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"Do the best you can until you know better. Then when you know better, do better. - Maya Angelou

A Transformational Coach requires knowledge of many areas: of emotions; of race, racism, and identity; of systems and how to change them; and of teaching and education, among other areas. While some of these areas are specific to the field of education, many are true for work with adult learners in any field.

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Key to Color Coding within this Planning Padlet (in development)

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Key to Color Coding within this Planning Padlet (in development)

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Green - ideas for COP application
Blue - definitions and key terms
Yellow - Chapter themes
Purple - Embedded coaching case study reminders
Pink - Tools and Tips / Checklists

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Case study with Mind the Gap reflection tool to unpack/understand...

Bring zinger statements, practice responses from 163-167

Ladder of inference for self-reflection

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Chp 7 PGS 191-192. When Confronted with Resistance, Get Curious 

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Chp 7 PGS 191-192. When Confronted with Resistance, Get Curious 

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When Just 10% of the population holds an unshakable belief, their belief will be adopted by the majority.  (CITES RENSSELAER, GLADWELL re: TIPPING POINT)
Note: Could potentially design activity that adapts this research to school context activity/assessment.

Outside learning - watch snip from Gladwell book talks on tipping points

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Pull from "Reflect on your practice" and "to do list" - per Barb, they work.

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Transformational Coaching Example / Stage 1 / Surfacing Current Reality

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Transformational Coaching Example / Stage 1 / Surfacing Current Reality

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"I don't send them to the "time out chair" I send them to "isolation," because these kids get that reference. They know about prisons, so I make it simple for them to understand my discipline system."

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Journal / interview one another using prompts from Ch. 9 to understand who you were as a student / teacher / principal.  Quote - bottom of 2019 - "And who you are in the classroom, as a teacher, is who you'll be as a principal."

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PG 151. The Ladder of Inference: Questioning Strategies

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PG 151. The Ladder of Inference: Questioning Strategies

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I think if we collapsed these to few powerful questions, it would make for a great personal assessment activity.
Ch 6. Pg. 151

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CRT and the Brain Chapter Excerpts Example from Springpoint

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CRT and the Brain Chapter Excerpts Example from Springpoint

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PG 155. Beliefs Change When We Encounter New Information

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PG 155. Beliefs Change When We Encounter New Information

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1st. Paragraph Ch 6. Pg 155
We could develop a powerful example to support this statement?

Possible Informal Topic of Discussion: The danger of strengthening a faulty belief.

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PG 164-165. Table 6.2: Possible Responses to Racist Comments 

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PG 164-165. Table 6.2: Possible Responses to Racist Comments 

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Activity

Practice rounds - throw it out and immediate response.

Select a few of these negative comments and have participants develop responses and determine if they are aligned with the one's listed.
Ch 6. Pg 164-167

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Asking people to unmake themselves... go through their mind... etc.

At what point do you coach, at what point do you exit someone?

Refer to the coaching model in Chapter 5 -

Reflect on decision tree for coaching or exiting based on foundational structures and will.

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Pay attention to comments to students (Points of contact, Ratio of positive/negative engagement/interactions with adults)

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How do you think your identity markers and your experience.

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[Learning about the impact that white supremacy has had ... "has been (and continues to be) a painful experience - but one that is ultimately liberating. As I know better, I do better. Learning about white supremacy and racism has been a stepping stone to healing."

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"In many countries, white supremacy manifests in the legal system, in who owns property, in what we see on TV, in who has access to higher paying jobs and good medical care, in who and what we find beautiful, in who lives where, in the words that we use, in which schools receive more funds, in how teachers "manage" students, and in much more."

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"Colonization is a system of power that's based on beliefs of one groups' supremacy over another. In the last 600 years, colonization has been based on the notion that people of European origin had the right to dominate other lands.... [Colonists forced those indigenous to the land] to adopt the colonizer's religion and language, and provide their labor - for free. Over time, many of the colonized internalized the beliefs and practices of the colonizer, and the brutality of the system became obscured... History has been sanitized, and the brutality of colonialism has been erased. This perpetuates the power of white supremacy."

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"Here's something else that those in power have not wanted us to know or remember: people have always resisted oppression and dehumanization and white supremacy... Our journey to justice and liberation will require that we excavate those stories and celebrate them. The knowledge of our resistance can fuel our courage and commitment." (Liken to the American Revolution in American patriotic discourse)

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"For so long, our image of a racist has been a cross-burning, cloaked Klansman. Or a skinhead with a swastika tattooed on his forehead. By defining racism in these ways, a lot of us have been relieved from taking responsibility for racism that we consciously and unconsciously act on.

Racism is prejudice plus power. Based on this definition, there is no such thing as "reverse racism." While people of color can show prejudice against white people, this form of discrimination doesn't come with systemic privilege. It's not institutionalized."

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Kendi review, key learnings, and critique re: binaries

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School leaders can use Table 3.1 - Where to look for racism in our schools? Bring your freshman AP reading list. Compare and contrast.

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"Let's also stop using 'minorities' when talking about people of color. The term minority implies being non-white, which then centers whiteness as the norm. It's also an inaccurate term. People of color are the global majority."

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PG 80 Where did "White People" Come From?

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PG 80 Where did "White People" Come From?

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"Using the categories of "white people" and "people of color" is problematic because identity is very complicated. However, these terms are shorthand for conveying the general meaning of who has power and who does not... Often the intersections of our identities help us gain a much richer understanding of our privileges and of the discrimination, biases, and oppression we experience."

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How and from whom have you learned about racism?

Where have you experienced race and racism?

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"Our lives begin to end the day we become silent about the things that matter." - Dr. Martin Luther King Jr.

Reflection question
Where are you currently being silent / what do you want to raise up in your work?

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PG 131. Mind the Gap: Identifying Learning Needs

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PG 131. Mind the Gap: Identifying Learning Needs

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"We can categorize skills and knowledge into the six buckets of the gaps, and then we have a learning plan... Being transparent about this framework is a way to pull back the curtain on the process of learning, to normalize that we all have gaps, and to generate a commitment to growth." (quotes from page 135)

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..."Remember that a belief is just a strongly held opinion. A belief is not the truth - even if it feels like it... [we need] to understand how beliefs were created and how they could be shifted... [and] how to build trust."

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PG 146. Changing Practices and Shifting Beliefs

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PG 146. Changing Practices and Shifting Beliefs

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"Sometimes the art of coaching is the art of nudging - without leaving bruises."

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PGS 148 - 149. Six Conditions in Which Beliefs Change

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PGS 148 - 149. Six Conditions in Which Beliefs Change

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- We feel safe enough
- We understand how a belief is formed
- We encounter new information
- Alternative beliefs exist
- Our core identity is preserved
- We see benefits to changing a belief

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Placeholder: Need to Find Chapters and Pages

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Placeholder: Need to Find Chapters and Pages

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Intent versus impact

Have to hold ourselves as leaders accountable for the personal and institutional. We need to attend to both.

Have to do the personal work and institutional work.

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PG 130. The Gaps between Current Ability and Desired Ability

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PG 130. The Gaps between Current Ability and Desired Ability

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"We have a tendency to focus on skill and knowledge when we're addressing gaps. Sometimes we focus on will... Capacity is often overlooked, as is evident any time district leaders roll out seven new initiatives in one year and then get frustrated that programs aren't implemented with fidelity when there just isn't the time to do so."

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"Gaps are not deficits... Gaps are areas for growth." The framework is "a tool to recognize potential and explore what lies in the way of fulfilling it.... You have a role in identifying your client's gaps, but they know themselves very well - and engaging them as partners is a sign that you trust them, and you'll likely gain insight you wouldn't have otherwise."

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PG 136 When You See Gaps but Your Client Disagrees

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PG 136 When You See Gaps but Your Client Disagrees

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"There will be times when you recognize gaps in your client's abilities, but they disagree with your perception. Often, they'll point to one of two things: either they think there's another gap they need to work on that's more important, or they think the problem is not their responsibility.... One reason why data is so useful is that it helps to bridge an understanding between our own perception of our abilities and reality."

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"Coaching emotions takes a lot of time, and change can be slow going... Here are some guidelines for where to start when coaching gaps:
- Notice where the client has energy or will to work..
- Look for low-hanging fruit: a quick win can boost confidence...
- Look for skills that, if built, could have a big impact on students...
- Consider the way skills are sequenced to effectively teach."

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Recommended Sequence for Coaching (Gaps to Close):
"1. Routines and procedures (skill and knowledge)
2. Relationships with students (EI and cultural competence)
3. Relationships among students (EI and cultural competence)
4. Rigor and relevance of lessons (skill, knowledge, and cultural competence)
5. Assessment practices (skill and knowledge)

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PG 139. Back to the Phases of Transformational Coaching

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PG 139. Back to the Phases of Transformational Coaching

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"As we begin coaching to surface current reality, we can use the concept of gaps to gain insight into a teacher's abilities - to diagnose,in a sense, what they see in their classroom. We can also use it to encourage reflection on what they're struggling with in their classroom and to foster a commitment to growth. As we move through the Phases, we can continue to use the gaps to reflect on how the client is growing." and where to direct new coaching and targeted practices.

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"Our journeys... will be easier and more enjoyable if we stay curious and compassionate, if we remain connected to each other and grounded in our shared purpose to transform schools, and if we draw on our courage to traverse the chasm between where we are now and where we want to be."

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PG 153-154 The Ladder of Inference Questioning Strategies

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PG 153-154 The Ladder of Inference Questioning Strategies

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Actions
- Can you identify the belief you hold that led to that behavior?
- What might be the consequences - intended and  unintended - of acting out this belief?

(Complete)

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On Beliefs
- Can you identify a belief that you've held that has changed? Maybe a belief about what you could do or couldn't do, or a belief about other people?
- Think about how that belief changed. Under which conditions did it change? What were the pivotal events or experiences that led to the belief changing? Which emotions came up through the process?

(Complete with prompts on 173)

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TED Talk activity per Barb

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"How do you coach a resistant teacher?... resisteance was never stronger in the people I coached than when I was attempting to address inequities.

Resistance is an expression of strong emotions. Learn how to coach emotions and you'll never encounter resistance again.

There's no way you can coach for equity and not encounter emotions... And yet, for the most part, we're an emotionally-illiterate society - we don't know what emotions are, we often don't recognize when we're having them, and we don't know how to talk about them.

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PG 176. Toward an Appreciation of Emotions. 

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PG 176. Toward an Appreciation of Emotions. 

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What distinguishes Transformational Coaching... is that emotions are not only accepted and dealt with, but they are seen as the key that unlocks the pathway to equity, justice, and liberation.

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PG 176-177. Contextualizing Attitudes about Emotions

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PG 176-177. Contextualizing Attitudes about Emotions

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Ancient Greece deeply influenced our political system in the United States and our social and cultural norms. Greek philosophers celebrated reason and the intellect while dismissing emotions, describing them as irrational forces that drive us to do harmful things and that threaten the fabric of the social order... Emotions were believed to exist in the female domain, and expressing emotions was considered a sign of weakness.

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PG 177. Contextualizing Attitudes about Emotions

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PG 177. Contextualizing Attitudes about Emotions

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"In order for a system of oppression to effectively dominate, it must create and disseminate values that become invisible to those who are subjugated... We - the oppressed - must internalize the rules of the oppressors and believe them... We then regulate ourselves and uphold the system of oppression without being aware that's what we're doing... When we reject and suppress emotions, we cut off from what it means to be human."

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"An emotion is information. An emotion is a message that something matters. An emotion is the primary way that your body and mind send you signals about what you need. An emotion is a portal to wisdom...

When our needs are met, we feel pleasant emotions. When our needs are unmet, we feel unpleasant emotions - and that's when we feel resistant."

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PG 205 What to Share with a Client about Yourself. 

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PG 205 What to Share with a Client about Yourself. 

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Conversation with Fred...
She finally mentioned that her son was Black and then Fred gathered that her was husband was Black as well. While she told him she didn't feel it was relevant, he said he wish he would have known.
While she was trying to use her biracial marriage as leverage, she may have limited how open Fred might have been with her.

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PG 178. Contextualizing Attitudes about Emotions

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PG 178. Contextualizing Attitudes about Emotions

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"Our intersectional bigotry affects how we perceive other people's emotions."

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PGS 180-181. Exploring and Embracing Our Needs: Nonviolent Communication

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PGS 180-181. Exploring and Embracing Our Needs: Nonviolent Communication

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In the 1960's, psychologist Marshal Rosenberg built on Maslow's ideas and developed a conflict resolution approach he called nonviolent communication (NVC)... based on the assumption that all human beings have capacity for compassion, but people resort to violence or harmful behavior when they do not recognize more effective strategies for meeting needs. Rosenberg didn't believe in a hierarchy of needs but as constellations of needs.

Figure 7.1

All of our needs matter, Rosenberg taught... NVC teaches that we're all just doing our best to meet a need. Needs are fundamental values that drive our actions.

We all share the same needs, but we feel them with varying degrees of intensity, and we use different strategies to meet them. Some strategies are effective and skillful, others are less effective and less skillful. This is where emotions come in."

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"Freedom doesn't come from being able to control outcomes. It comes from knowing our values, developing ways to respond to the emotions that come up, and letting go. We can learn how to be at peace with some unmet needs."

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PGS 184-185. How to Work with Emotions and Needs

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PGS 184-185. How to Work with Emotions and Needs

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"Emotional intelligence is the ability to recognize when we're having an emotion... Many of us don't know how we feel, or we feel numb, or feel things with great intensity. One of the first places that our emotions manifest is in our bodies - body-awareness is a starting point for understanding emotions..

We also need to cultivate an awareness of what goes through our minds - our thoughts. Our thoughts have tremendous power to exacerbate unpleasant emotions."

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PG 185. How to Work with Emotions and Needs

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PG 185. How to Work with Emotions and Needs

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Mindfulness is the moment-to-moment cultivation of nonjudgmental awareness; it's an integration of kindness and awareness that allows us to make wise choices. Mindfulness helps us recognize when we're experiencing an emotions and helps us respond with intention and compassion."

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PGS 186-193. Responding to and Flowing with Resistance (Summarized Points)

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PGS 186-193. Responding to and Flowing with Resistance (Summarized Points)

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- Anchor conversations in purpose, connect with people's sense of agency and power, discuss the role that identity markers play in experiences

How to respond to resistance:
- Don't take others' reactions personally - their emotions are not about you. They're about unmet needs.
- Reflect on your behavior, beliefs, ways of being, and responses
- Communicate empathy, empathy, empathy
- Look and listen for entry points for buy in
- Stay in relationship - change doesn't happen without trust
- Be persistent by acknowledging, accepting, and discussing emotions
- Keep your eye on the prize
- Stay grounded in who you want to be

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PGS 193-195 The Connection between Emotions and Justice & Looking at Emotions through an Identity Lens

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PGS 193-195 The Connection between Emotions and Justice & Looking at Emotions through an Identity Lens

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"When we can feel our own emotions, we're more likely to recognize and feel another person's emotions... we see our commonalities [and] we're less likely to hurt them... Systems of oppression rely on us disconnecting from our own emotions so that we don't feel the emotions of other people."

"All emotions are OK... It's how we respond to them that matters."

"When white people center their own emotional needs at the expense of those of people of color.. avoid talking about race, they are perpetuating white supremacy. This is what has been termed white fragility by author and teacher Robin DiAngelo." (2019 book)

"Discomfort is usually a reflection of fear, anger, sadness, and/or shame... it's worth unpacking this emotion."

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PG 203 Questions that Cultivate Reflection

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PG 203 Questions that Cultivate Reflection

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Begin COP with reading Chapter 8: What You Need to Know about Identity

Lead fun activities to help everyone get to know each other and their own Identity Markers

PASEO - http://schoolreforminitiative.org/doc/paseo.pdf

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Key Concept to Bring Back to SL - Leading Across Difference 

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Key Concept to Bring Back to SL - Leading Across Difference 

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PGS 191-192. When Confronted with Resistance, Get Curious

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PGS 191-192. When Confronted with Resistance, Get Curious

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"when we encounter resistance in our clients, the goal is not to eliminate... In contrast, there is also a kind of resistance we might encounter that means that a person is un-coachable... [when someone expresses] there is no way they will change a behavior, there is no way they'll explore their beliefs, and when your curiosity is met with an unwillingness over and over and over again."

Things to consider
- Reflect on conditions in which you are coaching
- Be sure that they are saying they really aren't open to coaching
- If the answer is yes, walk away recognizing that they are suffering and find someone else to coach who will be engaged in learning

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PGS 199 - 200. Opening/The Social Construction of Identity

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PGS 199 - 200. Opening/The Social Construction of Identity

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"Unless we attend to our client's identity, we run the risk of making assumptions, which in turn limits the impact of our coaching."

"Your internal identity is how you see yourself and feel inside. Your external identity is how the majority of other people see you... But sometimes how we identify doesn't match how other people see us [and it can create a sense of confusion, disconnect, and sadness]... Identity is complicated. We all have intersectional … Each identity is more or less salient depending on the context.

If your identity markers are those that are dominant or considered normative in our society, you'll be less aware of those when you're with others who share those markers - and you'll become conscious of them when you're with someone who doesn't share one of those markers."

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Potential to use the 5 areas as pre-goals and a concluding activity.  Final retreat - graphic facilitator to illustrate growth / impact along these dimensions

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Potential to use the 5 areas as pre-goals and a concluding activity.  Final retreat - graphic facilitator to illustrate growth / impact along these dimensions

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Application - Ask school leaders and teachers they coach to develop goals at the beginning of the year & end of year. Compare the two similar to the goals that Khai developed.

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Assessing impact - whether it closed or not

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Note: This chapter includes select quotes from Aguilar's coaching of "Khai."

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Note: This chapter includes select quotes from Aguilar's coaching of "Khai."

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PGS 216 - 218. Beginning a Coaching Relationship: Trust the Process

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PGS 216 - 218. Beginning a Coaching Relationship: Trust the Process

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Aguilar's mantra for coaching: "Do not judge, be open, look for strengths."

Favorite getting-to-know you prompts:

"I'd love to hear about what you were like at the same age as the kids you teach, as a [kindergartener]. It's a good way for me to start learning about someone I'm coaching."

"How do you think your experience as a [kindergartener] influenced who you are as a [kindergarten] teacher?"

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PG 217. Beginning a Coaching Relationship: Trust the Process

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PG 217. Beginning a Coaching Relationship: Trust the Process

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"As I heard Khai describing his "culture," I wondered how he would describe his students' cultures... What did he understand their culture to be? And what were his expectations for how kids behaved in school? How much of those expectations were a projection of his own experience and culture? What did respect look like to him? What did it look like and mean to be a 'good kid'?"

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"How

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What do you need to know about yourself in order to coach others - Chapter 8; perhaps start here with identity markers

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What do you need to know about yourself in order to coach others - Chapter 8; perhaps start here with identity markers

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PASEO

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Parallel the question prompts Aguilar used with Khai with a case study teacher ...  What were they like when they were the same age as the students they teach? (in school and out of school) How did their experience as a teenager influence who you are as a teacher?

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FLOWCHART / DECISION TREE - Planning a coaching conversation - p. 223-224 with additional resources; potential model of a flowchart (225)

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FLOWCHART / DECISION TREE - Planning a coaching conversation - p. 223-224 with additional resources; potential model of a flowchart (225)

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QUOTE for personal care framing:  p. 211

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QUOTE for personal care framing:  p. 211

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Caring for myself is not self-indulgence, it is self-preservation and that is an act of political warfare. - Audre Lorde

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Transformational Coaching Example / Stage 2 / Recognizing Impact

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Transformational Coaching Example / Stage 2 / Recognizing Impact

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Aim to recognize the impact that white supremacy and a lack of cultural competence has on a teacher's or leader's practice, and we aim to guide the client in this recognition as well

Goals:
- Guide a client to recognize how white supremacy and systems of oppression manifest in their classroom, teaching (or leadership) practice, beliefs, and way of being.
- Help the client identify and reflect on how systemic oppression impacts their students, their communities, and the teacher or leader themselves.

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Note:  This chapter continues with Aguilar's coaching of "Khai"

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Note:  This chapter continues with Aguilar's coaching of "Khai"

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I feel ... journal prompts ... using core emotions from Appendix E (p. 242)

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I feel ... journal prompts ... using core emotions from Appendix E (p. 242)

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Fostering Patience / Tension with action

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Fostering Patience / Tension with action

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P. 243 quote: Sometimes, I feel impatient in Phase 1, I know I need to focus on building relationship and understanding current reality, but I often feel antsy to get to the real stuff. I see indicators of inequitable teaching quickly, and I want to discuss them right away. But that doesn't usually work: I haven't seen enough of the whole puzzle yet, and I still need to build trust.

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Example from Khai - p. 244

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Perhaps bring data and practice conversation: 1. Observation, 2. Interpretation, 3. Conclusion (p. 245)

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What do you want others to say about you?  How do you want to be remembered (247-248); Script at http://brightmoringteam.com

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From race to legacy (247)

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1.  Social-emotional component - I am cared about ...
Academic component - I learned ... (248)

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Backwards plan ... When you coach a way of being, and some identifies how they want to be you need to follow up with a discussion on what the client might do in order to be this person they want to be. 249

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Quote: The decision is about WHEN to have a conversation that focuses on race. It's unlikely that there will ever be a "right time" for this conversation, but there are times that are better than others. 251-253

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Access courage and take risks ... To build courage, sit down and look at your fear. (potential connection to Brene Brown - Dare to Lead)

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Journal reflection after a coaching session

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Journal reflection after a coaching session

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prompts from 255

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Theme for Group and Retreats: Self-Care & Resilience 

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Theme for Group and Retreats: Self-Care & Resilience 

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Neuroscience - Impact on Change, Leading toward Equitable Outcomes

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Neuroscience - Impact on Change, Leading toward Equitable Outcomes

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Parallel thinking

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How do you help teachers see the school-to-prison pipeline?

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How do you help teachers see the school-to-prison pipeline?

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What 2-3 pieces of data can you look at?

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As leaders, what are our pivot points? (Legacy Exercise)

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As leaders, what are our pivot points? (Legacy Exercise)

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Along with identity work, how do you want to be remembered among your staff, students, families?

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PG 157. Beliefs Change When we See the Benefits of Changing a Belief  

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PG 157. Beliefs Change When we See the Benefits of Changing a Belief  

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Disagreeable Quote:

"We are willing to to change our beliefs when we identify a self-serving reason to do so. And that is absolutely ok"
I believe this contradicts her comment in earlier chapters about people of color not offering rewards for doing the right thing as it relates inequity and racism.
Last Paragraph

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Bridge graphic, p. 24; idea of coaching lanes p. 28

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Bridge graphic, p. 24; idea of coaching lanes p. 28

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3Bs:  Behaviors, beliefs and ways of being (p. 37);  Coaching goals (p. 37-38) - resilience, reflection skill; quote on p. 38 "The art of coaching is the ability to weave together coaching of behaviors, beliefs, and ways of being in a way that doesn't feel contrived." - p. 38

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3Bs:  Behaviors, beliefs and ways of being (p. 37);  Coaching goals (p. 37-38) - resilience, reflection skill; quote on p. 38 "The art of coaching is the ability to weave together coaching of behaviors, beliefs, and ways of being in a way that doesn't feel contrived." - p. 38

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Assumptions behind transformational coaching - p. 29-32

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Assumptions behind transformational coaching - p. 29-32

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"We find money for what we prioritize."  p. 31

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"We find money for what we prioritize."  p. 31

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Systems' example - Burmese students, p. 38-40

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Systems' example - Burmese students, p. 38-40

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Phases of transformational coaching and figure 1.2; p. 40-45

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Phases of transformational coaching and figure 1.2; p. 40-45

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Shared norms - five principles of transformational coaching - compassion, curiosity, connection, courage, purpose (45-46); aligns with bridge metaphor as the piles that hold the bridge up. 

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Shared norms - five principles of transformational coaching - compassion, curiosity, connection, courage, purpose (45-46); aligns with bridge metaphor as the piles that hold the bridge up. 

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Bridge builder metaphor - launched on page 4

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Bridge builder metaphor - launched on page 4

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Who am I as an author?  [Who am I as a leader?] - p. 15

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Who am I as an author?  [Who am I as a leader?] - p. 15

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Every child, every day section - definition of education equity - [p. 6-7]

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Every child, every day section - definition of education equity - [p. 6-7]