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Reading Success Network
Reading Excellence Act
RSN TEAM COACHING
TRAINING - Day 3
Designed by: David DeMille, Janie Gates, Della
Larimore, Debby Lott, Donna Van Allen 1
Team Coaching Matrix
Using the blank Team Coaching
Matrix in your handouts, walk around
the room gathering ideas from
others, filling in as much information
as possible. Identify the
distinguishable differences between
each role and include specific
criteria for the RSN Team Coach.
2
Team Coaching Matrix
Now, go back and check the
completed Team Coaching
Matrix in your handouts,
noticing where you had the
greatest understanding and/or
confusion. Develop questions or
comments you may have
regarding these roles.
3
Client Knowledge
• Remains neutral. • Relationship among equals.
• Directs processes. • Conversations using coaching skills.
• Keeps group on task. • Goal, action, and results oriented.
• Focuses group energy. • Non-judgemental approach.
• Encourages everyone’s RSN Team • Clients see their own
participation. resourcefulness.
• Protect participants
Coaching Model • Mediates process
ideas from attack. of self-directed
• Applies skills of four learning.
roles as appropriate
Facilitator • Anticipates outcomes Coach
and plans accordingly
• Moves flexibly between
Presenter roles Mentor
• Engages self and others
• Promotes self in reflection
as expert. • Information specialist.
• Delivers content. • A role model and advisor.
• Teaches using a • Advocates process and content.
variety of strategies. • Commonly defined goals &
• Extends and enriches knowledge, outcomes.
skills and attitudes. • Requires trust.
• Links new knowledge to the work. • Non-evaluative.
Expert Knowledge
4
Four-Square Review
• On a piece of blank paper each person
will use a marker to write their response
to the question, “How am I using RSN
Team Coaching?”
• Form groups of four people from around
the room.
• Attach your finished sheets to the wall
to form one large square.
5
How am I using RSN How am I using RSN
Team Coaching? Team Coaching?
• • • •
• • • •
• • • •
• • • •
• • • •
4-Square
How am I using RSN How am I using RSN
Team Coaching? Team Coaching?
• • • •
• • • •
• • • •
• • • •
• • • •
6
Four-Square Review - continued
• Now, share the notes you wrote in
response to the question with the rest
of the group.
• As you share, think of questions you
have about any of the roles and the
implementation of coaching.
• Write your questions on paper.
• Attach your group questions to the wall.
7
How am I using RSN How am I using RSN
Team Coaching? Team Coaching?
• • • •
• • • •
• • • •
• • • •
• • • •
Group Questions
• •
• •
• •
• •
• •
How am I using RSN How am I using RSN
Team Coaching? Team Coaching?
• • • •
• • • •
• • • •
• • • •
• • • • 8
What are the Benefits of the
RSN Team Coaching Model?
• It is focused on building staff capacity and influencing professional
development for the purpose of increasing student achievement in
reading.
• It is designed to support the implementation of the RSN content,
including the sequential instructional model.
• It draws upon the unique expertise and experiences of a variety of
leadership skills.
• It expands the role of the site coach(es) into a multi-faceted
approach which answers the unique and varying needs of the school
staff.
• It demystifies the notion that coaching is so complicated that only
a few will be good at it and so complex that there is little time to
engage in it.
• It has the potential to reform the way professional development is
planned and implemented at the school site.
9
The RSN Team Coaching Training
acknowledges the work of the following:
• Arthur Costa •Basha Millhollen
• Renate D’Angelo •Lois J. Zachary
• Gordon Donaldson •Thomas R. Harvey
• Amy Duncan •Bonita Drolet
• Robert Garmston •David Sanderson
• Bruce Joyce •Bruce Schneider
• Marilyn Tabor •Beverly Showers
• Thomas G. Crane •Marty Brounstein
10
RSN Team Coaching Training
STRANDS
Team Coaching
Coaching Skills
Group Dynamics
★ Research Based Resources
11
RSN Team Coaching Outcomes
At the end of four days of RSN Team Coaching Training, participants will be able to:
Use a professional development approach to ensure the
implementation of the components of RSN at the site, grade
and classroom levels for the purpose of increasing student
reading achievement;
Use communication skills and processes to coach, facilitate,
present and mentor groups and individuals to build the capacity
of all educators;
Develop skills and strategies to increase collaboration among
staff and strengthen school learning communities;
Access research, resources and other tools that foster
continued learning in order to build and maintain capacity for
★ student success.
12
DAY 3: Outcomes
Participants will be able to…
Investigate current application of RSN Team
Coaching roles;
Develop and enhance mentoring skills;
Practice and use coaching skills, strategies and
models for individuals;
Understand and apply teambuilding strategies;
★ Understand the research base for Teacher
Leadership.
13
Day 3: Agenda
How can I expand my role to be a more effective
RSN Team Coach?
What are the characteristics of effective teams?
What is the role of teacher leaders?
How do I enhance my mentoring skills?
When do I shift between coaching and mentoring?
How will attending to non-verbals, rapport and
follow-up questions improve my coaching abilities?
How might we prepare to practice and use
coaching and mentoring skills in practical ways?
14
Group Norms
• Be respectful
• Listen to understand
• Participate fully
• Set aside judgments
• Stay current
15
Building Team
16
In your school group, think about the
REA literacy team of which you are a
member.
What are some of the attributes of
this team that make it effective?
As you share your thoughts with the
group, have one person write each
attribute on a Post-It Note
17
Characteristics of Effective
Teams
Purpose
Composition
Interaction
Structure and Context
18
Purpose
• Common identity and beliefs
• Common tasks
• Sense of potency/success
19
Composition
• Clear definition of team membership
• Recognition of individual
contributions
• Balanced roles
20
Small Group Dialogue
Revisit your list of effective team
attributes. Identify the ones that
would fit into the categories of:
Purpose or Composition
21
Interaction
• Mutual respect/trustworthiness leading
to trust
• Sense of relationship
• Open/direct conflict
• Common base of information
• High-level question-asking and listening
• Healthy level of stress
• Toleration of errors
• Flexibility and responsiveness
22
Structure and Context
• Clear understanding/acceptance of
group structure
• Periodic attention to group
maintenance
• Recognition/mitigation of outside
forces
23
Small Group Dialogue
Revisit the remaining effective team
attributes. Identify them as to whether it
would fit into the categories of:
Interaction or Structure and Content
In your small group, identify one category,
from the four, as an area to be improved.
Choose a team building event that could be
used to strengthen this area.
24
“In order for groups to
form into high performing
teams, they must pass
through these four
recognizable stages.”
-Tuckman
25
Forming
Storming
Norming Performing
26
Forming
(Testing)
• Movement toward awareness
• Behavior attempts to be oriented to
goals and procedures
• Understanding roles facilitate group
development
27
Storming
(Infighting)
• Conflicts begin to emerge
• Resistance to task
• Challenge to group leadership
28
Norming
(Getting Organized)
• Cooperation
• Communication and expression of
opinions
• Group unity develops
29
Performing
(Mature Closeness)
• Productivity
• Group problem-solving is evident
• Interdependency
30
Revisit the Characteristics
of Effective Teams
• Choose a date to schedule the team
building event or events you selected
• Choose a second date for planning the
event or events and list the team members
who will be involved in the planning
• Choose a group facilitator and recorder for
the event
31
Having been through this
self-assessment activity
with the literacy team,
how would this process of
evaluating team effectiveness
help you build a sense of team
school-wide?
32
Take 5 lessons from
the Wild Geese
33
Lesson 1
• As each goose flaps its wings, it
creates an “uplift” for the birds
following.
• By flying in a “V” formation the
whole flock adds 71% more flying
range than if each bird flew alone.
34
Lesson 2
• Whenever a goose falls out of
formation, it suddenly feels the
drag and resistance of trying to fly
alone and quickly gets back into
formation to take advantage of the
lifting power of the birds
immediately in front.
35
Lesson 3
• When a lead goose gets tired, it
rotates back into formation and
another goose flies at the point
position.
36
Lesson 4
• The geese in formation honk from
behind to encourage those up front
to keep up their speed.
37
Lesson 5
• When a goose gets sick,wounded or shot, two
geese drop out of formation and follow their
fellow member, to help and provide protection
• They stay with this member of the flock until
he or she either is able to fly again or dies.
• Then, they launch out on their own, with
another formation, or to catch up with their
own flock.
38
Assignment
Write a brief scenario about
a situation or topic around
which you would liked to be
coached later on in the day.
Use the Post-It notes in the
table baskets
39
Article Review
• We are going to individually read the article,
Coaching Isn’t Just For Athletes: The Role of
Teacher Leaders, by Ellen Guiney.
• Read and highlight the significant ideas from the
article.
• Select the most important idea you would like to
explore and be prepared to use it with the IDEA
Protocol (e.g.”The students with the greatest
need should be the ones who spend the most
time with the classroom teacher.”).
• Turn your important idea into an empowering
question for the group (e.g. “What steps would
need to be taken to accomplish this?”).
40
PROTOCOL
mportant insight discovered
etails of the insight shared
mpowering question explored
ction to be taken declared41
The IDEA Protocol
Sit in a group of 3. Identify a
facilitator/ timekeeper (5 minutes per
group member).
In 1 minute, the first person in the
group refers to or reads his/her selected
insight to the group and provides a brief
explanation, detailing his/her thoughts.
This same person turns his/her insight
into an empowering question to be
explored by the group for 3minutes.
42
The IDEA Protocol - continued
After discussion, the presenter takes 1
minute to decide upon an action to be
taken as a result of the conversation.
Write the action on a strip of paper to
be shared with others in the group and
outside the group.
Continue the entire process providing
each person in the small group with 7
minutes to explore their insight by using
the IDEA Protocol.
43
IDEA Protocol
Small Group Debrief
• What worked?
• What could have worked better?
• What was learned and why was
that important?
44
Mentor
• Unequal relationship by design
• A role model and advisor to
individuals
• Advocates process and change
• Commonly defines goals and
activities
• Requires trust
• Non-evaluative
45
As a Mentor…
• We make efforts to challenge
and develop others
• We share personal experiences
• All mentoring is embedded in
context
46
Mentor’s Journey
• Self-Awareness
• Understand the client’s journey
• Mentor gains perspective
47
Teach Others to Fish
• Process takes time
• Two-way conversation
48
Ways Not to Mentor
• Telling others how to do their job
• Giving solutions without their input
• Making decisions that others could
make for themselves
• Giving frequent advice
49
Tools for Mentoring
• Sharing knowledge and
experience
• Sharing observations
• Providing suggestions and advice
• Giving the big picture
• Mentoring by sharing messages
50
Mentoring Activity
Use your mentor worksheet to complete
the columns for the mentor and the
coach for each situation. Keep in mind
you are always using coaching skills while
mentoring. Compare your ideas with
someone else’s at your table. What were
some of the similarities and differences
you both had with your responses?
51
Challenge Them to Think
• Mentor with empowering
questions
• Asking for decisions and
recommendations
52
Getting ready
Mentoring Agreeing
Ending
Cycle
Allowing
Adapted from The Mentor’s Guide by Lois J. Zachary
53
Getting Ready
• Preparing
• Self discovery
• Motivation
• Commitment
54
Agreeing
• Determining learning goals
• Clarity of roles
• Process decision
• Confidentiality
• Boundaries/Limits
55
Allowing
• Implementation phase
• Support
• Challenge
• Vision
56
Ending
• Beginning
• Middle
• End
57
Signals for Closure
• Mentor or client decides it is time to
end the partnership
• We meet just to meet without a real
purpose
• We have an unhealthy partnership
• The commitment is not followed
through
58
Celebrate Learning
• Specific learning because of the
mentoring relationship
• Review client goals and
objectives throughout the
relationship
59
Assignment
Write a scenario about a
situation or topic around
which you would liked to be
coached later on in the day.
Use the Post-It notes in the
table baskets
60
Coaching Skills
Shifting,
Listening,
Frames,
Questions, and
Coaching Conversations
61
Group Conversation
Think about all you know about
mentoring and coaching. How
would you determine when to
shift into either of these
specific roles with a client?
62
Coaching Shifts - Moving Flexibly Between Roles
Role Purpose Indicators
Conversation is based on • client is knowledgeable
COACHING the expertise of the client of the topic and has
only; mediation of the confidence in skills
(behind) client’s thoughts without • client can generate own
input from the coach ideas and solutions
Conversation based on the • client has limited
Collaborative expertise of both the client knowledge of the topic
(beside) and the coach; agreement • client struggles to
to share expertise; options develop a number of
selected by the client ideas or solutions
MENTOR
Conversation is based on • client is new to/
Instructional
the expertise of the coach unversed on the topic
(ahead)
only; agreement for coach • client is unable to
to instruct client; options generate own ideas or
selected by the client solutions independently
63
Guidelines for Coaching Shifts
• Coaching is preferred and is the starting point
• Move quickly and flexibly between the roles as
needed,
• Move back to coaching whenever possible
• Ask permission before moving to either type of
mentoring; collaborative or instructional
• These shifts may occur within a single
conversation or during various stages of the
coaching relationship
64
Level 3 Listening
Interestingly, the Chinese
character for “listen,” pronounced
“ting,” consists of pictures of the
ear, eye and the heart.
65
Listening Set-Asides
Autobiographical
thinking of personal relevance
thinking of my own story
Inquisitive
digging deeper for our own pleasure
inquiry based on self-interest
Solution
thinking of how to solve the problem
Considering “What I would do...”
Costa, Garmston; Cognitive Coaching 66
Communicated Messages
93% of a communicated message is non-
verbal (38% tone of voice; 55% body language)
• facial expression
• gestures
• tone of voice (pitch, volume, pacing)
• body posture/position/proximity
7% of a communicated message is verbal
• words
67
Thomas Crane, The Heart of Coaching
Level 3 Listening Activity
• Choose a partner, and decide who will be
partner A and partner B.
• Partner A will turn his/her back to the
screen (coach) and partner B should be in
position to see the screen (client).
• When a word comes up on the screen,
partner B will use facial expression, body
language, and gestures to convey the
non-verbal message. No talking!
• We will switch roles.
68
Level 3 Listening Activity
A- Coach
excited B- Client
impatient
anxious
fascinated
angry
lovestruck
69
Level 3 Listening Activity
A- Client
disappointed B- Coach
bored
proud
surprised
frustrated
constipated
70
Level 3 Listening - Debrief
Think back over the activity we
have just completed...
What are the benefits of
receiving the whole message?
What do we do with that
information once we receive it?
71
Rapport Quote
Many, and sometimes most, of the critical
meaning generated in human encounters are
elicited by touch, glance, vocal nuance,
gesture, or facial expression with or
without the aid of words. From the
moment of recognition until the moment of
separation, people observe each other with
all their senses, hearing pauses and
intonation, attending to dress and carriage,
observing glance and facial tension, as well
as noting word choice and syntax.
72
Rapport Quote - continued
Every harmony or disharmony of signals
guides the interpretation of passing mood
or enduring attribute. Out of the
evaluations of kinetic, vocal, and verbal
cues decisions are made to argue or agree,
to laugh or blush, to relax or resist, to
continue or cut off conversation.
D. Barnlund, Interpersonal Communication:
Survey and Studies, pp. 256-257
73
When to intentionally apply
rapport skills…
When tension or anxiety is
anticipated
When tension or anxiety emerges
during a coaching conversation
When it is difficult to understand/
pay attention to the client
Adapted from Costa, Garmston; Cognitive Coaching 74
Rapport skills to Initiate -
Matching client actions
Facial Expression Language/Phrasing
Posture/position Volume
Proximity Speed
Gestures Tone
Breathing Pacing/Pausing
Speed
75
Coaching Skills
Shifting,
Listening,
Frames,
Questions, and
Coaching Conversations
76
Question Activity
With a partner, discuss
the following question:
What are the implications for
instructional planning in order
to meet the needs of each
child in our classrooms?
77
Group Exploration
With a partner, discuss
the following question:
What does a
picture frame do
for the picture?
What is a Frame?
“... it is helpful to take a moment to
frame the purpose of a question you are
about to ask. By sharing your intention
up front, you set a context for the
question rather than just dropping it on
your [client]...It creates more openness
to listen, effectively gets people’s
attention, and provides a clear context
for the line of questioning that follows.”
Thomas G. Crane, The Heart of Coaching 79
Universal Purposes of Frames
They always…
• Set the stage for an empowering
question
• Influence direction
• Influence understanding
• Provide information
80
Adapted from Marilyn Tabor
Specific Purposes of Frames
They can also…
• Provide data, or a reality check
• Acknowledge actions and issues
• Expand focus
• Narrow focus
• State the givens or non-negotiables
• Jump-start/refresh thinking
81
Adapted from Marilyn Tabor
What is the Purpose of this Frame?
Last time we met, you decided to provide
two, daily 5 minute periods of individual
reading instruction to Theresa.
What did you consider as you planned
instruction for her?
82
What is the Purpose of this Frame?
Given that Theresa is in the intensive
intervention group, has a high rate of
absenteeism, and little parent support…
What did you consider as you planned
instruction for her?
83
What is the Purpose of this Frame?
Looking at Theresa’s BPST and analyzing it
to identify her greatest area or areas of
need,
What did you consider as you planned
instruction for her?
84
Frame Activity
Select a purpose and write the
frame to fit this purpose to the
following question.
What are the implications for
instructional planning in order to
meet the needs of each child in
our classrooms?
85
Coaching Relay
Work in triads
Ready…
• Identify partner A, B, and C
• Find the scenario that you wrote earlier in
the day
• Partner A- writes for Partner C
• Partner B- writes for Partner A
• Partner C- writes for Partner B
• Write a frame and question for this scenario
86
Empowering Questions
• Designed to move the discussion
forward
• Deepen the experience
• Cannot be answered with yes/no
• Begin with How, What, Who, When
• Open
87
Empowering Questions
What do we notice?
What are the strengths?
What are the challenges?
What do we want to focus on first?
How can I help you?
What have you tried so far?
What has worked well in the past?
88
Coaching Relay
Set…
• Find the Individual Coaching Conversation
handout
• With your small group, read through the
script
• Individually write down empowering
questions that could move the
conversation forward
• Share your questions with each other
and generate additional questions
together
89
Coaching Relay
Go!
In triads, using the frame and question you
wrote for partner A:
• Partner A is the client.
• Partner B begins coaching.
• Partners C observes and writes down all
questions asked by the coach
• After 3 minutes - Partner C becomes the
coach; partner B observes/ records
• At the end of this session, debrief.
90
Coaching Relay - Debrief
Clients, choose one empowering question
asked by the coaches and discuss the
following:
• What made the question effective?
• What alternative questions might you
consider?
91
Coaching Relay - Round 2
In triads, using the frame and question you
wrote for partner B:
• Partner B is the client.
• Partner C begins coaching.
• Partners A observes and writes down all
questions asked by the coach
• After 3 minutes - Partner A becomes the
coach; partner C observes/ records
• At the end of this session, debrief.
92
Coaching Relay - Debrief
Clients, choose one empowering question
asked by the coaches and discuss the
following:
• What made the question effective?
• What alternative questions might you
consider?
93
Coaching Relay - Round 3
In triads, using the frame and question you
wrote for partner C:
• Partner C is the client.
• Partner A begins coaching.
• Partners B observes and writes down all
questions asked by the coach
• After 3 minutes - Partner B becomes the
coach; partner A observes/ records
• At the end of this session, debrief.
94
Coaching Relay - Debrief
Clients, choose one empowering question
asked by the coaches and discuss the
following:
• What made the question effective?
• What alternative questions might you
consider?
95
Reflection/Planning Time
Each school team will :
• Organize members in coaching triads for an
ongoing coaching relationship to be maintained
throughout the year.
• Schedule each member’s first individual
coaching session
• Schedule the team’s next meeting.
96
4-Day Trai ning G rid - RSN Team Coaching Training Day 1
RSN
STRANDS
COACHING Day 1 Day 2 Day 3 Day 4
Training
Team ¥ Discuss 4 roles of • 4 Roles Sort • Matrix Review
RSN Team Coaching • Facilitation skills • Four Square Review
Coaching ¥ Presentation Skills • GROW Model • Mentor skills
¥ Gum to Chew Ratio • Tag Facilitation
• Reflect./Plan. Time
Coaching ¥ Listening, Paraphrasing, • Intruding and
• Shifts/Listening
Validating, Asking Redirecting • Non-Verbals/Rapport
Skills • Coaching
Questions • Frames/Questions
Conversations
• Follow-up questions
Group ¥ Setting Norms and • Team Building • How to Build a
Abiding by Them Activity School Team
Dynamics ¥ Team Building Activity
• Coaching Style
Considerations
¥ Personality Styles
¥ Coaching Effectiveness • The School as a • Role of Teacher
Research ¥ Research: Dealing with Prof. Learning Leaders
Community
H Resisters... • Message Board • IDEA Protocol
¥ The Final Word Protocol Protocol 97
Some Final Words
98
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