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Handout: 9 Steps for Navigating Change from "Switch: How to Change Things When Change is Hard"

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Handout: 9 Steps for Navigating Change from "Switch: How to Change Things When Change is Hard"

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The Rider, The Elephant, and The Pathway--A Metaphor for Leading Change

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The Rider, The Elephant, and The Pathway--A Metaphor for Leading Change

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The Elephant, The Rider and the Path - A Tale of Behavior Change

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Take a minute to think of your coaching toolbox. What are some of your go-to questions? Go ahead and list a few.

Now reflect on those questions.

What are the types of questions you use?

Why do you use those questions?

How do you know when to use one question versus another?

How do you know when a question is effective?

How do you adapt your questions based on the teacher's responses?

How do you use questions to sustain a back-and-exchange with teachers?

Though we know that open-ended questions are the best way to prompt teacher reflection, it helps to remember that we want to do this with intentionality. And to ask questions intentionally, we need to think about what response we are hoping to get from a teacher and which question would be best at getting that answer.

Let's look at this example using a myTeachstone video below: Lights Out Freeze Game.

Now, imagine you have just completed an informal observation on this teacher, focused on how she is using Behavior Management strategies during the clean-up transition from free play to small group time. You noticed several effective moments including clear and consistent expectations, monitoring of the classroom, and redirection when appropriate. You also noted moments to build on--including inconsistently anticipating problems and attending to children's positive behavior.

Your goals for the feedback conference are to help the teacher:

Identify which moments are effective and which are less effective

Compare what is happening in these interactions

Analyze the impact these moments have on the children's behavior and the learning time in the classroom

Brainstorm next steps to enhance her application of effective Behavior Management

Here we have identified four types of questions you might ask based on your goals for the conversation, the teacher's learning goals, and the specific observation at hand: identification, analysis, comparison, and brainstorming.

Given those types of questions, let's look at some specific questions you could use.

Type of Question

Potential Starters

Specific Examples

Here you can see several effective questions with various goals for teacher learning. Used together, these questions can help the teacher think about specific interactions in her classroom, analyze those moments, and brainstorm ways to implement her effective behaviors more consistently.

And this is just the beginning! In addition to the ones above, you might ask questions that:

Elicit the teacher's perspective

Encourage evaluation

Make connections or integrations to the real world

Encourage planning

Facilitate prediction

Prompt thought processes

Let's go back to the beginning and look at your list of go-to questions. In what category do they fit? How do these categories change how you think about your list of questions?

Please share your ideas, as well as other categories or questions that you have found especially effective in conferences! You can log into the CLASS Learning Community to be part of the conversation.

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A Coaching Guide to Asking Reflective Questions

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Take a minute to think of your coaching toolbox. What are some of your go-to questions? Go ahead and list a few. Now reflect on those questions. What are the types of questions you use? Why do you use those questions? How do you know when to use one question versus another?

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We rise by lifting others!
Ashley

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No significant learning can occur without a significant relationship. -James Comer

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SF

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Coaching is the universal language of change and learning.
CNN

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“Coaching is unlocking a person's potential to maximize their own performance. It is helping them to learn rather than teaching them.” – Timothy Gallwey

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Caoching is unlocking a person's potential to maximize their own performance. It is helping them learn rather than teaching them.
-Timothy Gallwey

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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What steps can you take to inspire and involve teachers as learners?  

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What steps can you take to inspire and involve teachers as learners?  

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How have you applied what you've learned in your role as an instructional coach?  

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How have you applied what you've learned in your role as an instructional coach?  

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Number Talks, the IPI, and Goal Setting 

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Number Talks, the IPI, and Goal Setting 

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Please share an inspirational quote about coaching that highlights your intentions for 2021.  

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Please share an inspirational quote about coaching that highlights your intentions for 2021.  

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Session Number: e247377
Instructor: Sarah Hogg

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1.  Recognize and apply the characteristics of an effective mathematics coach
2.  Consider the role of questioning and use of tools to focus coaching work
Day 2:
1.  Reflect on your experience as a coach
2. Review goals for your building
3.  Analyze trends you are seeing
4.  Consider next steps
5. Support

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Search by entering a portion of your Institution Name and Zip/Postal Code above, and then click the Search button below. Results will display in the Institution field, click the drop down arrow to select your institution.

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What ideas or coaching skills do you want to continue to explore? 

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What ideas or coaching skills do you want to continue to explore? 

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How do you see what you have learned supporting your coaching skills, relationship skills, and/or leadership skills as a coach?   

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How do you see what you have learned supporting your coaching skills, relationship skills, and/or leadership skills as a coach?   

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Opportunity to Try:        Drafting a Coaching Philosophy  

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Opportunity to Try:        Drafting a Coaching Philosophy  

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Think about . . .
1.  Your beliefs about adult learning
2.  Your hopes and aspirations for those you coach
3.  The values that guide your actions as a coach

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Reflecting on the Characteristics of an Effective Coach 

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Reflecting on the Characteristics of an Effective Coach 

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1.  Which characteristics are strengths for you?  Why?
2. Which characteristics are areas of growth for you? Why?

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Characteristics of Effective Instructional Coaches 

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Characteristics of Effective Instructional Coaches 

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Use words, pictures, and/or diagrams to describe examples and non-examples of good coaches.

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The version of the browser you are using is no longer supported. Please upgrade to a supported browser. Dismiss

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Brainstorm some ideas about  a powerful coaching experience you have had in the past.  Think about a time when you were being coached or when you were coaching someone else. What did it look like, sound like, and feel like?  How did you know it was a powerful coaching experience? 

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Brainstorm some ideas about  a powerful coaching experience you have had in the past.  Think about a time when you were being coached or when you were coaching someone else. What did it look like, sound like, and feel like?  How did you know it was a powerful coaching experience? 