Tag: Coaching

Replied to GCI Coaching Accreditation Program by Adrian Camm (adriancamm.com)

Earlier this year I completed the GCI Coaching Accreditation Program. It was a culmination of a three year coaching journey, that started with the Introduction to Leadership Coaching program back in the beginning of 2015. The process of becoming a coach and developing a coaching way of being has greatly improved all aspects of my leadership.

Thank you Adrian for sharing this reflection. Having attended the introductory program, as well as the conference, it is useful to have this as a reflection of the whole process. I feel that although my work seems to have moved away from that of a coach that this course and accreditation maybe worth it in developing a coaching way of being.

Also on: Read Write Collect

Replied to Stop Setting SMART Goals by Dan Haesler (Cut Through Coaching & Consulting)

Next time you’re asked to set a goal why not consider other approaches – for example, an Appreciative Inquiry – to explore the possibilities first. Then, once you’ve settled on a goal, you can use the SMART acronym to check how well you can articulate your next action.

I agree Dan, SMART goals (or SMARTER goals) can be limiting. In recent years I have chosen to instead focus on one word, based on the work of Kath Murdoch and Edna Sackson. I find this allows for a breadth of opportunities, rather than limiting things.
Replied to Knowing Me, Knowing You. (andreastringer.blogspot.com)

If we accept that Collaboration is complex, why do we assume all teachers will collaborate because research says it is effective?

I really like your point about subtly enforced collaboration. It can be so easy to say ‘let’s all collaborate’. The problem I have found is that unless people see where they fit in with it or benefit then it can really flop. I have written about this more here.

Originally published on Read Write Collect

Liked Coaching concepts: My CoachEd. Seminar keynote (the édu flâneuse)

Importantly, coaching is not a stand-alone solution or silver bullet. In my school we have worked towards a differentiated model of in-house professional learning in which staff have voice and choice in taking advantage of a process that most suits their career stage and needs. These options include different types of coaching by different types of coaches, but also more advisory, mentor-style relationships, and also collaborative groups that run like PLCs or journal clubs.

Liked 12 Leadership Development Questions Any Leader Can Use Today by Dan Rockwell (Leadership Freak)

One secret of leadership development is providing time for others to engage in self-reflection.

  1. What do you already know? How might that apply to current challenges?
  2. What are you doing that makes you feel energized? What does that say about you?
  3. What makes you feel connected with people? What blocks connection?
  4. When do you feel most powerful? Anxious? Successful?
  5. What is your role – not title – on the team? In your organization?
  6. What’s confusing? Where do you need greater clarity, simplicity, or focus?
  7. What do your hobbies say about you? How does that inform your leadership journey?
  8. What frustrates you?
  9. What are you reluctant to try?
  10. How might you maximize your strengths?
  11. Who on your team should you be developing? How?
  12. Who has helped you on your leadership journey? How are you different because of them?
Bookmarked Building a Coaching Culture | It’s About Learning by Cameron Paterson (learningshore.edublogs.org)

One of the key learnings from educational research over recent years is that it is simply not possible to measure the quality of teaching the way people want to. Measurement is a comfort blanket but most of the measurement is meaningless. Coaching is our way of promoting a culture of trust, instead of an audit and micromanagement culture.

In Cameron Paterson’s notes from a staff presentation he outlines the many benefits of coaching and how it differs from a managerial approach.
Bookmarked Designer batsman: The making of Matt the Bat (cricket.com.au)

The creation of ‘Matt Renshaw, Test opener’ has been a deliberate, decade-long project. Through it all, his love for the game – and his relationship with his dad – has never wavered.

This is an interesting read from the perspective of a growth mindset and coaching. It is a great insight into the reality that ‘it takes a village’. It can be easy to see the ‘talent’ and overlook the years of time and support before that moment.

Ian recognised Matt had talent that exceeded his own. Finding ways to nurture it became a sort of education for him as a father and a coach. “I learnt very early that it’s his game,” he says. “He sees the world very differently to what I do, which is a very good thing because he’s a better player than I was. There’s a tendency early on to go (as a coach), ‘You can’t do that’, because of your limitations. “You have to say, ‘Here are the options – this is what could happen’, and then let him go and explore. Then he works it out for himself. But it’s about that exploration.”

Replied to

Is it a reflection on the current climate and culture of work? Assumptions that become ingrained. Although about art, these posts might interest you as I think that there are some cross-over.
Bookmarked Researching Your Own Practice: The Discipline of Noticing by CEM (eDirector's News)

One of the key ideas in Mason’s book involves the pitfalls of teachers acting by routine only. Professionals become professionals, he acknowledges, by developing perceptions and skills, and by ‘routinising’ them. But Mason says that routines also deaden us. When things seem familiar and we react according to pattern or habit, we may not really be seeing what’s there. That means that we may not be doing as well as we might. The art of noticing is to keep open to new perceptions while standing on the base of skills, routines, and knowledge that enables us to function as well as we do. The discipline of noticing is to keep such noticing productive, and this is at the core of Mason’s agenda.

A short summary of Researching Your Own Practice: The Discipline of Noticing by John Mason
Liked Thanks for the Feedback by Adrian Camm (Adrian Camm)

One of my big takeaways from Thanks for the Feedback: The Science and Art of Receiving Feedback Well is the fact that we often have multiple issues present in any feedback conversation that confuse, disorient and lead to conflict. When this occurs we need to be explicit and signpost that this is the case with a statement like, “I think that there are two topics here. Let’s discuss each topic fully, but separately, as both are important. Ok. Let’s loop back to the start and start with the first topic.”

Bookmarked

When we speak to early career teachers, it appears that most enter the profession with the belief that they will continue learning. Most are grateful for any support in those first few years as they gradually move from survival to ongoing growth and development. Supporting the development of this next generation of educators and helping them to flourish requires relationships built on respect, humility and unconditional positive regard.

The chat took place on Monday 4th December at 8.30pm Australian EDT

Here is the accompaning Storify: