21,99 €
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.
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Cover
Title
Copyright
Dedication
Introduction
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
Chapter 1: How Can Coaching Transform Schools?
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?
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?
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?
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
Chapter 5: Beginning a Coaching Relationship: How Do I Develop Trust with a Coachee?
“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?
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?
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
Chapter 8: Listening and Questioning
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
Coaching Conversations
Facilitative Coaching
Chapter 10: Facilitative Coaching Activities
Engaging Clients in Learning Activities
Scaffolding the Learning
Facilitative Coaching Activities
Conclusion
Chapter 11: Directive Coaching Conversations
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
Further Engaging in Learning Activities
Observations
Conclusion
Chapter 13: Technical Tips and Habits of Mind
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?
A Midyear Crisis
The Midyear and End-of-Year Reflection
Coaching for Systems Change
Part Four: Professional Development for Coaches
Chapter 15: What Is Professional Development for Coaches?
The Importance of a Team
Professional Development for Coaches
Developing Reflective Practices
Conclusion
Conclusion
A Final Story
The Road Ahead
Fearlessness and Faith
Appendix A: The Coach's Optical Refractor (the Coaching Lenses)
Appendix B: Coaching Sentence Stems
Facilitative Coaching
Directive Coaching
Appendix C: Transformational Coaching Rubric
Appendix D: Cheat Sheets and Lists
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
Appendix F: Glossary
Acknowledgments
References
Index
ABOUT THE AUTHOR
End User License Agreement
Chapter 4: What Must a Coach Know?
Table 4.1 Coaching Conversation: Debrief Plan
Chapter 2: What Is Coaching?
Figure 2.1 What Is Transformational Coaching?
Chapter 3: Which Beliefs Help a Coach Be More Effective?
Figure 3.1 The Ladder of Inference
Chapter 13: Technical Tips and Habits of Mind
Figure 13.1 Sample Weekly Schedule for Site-Based Coach
Cover
Table of Contents
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ELENA AGUILAR
Copyright © 2013 by John Wiley & Sons, Inc. All rights reserved.
Cover design by Michael Cook
Cover photo by @ Jelena Veskovic/iStockphoto
Published by Jossey-Bass
A Wiley Imprint
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No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording, scanning, or otherwise, except as permitted under Section 107 or 108 of the 1976 United States Copyright Act, without either the prior written permission of the publisher, or authorization through payment of the appropriate per-copy fee to the Copyright Clearance Center, Inc., 222 Rosewood Drive, Danvers, MA 01923, 978-750-8400, fax 978-646-8600, or on the Web at www.copyright.com. Requests to the publisher for permission should be addressed to the Permissions Department, John Wiley & Sons, Inc., 111 River Street, Hoboken, NJ 07030, 201-748-6011, fax 201-748-6008, or online at www.wiley.com/go/permissions.
Limit of Liability/Disclaimer of Warranty: While the publisher and author have used their best efforts in preparing this book, they make no representations or warranties with respect to the accuracy or completeness of the contents of this book and specifically disclaim any implied warranties of merchantability or fitness for a particular purpose. No warranty may be created or extended by sales representatives or written sales materials. The advice and strategies contained herein may not be suitable for your situation. You should consult with a professional where appropriate. Neither the publisher nor author shall be liable for any loss of profit or any other commercial damages, including but not limited to special, incidental, consequential, or other damages. Readers should be aware that Internet Web sites offered as citations and/or sources for further information may have changed or disappeared between the time this was written and when it is read.
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Library of Congress Cataloging-in-Publication Data has been applied for.
ISBN 978-1-118-20653-9 (pbk.);
ISBN 978-1-118-41943-4 (ePDF);
ISBN 978-1-118-42102-4 (ePub);
ISBN 978-1-118-54014-5 (eMobi)
FIRST EDITION
FOR MY MOTHER, LINDA,MY FIRST AND FINEST COACH
“Another world is not only possible, she is on her way.On a quiet day, I can hear her breathing.”
—Arundhati Roy (2003)
Some years ago, during a very difficult time in my coaching career, I was coached by Leslie Plettner, who was then with the Bay Area Coalition for Equitable Schools, a nonprofit organization supporting school transformation. It was hard to describe what happened when we met for our sessions at a café, but I always left renewed and empowered, bursting with new understandings about myself and my work. Sometimes Leslie asked provocative questions, other times she guided me in looking at situations from a perspective I'd never considered, and often she pushed me to try something different in my work—I usually felt stretched, but supported; my coaching improved quickly. After a while, I realized that I could express my fears and expose my worst flaws, and Leslie would still believe in me and work with me. Leslie communicated an unconditional acceptance that I had never encountered in schools.
During the time I worked with her, I found it hard to identify what Leslie “did” as a coach. I couldn't identify the specific “coaching moves” she made, I couldn't figure out how she was thinking or how she made decisions about what to ask me. She was an amazing coach, and I wanted to be just like her.
In the following years, as my coaching practice developed, I explored the complicated processes that result in effective coaching and learned how to see the elements that made up Leslie's coaching. This book is an attempt to make what goes on in an effective coach's mind visible—to make a coach's thoughts, beliefs, knowledge, core values, and feelings explicit so that they can be replicated by others. Coaching is an art, and just as the process of producing a piece of art can be broken down, so can coaching.
Art is a useful metaphor to help us understand coaching. Consider, for example, just a sliver of what a visual artist must know in order to produce a painting: how the chemical elements in the mediums he's working with interact with each other, how they are affected by humidity, and the order in which they need to be applied. A musician plans a piece of music, then carefully crafts and rehearses it many times before it is performed. Although art may seem magical, sometimes effortless, and perhaps impossible to replicate, it requires scientific knowledge and skills and an ability to precisely use a range of available tools and materials. The end product may be a delightful surprise, different perhaps from the artist's original vision, but a great deal of intention, planning, thought, and knowledge lie deeply embedded within the outcome.
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!
Lesen Sie weiter in der vollständigen Ausgabe!