Module 4 Unit 1

Teaching with Primary Sources at Governors State University

TPS Facilitator: Dr. Lucianne Brown

TPS-GSU Coach

TPS-GSU Coaches Academy – TPS Level III Training

Module 4 – Unit 1

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INTRODUCTION

The purpose of this lesson is to define a TPS-GSU Coach as well as to provide interactions and ideas to become a high quality coach. The benefit of learning the characteristics of a good coach provides you with confidence as you support the teachers in schools and districts. To effectively do so, it is important to understand the reporting and administrative requirements of being a TPS-GSU Coach.

In the last lesson you learned how to assess learning and adapt to the changing needs of an audience. This lesson extends the adult learning theory and facilitation skills to the role of a coach.

OBJECTIVES

At the end of this lesson participants will be able to:

Understand a variety of coaching techniques; Apply coaching techniques through practice; Assess coaching capabilities and develop an improvement plan; Develop a coaching plan to address the learning needs of peers; Support colleagues as an embedded resource in school or district; and, Understand the reporting and administrative requirements of being a TPS-GSU

Coach.

OUTLINE Effective TPS Coaching Behaviors and Adult Learning Theory Applications Listening Triads Coaching Maxims and Roles Let’s Discuss Feedback Coaching Tableaux Coaching Action Plan

Learn Coach Pollinate

TPS-GSU Coaches Academy – TPS Level III Training

Module 4 – Unit 1

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EFFECTIVE TPS COACHING BEHAVIORS AND ADULT LEARNING THEORY APPLICATIONS

Reflect back on the section on “Effective TPS Coaching Behaviors using Adult Learning Theory applications.” With this learning and the ideas about knowing your audience we can focus on coaching details.

TPS-GSU Coaches Academy – TPS Level III Training

Module 4 – Unit 1

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LISTENING TRIADS

You will focus attention on the importance of listening as a fundamental communication skill for the TPS-GSU Coach. How:

Practice active listening and paraphrasing.

Engage in three rounds of an exercise as a speaker, a listener, and an observer.

Provide feedback on the quality of communications in the exercise used in the structured observer’s guide.

Write detail instructions here (if you like).

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Listening Triad

Speaker

Listener Observer

TPS-GSU Coaches Academy – TPS Level III Training

Module 4 – Unit 1

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OBSERVER GUIDE

LISTENING TRIADS

1. How would you describe the speaker’s communication style?

2. How did the Listener signal his/her understanding of the speaker’s communications?

3. Did the Listener always paraphrase (summarize or reword) the position of the

speaker?

4. How did the Listener go about paraphrasing (summarizing) the position of the

speaker?

5. What types of non-verbal communication did you observe? Was it helpful? Not

helpful?

6. Rank the degree of understanding, which you feel took place during the

exchange.

Most communications Everything

not understood understood

1 2 3 4 5 6 7

TPS-GSU Coaches Academy – TPS Level III Training

Module 4 – Unit 1

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COACHING MAXIMS AND ROLES In this section we are going to discuss coaching and coaching responsibilities. We will also review coaching maxims from the reading last night.

1. Discuss what you think the role of the TPS Coach is?

2. Refer to the article that you read.

TPS & TPS-GSU Coach

Person responsible for working one-to-one or in training workshops with teachers to help them develop, apply, or expand their competencies to teach with primary sources. The role may require establishing/developing ongoing, collaborative relationships with individuals who need more than basic support for effectively implementing primary source instruction.

TPS-GSU Coaches Academy – TPS Level III Training

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3. The definition of the coach is a bit______________________.

4. Think of someone who has coached you formally or informally. Write down

the name of that person and the formal role that person held while coaching

them.

5. Now what will you take from the relationship of the coach you experienced

and bring it with you in your TPS coaching role.

TPS-GSU Coaches Academy – TPS Level III Training

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COACHING MAXIMS

Review the list of the coach criteria below.

Coach Criteria

Caring and approachable

Good communicator/listener

Treats each individual as a person

Motivates others and self

Enjoys learning and sharing knowledge

Willing to go the extra mile to help others

Sensitive to others

Allows for differences in learning styles

Respects rules, boundaries and confidential

Think about what you have learned from coaches and how you want to behave as a coach. In the space provided below, write down the one maxim that you will adhere to as a coach when interacting with the teachers with whom you work. As a Coach I will always: Coaching Maxim: _______________________________________________________________

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TPS-GSU Coaches Academy – TPS Level III Training

Module 4 – Unit 1

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LET’S DISCUSS FEEDBACK

What comes to mind when you hear the word feedback?

Notes:

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Feedback Guidelines

Be descriptive not judgmental

Focus on the job process

Be specific not general

Be straightforward not “wishy-washy”

Prioritize the areas in need of improvement

Consider the needs of the receiver

TPS-GSU Coaches Academy – TPS Level III Training

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Feedback Model

Steps Language 1. Solicit opinion

“How do you think things are going/did the lesson go well?

2. Respond to coachee’s response “I agree with you completely/to some degree.” Note: Reaffirm positive statements made and expand if possible with more positive observations. If the coachee’s statement was negative, you could softly agree if on track, but suggest you both look at what went well first.

3. Describe performance problem “Here is what I see.” Note: This can be too direct for some

people. If so, start by asking a reflective question to help the coachee realize the problem. After the realization, you can restate in a conscientious way and then clarify importance.

4. Clarify importance “Here is why it matters.” Or “this is important because Note: Refer back to the research, learning from training, CCSS, etc.

5. Solicit reaction

“How do you see it?” / “Would you agree or disagree with that?”

6. Agree on the improvement needs “What needs to change?” / “What changes/modifications can be made to get the results we want/need?”

7. Negotiate change steps “What can you/we do to improve performance?”

8. Check for clarity So can you restate what modifications will be made to increase effectiveness?

9. Emphasize accountability and support

“How can I support you with this?”

10. Arrange for follow-up “When should we look at this again?”

TPS-GSU Coaches Academy – TPS Level III Training

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Feedback Activity

This activity is designed to give you the opportunity to think about the requirements for giving good feedback and practice giving feedback.

1. Count off by 1-2-3 etc.

2. Move into your triad team for role playing.

3. In each role playing scenario, there will be a feedback giver, one will be the receiver, and one will be the observer.

4. Each role-playing scenario will have 7 minutes for the feedback and 7 minutes for review after the role play.

5. We will distribute the papers that you need and then the TPS-GSU team will demonstrate first.

Conclusions:

.

TPS-GSU Coaches Academy – TPS Level III Training

Module 4 – Unit 1

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COACHING TABLEAUX

What is a tableaux?

How can this help us in coaching relationships?

Instructions: Each group will have 4-6 members.

Use the Four elements of successful Tableaux:

Elements of the FLEA

Focus - There should be a central focus to the image you create with your bodies and an awareness that an audience will be on one side. Important facial expressions should be played toward the audience and not the back wall. For today’s purpose, you may not scatter yourselves throughout the room, but must remain in the performance space.

Levels – A visually interesting composition will have at least thee levels. Levels are created by lying, sitting, standing, leaning or raising hands to various heights.

Expression – Meaningful expression is important to the composition. An inappropriate smile or scowl will weaken the strength of an image as a whole.

Action – At least one group member should be frozen in the middle of some kind of physical action. Muscles should be active an engaged in their pose.

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Notes: Reflect on this activity

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COACHING ACTION PLAN

See separate handout. Coaching Action Plan Form.

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SUMMARY

In this coaching module you experienced different interactions and discussions, which prepared you for your TPs-GSU Coach position in your school.

The next steps will be to exercise your coaching abilities and support teachers and students in your school to successfully use primary sources from the Library of Congress. Keep a journal of your coaching experiences and contact me if you do any mini-trainings to promote this cause.

It is your responsibility to check the TPS Teacher Beta Network for information that will assist you and share resources within the TPS-GSU Coach Group as well as the general groups that you choose to join. After you complete some active coaching, contact me, Dr. Lucianne Brown, to have a phone conference about your experience. Hopefully, one of the TPS-GSU staff will be able to visit you and your school sometime in the fall or spring.

REFERENCES Garmston, R. (2008, Spring). Collaborative Culture: Raise the level of conversation by

using paraphrasing as a listening skill. Journal of Staff Development, 29 (2), 53-54.

Parker, Glenn. (2010) Team Communication: 20 Essential Aids. HRD: Amherst, MA.