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The Art of Coaching: Effective Strategies for School Transformation



The Art of Coaching: Effective Strategies for School Transformation

Elena Aguilar

ISBN: 978-1-118-20653-9 March 2013 Jossey-Bass 360 Pages


Hands-on resources for new and seasoned school coaches

This practical resource offers the foundational skills and tools needed by new coaching educators, as well as presenting an overview of the knowledge and theory base behind the practice. Established coaches will find numerous ways to deepen and refine their coaching practice. Principals and others who incorporate coaching strategies into their work will also find a wealth of resources.

Aguilar offers a model for transformational coaching which could be implemented as professional development in schools or districts anywhere. Although she addresses the needs of adult learners, her model maintains a student-centered focus, with a specific lens on addressing equity issues in schools.

  • Offers a practical resource for school coaches, principals, district leaders, and other administrators
  • Presents a transformational coaching model which addresses systems change
  • Pays explicit attention to surfacing and interrupting inequities in schools

The Art of Coaching: Effective Strategies for School Transformation offers a compendium of school coaching ideas, the book's explicit, user-friendly structure enhances the ability to access the information.

Introduction xi

Coaching for Transformation • What Might a Transformed Education System Be Like? • One Purpose and Two Promises • Where I’m Coming from and Who This Book Is For • Summary of the Contents and How to Use This Book • A Couple Notes

Part One: Foundations of Coaching 1

Chapter 1: How Can Coaching Transform Schools? 3

A Story about What Coaching Can Do • What Will It Take to Transform Our Schools? • A New Tool Kit Based on Ancient Knowledge • What Can Coaching Do for a School? What Does the Research Say? • The Necessary Conditions • Speaking of Race • The Value of Coaching

Chapter 2: What Is Coaching? 17

A Story about a Coach Who Didn’t Know What She Was • Why We Need a Definition • What Are the Different Coaching Models? • A Vision for Coaching • A Coach Who Knows Who She Is and Can Travel Back in Time

Chapter 3: Which Beliefs Help a Coach Be More Effective? 33

The Dangers of Unmonitored Beliefs • The Basics about Beliefs • Coaching Beliefs and Core Values • My Transformational Coaching Manifesto • Identifying and Using Your Coaching Beliefs

Chapter 4: What Must a Coach Know? 45

Introducing New Coaching Tools: Coaching Lenses • A Story about a Teacher Who Seems to Struggle with Classroom Management: Part 1 • A Story about a Teacher Who Seems to Struggle with Classroom Management: Part 2 • When Will I Use These Lenses?

Part Two: Establishing Coaching with a Client 73

Chapter 5: Beginning a Coaching Relationship: How Do I Develop Trust with a Coachee? 75

‘‘Without Trust There Can Be No Coaching’’ • A Story about Trust • What Is Trust? • Useful Lenses for This Stage • Ten Steps to Building Trust • Assessing Levels of Trust • ‘‘The Thin Cord of Trust’’

Chapter 6: The Exploration Stage: What Do I Need to Know at the Outset? 97

From the Edge of the Field • The Stage of Exploration • Useful Lenses for This Stage • Ten Steps in Exploration • Moving on to Planning

Chapter 7: Developing a Work Plan: How Do I Determine What to Do? 119

What Role Does a Work Plan Play? • Useful Lenses for This Stage • Developing a Work Plan • How Do I Use This Work Plan?

Part Three: The Coaching Dance 145

Chapter 8: Listening and Questioning 147

The Three Movements in the Coaching Dance • Listening in Transformational Coaching • Listening as a Vehicle for Whole-School Transformation • Questioning in Transformational Coaching

Chapter 9: Facilitative Coaching Conversations 163

Coaching Conversations • Facilitative Coaching

Chapter 10: Facilitative Coaching Activities 175

Engaging Clients in Learning Activities • Scaffolding the Learning • Facilitative Coaching Activities • Conclusion

Chapter 11: Directive Coaching Conversations 195

When Is Directive Coaching Useful? • A Story about a Principal Who Needed a Directive Coaching Stance • Mental Models • The Confrontational Approach • The Informative Approach • The Prescriptive Approach • Coaching for Systems Change: Institutional Mind-Sets

Chapter 12: Directive Coaching Activities 211

Further Engaging in Learning Activities • Observations • Conclusion

Chapter 13: Technical Tips and Habits of Mind 231

Tricks of the Trade • Scheduling • Planning for a Coaching Conversation • The Arc of a Coaching Conversation • Logistics during a Conversation • Coach Responsibility during Conversation • Closing the Conversation • Conclusion

Chapter 14: Reflection and Assessment: What’s Next? 247

A Midyear Crisis • The Midyear and End-of-Year Reflection • Coaching for Systems Change

Part Four: Professional Development for Coaches 265

Chapter 15: What Is Professional Development for Coaches? 267

The Importance of a Team • Professional Development for Coaches • Developing Reflective Practices • Conclusion

Conclusion 287

A Final Story • The Road Ahead • Fearlessness and Faith

Appendix A: The Coach’s Optical Refractor (The Coaching Lenses) 291

Appendix B: Coaching Sentence Stems 297

Facilitative Coaching • Directive Coaching

Appendix C: Transformational Coaching Rubric 301

Appendix D: Cheat Sheets and Lists 307

Essential Frameworks for Transformational Coaching • Coaching for Systems Change • Tips for Using Different Approaches • The Coaching Conversation • Five Steps for a Midyear or End-of-Year Reflection

Appendix E: Recommended Resources 311

Appendix F: Glossary 317

Acknowledgments 321

References 325

Index 329

About the Author 339