WelcomeOregon Scaling-up EBISS

Coaching Makes a Difference SHARPENING YOUR LISTENING SKILLS

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Kathleen Ryan Jackson, D. Ed.kmj@uoregon.edu

Erin A. Chaparro, Ph.D.echaparr@uoregon.edu

Oregon Scaling-Up EBISS Bloghttp://blogs.uoregon.edu/oregonscalingupebissblog/Please contact Erin Chaparro if you encounter problems accessing the Blog

Thank You

The National Reading First & Technical Assistance Center

https://www.k12.wa.us/Reading/pubdocs/Dissemination_7ACollectionofOnlineResAboutScientificallyBasedK-

3ReadingInst.pdf

State Implementation and Scaling-up of Evidence Based Practices (SISEP) http://sisep.fpg.unc.edu/

Knowledge Check

Do you know the three key components of building the coaching relationship?

What are a few examples of powerful communication strategies?

Purpose1. Provide coaches with tools and strategies to

develop effective listening skills.

2. Learn strategies and routines that support effective coaching communication in order to develop trust, confidence and rapport with the colleagues you coach.

Probably my best quality as a coachis that I ask a lot of challenging questions

and let the person come up with the answer. -Phil Dixon

Sharpening Your Listening Skills

Learning Objective• Understand critical components of building a

sustainable coaching relationship• Apply communication strategies to strengthen your

listening skills and other’s abilities to find solutions to difficult questions

Outcome • Walk away with tools and strategies that you can

immediately put into practice

7© Fixsen & Blase, 2009

Competency Organization

Implementation Drivers

Leadership

COACHING

Coaching Competency Driver

Purpose:• Ensure implementation occurs• Support implementation fidelity• Develop good judgment among all staff• Provide feedback to inform training driver

objectives

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COACHING% who demonstrate knowledge

% who demonstrate new skills in training setting% who use new skills in the classroom

Training Components

Knowledge SkillDemonstration

Use in the Classroom

Theory and Discussion

10% 5% 0%

Demonstration in Classroom

30% 20% 0%

Practice and Feedback in Training

60% 60% 5%

Coaching in the Classroom

95% 95% 95%

Joyce and Showers (2002)

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Evidence-Based Observation and Feedback

Four Components1. Claim – Statement that ties teacher/team member

performance to a certain skill2. Evidence – Quote or literal description of what the

teacher/team did (documentation)3. Interpretation – Statement of what the teacher/team

behavior accomplished4. Judgment – Sentence or phrase that tells the reader

what the writer thought of the behavior

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Sharpening Your Skills

Using Evidence-Based Observation & FeedbackJust the Facts!Evidence Based Observation & Feedback

Reflection

How good are you at providing evidence-based feedback?

• What is the challenge of consistently providing evidence-based feedback?

• Are you tempted to offer your opinions freely and often?

• What are the implications of both?

Coaching Communication and

The Art of Really Listening

1. Building the coaching relationship2. Communication strategies3. Committed listening

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Building the Coaching Relationship

1. Rapport: How you establish/maintain positive relationships with the individuals you coach

2. Confidence: How those you coach feel about your skills & credibility

3. Trust: How those you coach feel about your honesty

Have your coaching team reflect on what they do to build rapport, confidence and trust.ACTIVITY

Building Coaching Relationships

• On sticky notes, individuals write what has worked for them in the areas of building rapport, confidence, and trust.

• Post ideas on three charts around the room labeled rapport-confidence-trust .

• Share out ideas

• Set goals/criteria for continued development of coaching relationships.

ACTIVITY

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Building Rapport

• Rapport– Smile!– Establish personal connections– Promote team-building/really be a part of the

team– Engage on many levels– Provide assistance– Display interest

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Building Confidence

• Confidence– Follow through– Develop expertise of innovations and EBP– Communicate with conviction– Take responsibility when things don’t work– Encourage multiple options/solutions

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Building Trust

• Trust– Ensure confidentiality– Clarify roles and responsibilities– Align yourself with those you coach

Handout 3.1

What I Will, May, Won’t Do

Handout 3.1

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Rapport, Confidence, Trust

Consider your skills in the areas of rapport, trust, confidence:– What do you feel best about?– What needs improvement?

ReflectionWhat areas do you need to revisit and improve?

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Communication Strategies

1. Nonverbal gestures reflecting positive, open, attentive attitude

2. Active listening

3. Nonjudgmental reflection statements

4. Feedback that focuses on student outcomes

5. Paraphrasing

6. Questioning

7. Summarizing

Communication Strategies Practice

Handout 3.2

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Practice and Role PlayScenario: You identify that during a 15 minute observation of math

instruction 2/25 student’s responded to the teacher’s questions 6 times each. When you present THE FACTS the teacher shows a high level of frustration when the SEE ME NOTE says, Lets get together and talk about how we can increase all students’ opportunity to respond.

Table Practice• Use 7 communication strategies.

• Respond to the scenario using each communication strategy.

Handout 3.2

Facilitate-Collaborate-Instruct….in a seamless manner

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Revisit Effective Communication Strategies

Discuss with your colleagues your experiences as a coach using these communication strategies.

1. What gives you the most trouble?

2. What tips do you have for making these strategies work?

Discussion point

How do you use communicationstrategies in coaching?

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Sharpening Your SkillsLISTENING

Are You Listening?

Question: What is the opposite of speaking?

Many would say listening is the opposite of speaking. Yet, too often in conversations, the reality is that rather than listening, the “listener” is merely waiting to talk!

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COMMITTED LISTENING

Effective coaching happens in conversations when the teacher (or team member) “walks

away feeling inspired, empowered, and enabled to act.”

-Hargrove, 2003

The first step in these conversations is committed listening.

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Are You Listening?

Practice really listening with a partner:

• Have a partner talk for 3 minutes sharing a challenging or negative experience from a coaching session.

• Provide no verbal response during the three minutes. Just listen and the debrief.

• Now trade roles.

ACTIVITY

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Closing Comments…

Recognize that…• Sometimes we are not committed

listeners• This has a direct impact on our coaching

effectiveness

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General Tips

• Be as clear and explicit yourself as you expect teachers or team members to be

• Focus on the issue

• Request and give feedback

• Invite more information

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Strengthening CommunicationFinal Reflection: Think of a teacher or team

conversation that you’d like to replay. What have you learned today that would help you do it better?

Turn and Talk: Share your reflection with a partner.

Next Steps: What communication skills will I work on?

Reflection

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Successful communication depends on “one all-too-elusive ability: to really listen.“ This requires that within conflict situations we quiet our mind’s conversation and stop planning our next response and defending ourselves against criticism. We simply need to be still, on every level – and just listen!

-Glaser & Glaser 2006

Knowledge Check

The three key components of building the coaching relationship are:• Rapport, confidence and trust

A few examples of powerful communication strategies are:• Active listening, paraphrasing,

summarizing

Thank You

Kathleen Ryan Jacksonkmj@uoregon.edu

Erin A. Chaparro, Ph.D.echaparr@uoregon.edu