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6 Steps to Developing a Coaching Network

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6 Steps to Developing a Coaching Network

  1. 1. Developing a Coaching Network ▪ Julia I. Keider ▪ Talent Development Coach ▪ juliakeider@gmail.com
  2. 2. Why the Network Approach? Regal Coaching & Development
  3. 3. Common Understandings & Purposes Be Coached to Practice Coaching Learn with a Growth Mindset Find Mentors to Learn With Make Resources Visible Recruitment & Expansion New Recruits
  4. 4. Developing Coaching Identity ▪ Establish a personal purpose for your own identity as a coach ▪ Create the coaching vision and mission for existing ▪ Talk about coaching with the intent to learn ▪ Practice coaching with those you trust Step One: Common Understandings & Purposes To provide clients with resourceful methods and approaches for producing result-oriented success in life and learning. To engage in conversations with all types of learners in order to foster trust-worthy, goal- driven outcomes. “People don’t buy what you do; they buy why you do it.” ~Simon Sinek
  5. 5. Why Coaching? The Gaps… ▪ Lack of Control ▪ Unconscious Decision-Making ▪ Overwhelming Priorities ▪ Needing External Resources ▪ Isolated Learning Environment ▪ Lack of Time for Planning & Reflection The Rewards… ▪ Understanding Controlling Factors ▪ Deliberate, Pro-Active Decisions ▪ Prioritized Responsibilities with Intent ▪ Identifying Internal Resources ▪ Partnered, Collaborative Learning ▪ Mindful Planning & Reflection with Efficacy Step One: Common Understandings & Purposes Regal Coaching & Development
  6. 6. How Coaching Works Coaching Existing State Desired State Regal Coaching & Development Step One: Common Understandings
  7. 7. Determine the “Existing State” What do you already know about coaching? What do you already know about developing a network? Step One: Common Understandings & Purposes Regal Coaching & Development
  8. 8. Determine “Desired State” What “common understandings” might attract candidates to your network? What outcomes might your network want to achieve? What are some strategies to encourage collaborative learning in your network?
  9. 9. Efficacy Beliefs & Outcomes Expectations Protest Grievance Social activism Productive Engagement Aspiration Personal satisfaction Resignation Apathy Self- Devaluation Despondency -EfficacyBeliefs+ - Outcomes Expectations +Bandura, A. Self-Efficacy. (1997). Step One: Common Understandings
  10. 10. Efficacy: Human’s search for Identity, Competence, Learning, Self-empowerment, Mastery, and Control Teacher Student Bandura, A. Self-Efficacy. (1997).
  11. 11. Positioning Identity within a Coaching Partnership Coachee Identity ▪ Reflecting & planning ▪ Planning intentional learning opportunities ▪ Determining assessment measures of achievement ▪ Unpacking personal and professional beliefs ▪ Heightening consciousness and awareness of “doing” & “being” Coach Identity 1. Facilitating reflective & planning organizational patterns 2. Focusing on the structures of coaching 3. Inquiring about content, processes, assessment, and future learning opportunities 4. Listening actively for verbal & non- verbal cues for thinking & learning 5. Activating deeper consciousness of “doing” & “being” Step Two: Be Coached to Practice Coaching Regal Coaching & Development
  12. 12. Questioning Stems for Coaching Conversations Clarifying Goals Analyzing Approaches & Applications Reflection & Action Plan • What words or phrases catch your attention? • What is most important to you? • What are some areas of concern or surprise? • How do you feel about it? • What might you do with this information? • What are some things you’ve tried in the past? • Why is this important to you? • How will you know you accomplished your goal? • What are some similarities you see? • How will you apply your thinking into action? Step Two: Be Coached to Practice Coaching Regal Coaching & Development
  13. 13. Thinking with a Growth Mindset Step Three: Learning with Growth Mindset “For twenty years, my research has shown that the view you adopt for yourself profoundly affects the way you lead your life. It can determine whether you become the person you want to be and whether you accomplish the things you value.” ~Carol Dweck www.mindtools.com Regal Coaching & Development
  14. 14. Encourage Motivation ▪ Daniel Pink’s DRIVE: The surprising truth about what motivates us ▫ Purpose: “I believe that learning collaboratively is the best way for teachers to be successful.” ▫ Autonomy: “I can decide what process might be right for me and the group on approaches to learning new material.” ▫ Mastery: “I feel challenged to succeed in this group based on the learning progressions scale.” Step Three: Learning with Growth Mindset Regal Coaching & Development
  15. 15. Self-Efficacy ▪ “A high sense of personal efficacy in a responsive environment that rewards valued accomplishments fosters aspirations, productive engagement in activities, and a sense of fulfillment.” Bandura, A. Self-Efficacy. (1997).
  16. 16. “Model” the Gradual Release Model ▪ One Leader to model effective Coaching behaviors (Focus lesson “I Do I”) ▪ Guided Instruction from Teacher Leader (“We do it”) ▪ Collaborative Learning (“You do it together”) on coaching skills ▪ Independent (“You do it alone”) facilitating with coaching Step Three: Learning with Growth Mindset Regal Coaching & Development
  17. 17. Performance Guide Measures ▪ Clear Targets for Growth ▪ Feedback along the Way ▪ Self-accountable Reflections ▪ Data-Driven ▪ Inquiry-Based Learning Regal Coaching & Development
  18. 18. Fixed to Growth Mindset What scenarios have you encountered that promoted a fixed mindset approach? What scenarios have you encountered that promoted a growth mindset approach? Which of these situations fostered growth in the overall goal of the scenario? Regal Coaching & Development
  19. 19. Finding Mentors ▪ Organizations & Colleges ▪ Teachers & Students ▪ Local Leaders ▪ Professors & Academicians ▪ Writers & Researchers ▪ YouTubers and Influencers Coaching Mentor Organizational Mentor Personal Mentor Learning Mentor Experiential Mentor Step Four: Follow Mentors to Learn With Regal Coaching & Development
  20. 20. Finding Mentors Who might walk with you in your journey to developing coaching skills? What are some local or national organizations that support your thinking about coaching? Step Four: Follow Mentors to Learn With Regal Coaching & Development
  21. 21. What Coaching Resources are Available? Step Five: Making Resources Visible
  22. 22. Step Five: Making Resources Visible The Secrets to Successful Coaching… Trust & Confidentiality: Presume Positive IntentionsRegal Coaching & Development
  23. 23. Understandi ng Consciousn ess Efficacy Results Gratification Fidelity Advocacy Awareness & Confidence-Building Selection Loyalty & Leadership Sustainability Band in Coaching Relationships Step Six : Recruitment and Expansion Regal Coaching & Development
  24. 24. Who might value the Coaching Network? The” Ideal” Candidates ▪ Metacognitive Thinkers ▪ Humbled Practitioners ▪ Passionate Understanders of Collaboration ▪ Motivators of Growth Mindset in Self & Others ▪ Communicators of Ethical Awareness The “Work in Progress” Candidates ▪ Overworked Escapees ▪ Focused on Management ▪ Senior Employees ▪ Determined Leaders Bound for Glory & Fixes ▪ Everybody’s Friend Step Six : Recruitment and Expansion Regal Coaching & Development
  25. 25. Steps to the Development of Your Network 1. Create Common Understandings & Purposes 2. Be Coached and Practicing Coaching 3. Hone in on Learning with a Growth Mindset 4. Follow Mentors to Learn with 5. Make Resources Useful to Reflection 6. Recruitment to Expand the Network Regal Coaching & Development
  26. 26. What do you want to keep thinking about as a result of this presentation? Regal Coaching & Development
  27. 27. Interested in Developing a Coaching Network? Let me help you get started… Julia Keider juliakeider@gmail.com or pick up a business card Regal Coaching & Development
  28. 28. Resources and Citations Bandura, A. (1997). Self-Efficacy: the exercise of control. W.H. Freeman & Company: Battle, A., and Looney, L. (2014). "Teachers' intentions to stay in teaching: the role of values and knowledge of adolescent development." Education 134.3: 369+. Academic OneFile. Web. 11 Sept. 2014. Covey, S & Merrill. R. (2006). The speed of trust: the one thing that changes everything. Free Press. Dweck, C. (2006). Mindset: The new psychology of success. New York: Random House. Eccles, J., Adler, T., Futterman, R., Goff, S., Kaczala, C., Meece, J., & Midgley, C. (1983). Expectancies, values, and academic behaviors. In J.T. Spence (Ed.), Achievement and achievement motives. San Francisco, CA: W.H. Freeman & Co. Frey, N. and Fisher, D. (2011). The Formative Assessment Action Plan: Practical Steps to More Successful Teaching and Learning. Alexandria, VA: ASCD. Pink, D. (2009). DRIVE: the surprising truth about what motivates us. NY, New York: Riverhead. Schmoker, M. (2005.) “No Turning Back.” On Common Ground. Yendol-Hoppey, D. & Fichtman-Dana, N. (2010). Powerful Professional Development: Building Expertise within the Four Walls of Your School. Thousand Oaks, CA: Corwin. Regal Coaching & Development

Notes de l'éditeur

  • A systematic organization meant to empower individuals into groups with a common leadership and belief of practice.
  • Despondency & Hopelessness
  • BTE group was established with the intention that the lead facilitator would model at least twice and then hand over the leadership to the other members of the cohort.

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