, it is that much harder to develop relationships – partly due to the time constraints and partly because it requires more effort to phone parents or meet parents. Getting to meet parents and whānau for me is not just an informal chat by the school gate or a parent-teacher interview, it is usually a formal meeting organised to discuss progress or strategies.
So first, on someone else’s suggestion, I realised that I should be first identifying my Maori learners. Who are they? Where are they from? Are they connected to their heritage? Showing this visually on my roll is the first step for me to establishing who could benefit most from engaging with their child’s learning and a relationship with myself as their “other teacher”. I have subsequently done this and discovered that around a quarter of my students identify as Māori.
In a horrifying admission, I have not managed to get in contact with any of my Māori students’ families yet (a big yet there!). I have worked hard to establish positive relationships with the students themselves, and feel that I know a lot about who they are and who is in their families at least. I think it is also important to know this from the student. I can chat with them about their brother who plays in a band, or their Dad who had an accident last year, and so on. Sometimes it can be hard to establish contact with the parents or whānau for a variety of reasons (no current phone number for example), so having those kinds of conversations with students can go a long way to whanaungatanga as well (again, in my humble opinion!).
Other RTlits suggested things they have done to establish contact with some success. Many have a meeting before taking a student on to share assessments and plans together. Many also use Google docs or email to send to parents as the intervention progresses. Many spoke of texting as being very successful for many parents. These are all things that I thought I could get underway fairly easily. As a teacher, and also as a parent, I find it really useful, and indeed, imperative to create a “positive bank” with whānau about a student. This helps with a student’s self-image, it helps when you might have to have those “difficult conversations”, and ultimately supports progress in their learning. I would like to try all of these things with all my learners, not just those identifying as Māori.
So, my goal for this term, Term 2 of the year, is to phone my learners’ families and hopefully set up a meeting with them to discuss what I am doing with their children in sessions and possibly ways they can support this at home. The meetings I have had like this have been successful and went a long way to setting up the home/school partnership. I have to say, I’m a wee bit nervous about this. I am of that generation that stopped using the phone and moved to texting quite quickly, so calling people up is never something I do with pleasure. But! I will bite the bullet and set aside some time on my Friday office day to do this, as I know it will benefit my learners, and probably make my job easier and more enjoyable in the long run.
I have added in here a more detailed photo of Whanaungatanga from Tātaiako:
Here is the cultural competencies Effective teaching profile that Ngahina shared with us. A useful document to have as part of appraisal I feel: Māori Learners
What aspect of Tātaiako are you working towards improving?
I used 12 different digital tools in this presentation!
It was fun to make.
Here is also my literature review, written as part of my MindLab course in 2016. Much of the content of the presentation came from this review.