The Art of Coaching

by Elena Aguilar

  Coaching that addresses ways of thinking in order to change the way we behave.

  Compassion:

  The ability to suspend judgment of ourselves and others, appreciating that each of us makes choices based on the information and skills we have at any given time.

  Core values:

  Deeply held personal codes that reflect our ethics and what is most important to us; they are usually deeper than our beliefs and are a source for resilience.

  Deep listening:

  Nonjudgmental listening for the purpose of the speaker so that he can process thoughts, feelings, experiences.

  Directive coaching:

  Coaching that focuses on changing behaviors. Also called instructive coaching.

  Equity:

  Every child gets what he or she needs in our schools—every child regardless of where they come from, what they look like, who their parents are, what their temperament is, or what they show up knowing or not knowing. Every child gets what he or she needs every day in order to have all the skills and tools that he or she needs to pursue whatever he or she wants after leaving our schools, to live a fulfilling life. Equity is about outcomes and experiences—for every child, every day.

  Emotional intelligence:

  A set of competencies and dispositions; the capacity to recognize our own feelings and those of others, to motivate ourselves, and to manage emotions well in ourselves and in our relationships.

  Enrollment:

  The process in coaching of inviting a client to buy into coaching and be open to the possibilities that might come as a result.

  Facilitative coaching:

  Coaching that builds on changes in behavior to support someone to develop ways of being, or explores beliefs in order to change behaviors.

  Gradual release of responsibility:

  Also known as “scaffolded” instruction. When a learner is in the zone of proximal development, if he is provided with appropriate assistance and tools—the scaffolding—then he can accomplish the skill. Eventually the scaffolding can be removed, the responsibility can be released, and the learner can complete the task independently.

  Heron's coaching stances:

  An analytical framework to apply in coaching conversations; six approaches (cathartic, catalytic, supportive, confrontational, instructive, and prescriptive) that can be used for different reasons and have different effects. See Chapter Nine.

  Inquiry thinking:

  A stance, or lens, that values asking questions as much as finding answers. It suggests that the way we define the problem dictates how we define the solution; it encourages us to collect multiple forms of data.

  Instructive coaching:

  Coaching that focuses on changing behaviors. Also called directive coaching.

  Ladder of Inference:

  An analytical framework used to explore how beliefs are formed and to help a client unpack belief systems.

  Mental model or mind-set:

  Our beliefs, assumptions, and ideas about how things work. Mental models are often hidden, even from ourselves. Made up of our values and beliefs and a series of assumptions about how the world works.

  Ontological coaching:

  Coaching that focuses on our way of being which shows up in our language, emotions, and body. Our way of being contains deep-seated attitudes and is the underlying driver of our behavior and communication.

  Optical refractor for coaches:

  The set of six coaching lenses based on theoretical frameworks introduced in Chapter Four.

  Paraphrasing:

  Rendering the message a speaker shared using similar words and phrases as the one used by the speaker.

  Prejudice:

  A preconceived judgment or opinion, usually based on limited information. We are continually exposed to misinformation about others—which is how we end up with prejudices. Stereotypes, omissions, and distortions all contribute to the development of prejudice.

  Racism:

  A system of advantage based on race; a personal ideology and a system of institutional policies and practices that manifest in the beliefs and actions of individuals. Racism is prejudice plus power—racial prejudice combined with social power (access to resources and decision making) leads to an institutionalization of racist policies and practices. Racism is more than just a set of individual beliefs and attitudes; it is systemic.

  Reframing:

  Helping people change the way they see things to find alternate ways of viewing ideas, events, or situations.

  Resilience:

  The ability to emerge from adversity stronger than before; an emotional quality that can be learned and developed.

  River stories:

  A river story is a commitment to learn and grow; it doesn't limit us.

  Rut stories:

  A story that develops when people use defensive reasoning to protect themselves. A rut story is constricting and usually leaves us feeling somewhat powerless.

  Scaffolding:

  When a learner is in the zone of proximal development, if he is provided with appropriate assistance and tools—the scaffolding—then he can accomplish the skill. Eventually the scaffolding can be removed and the learner can complete the task independently. Scaffolded instruction is also known as a gradual release of responsibility.

  SMARTE goal:

  A goal that is strategic and specific, measurable, attainable, results-based, time-bound, and equitable.

  Stories:

  Interpretations of what happens to us. Coaches help people surface, question, and redefine their stories when the current story is called into question or breaks down.

  Systemic (or structural) oppression:

  The theory that oppression resides in systems and structures (such as our education system and school structures), as well as within individual consciousness.

  Systems thinking:

  A conceptual framework for seeing interrelationships and patterns of change, rather than isolated events. It helps us identify the structures that underlie complex situations and discern high- and low-leverage changes.

  Theory of action:

  A theory for change that directs our actions; often framed as if-then statements.

  Transformation:

  A change so massive, thorough, and comprehensive that the result is almost unrecognizable from its previous form; it is almost unimaginable.

  Transparency:

  An authentic openness to others about one's feelings, beliefs, and actions.

  Unattachment to outcome:

  A stance in which a coach isn't attached to a client's decisions or choices.

  Webs of belief:

  The interconnected threads of beliefs that mutually reinforce one another and guide our actions; together they form a mind-set (Drath and Van Veslor, 2006).

  Zone of proximal development (ZPD):

  The difference between what a learner can do without help and what he can do with help. It is the range of abilities that he can perform with assistance, but cannot yet perform independently. A learner needs “scaffolding” in order to move out of the ZPD.

  Acknowledgments

  I have been fortunate to work with and learn from many committed, fantastic educators in the Oakland public schools. The following teachers and administrators have profoundly influenced me: Larissa Adam, Miranda Bergman, Elia Bustamante, Shannon Carey, David Chambliss, Cassandra Chen, Matt Duffy, Michael Hatcher, Cheryl Lana, Viet Nguyen, Angela Parker, Jenny Rienzo, Hattie Saunders, Michael Scott, Eyana Spencer, Keiko Suda, Jessie Thaler, Aaron Townsend, Hae-Sin Kim Thomas, Alexandra Kulka-Wells, Kathryn Williams, and Sarah Wilner. To those I coached, I am most grateful to have been a witness to your learning and transformation. I am sincerely humbled by your trust in me.

  I wouldn't be the coach I am today without the generosity and grace of the following coaches, whom I met through BayCES (an organization now known as the National Equity Project): Leslie Plettner, Shane Safir, Mark Salinas, Liz Simons, and Ken Yale.
Each of you played a key role in helping me navigate the wild waters of our schools and the domain of coaching. Your refined skills, dedication, and integrity inspire me every day. Thank you.

  To my former team of transformational leadership coaches, you are deep in my practice: Davina Goldwasser, Mary Hurley, Lisa Jimenez, Jennifer Lutzenberger-Phillips, and Annie Prozan. For your friendships, unwavering support, brilliance, and insight, I am most grateful. Kristina Tank-Crestetto, the master coach and manager extraordinaire of this team: your leadership, courage, and perseverance allowed me to become a transformational coach. My gratitude is immeasurable.

  My 2012–13 group of transformational coaches is a dream team of deep thinkers. Thank you Noelle Apostol Colin, David Carter, Rafael Cruz, John Gallagher, Anna Martin, Manny Medina, Han Phung, and Michele Reinhart. What a gift and a joy to continue on this journey with all of you.

  ASCEND, a small Oakland school, is my evidence that transformation is possible, that the experience and outcomes for urban youth in public schools can be radically different. My appreciation to all who contributed to this effort is extensive.

  John Norton—writer, editor, and educator—was my fairy godmother. This book might not have materialized without his encouragement. In addition, he connected me with my editor at Jossey-Bass and offered invaluable advice along the publishing path. We've never met or even spoken—which makes him feel even more mythical—but through our e-mails, I have developed a profound admiration for him, as well as a volume of gratitude.

  At Jossey-Bass, I am grateful for Kate Gagnon's enthusiasm for this project and her editorial guidance along the way. Between Kate's support and that of senior editorial assistant Tracy Gallagher, the process of writing a book was far easier than I'd expected.

  I first experienced the transformational power of coaching through my dear friend, Lettecia Kratz, who is a phenomenal coach and teacher in the Denver public schools. Many years ago, her coaching helped move my life in new directions. Most recently, Lettecia read long portions of this manuscript and provided invaluable feedback that made the final version much stronger. My heart is filled with gratitude for her friendship.

  My Aunt Jeanne and my father, Gilbert, are farmers who have the patience and attentiveness necessary to cultivate land. I strive to emulate these basic dispositions in my coaching. Even in the most difficult moments, my father has helped me find the bright spots and reframe my perception. My aunt and father also cheer and champion my work without understanding much about the context, details, or substance. I am deeply grateful for their support and presence in my life.

  This book is dedicated to my mother, my first coach, who is sadly no longer a living presence in my life. She was deeply and passionately committed to alleviating pain and transforming the world. From her, I learned the extraordinary gifts of listening, unconditional love, and compassion. She also encouraged me to laugh at any predicament and use humor as a vehicle for healing. In my coaching I recognize her dedication, influence, and lightness.

  And Stacey—my husband, best friend, and comrade—I can't imagine a better partner for this journey. Thank you for Sundays, for the endless technical support, for suggesting that I blog, insisting that I write, and understanding this creative compulsion that keeps us both enthralled. I've reached the outer limit of language; I just don't have words to express my gratitude.

  To my beautiful boy, Orion: thank you for all your encouragement while I wrote. Every time you came up to my office and cheered, “Go mama!” my heart burst with joy and I got the energy I needed to go on. You inspire me to be the best person I can be, to be mindful with my words, to be in the present moment, and to be kind and empathetic. I work for transformation for you, my dear, and for all the other beautiful little people in our schools.

  References

  Annenberg Institute for School Reform. “Instructional Coaching: Professional Development Strategies That Improve Instruction.” Providence, RI: Brown University, 2004. annenberginstitute.org/pdf/InstructionalCoaching.pdf

  Argyris, C. Overcoming Organizational Defenses. New York: Simon and Schuster, 1990.

  Ball, F. “Continued Development: Self-Authorship and Self-Mastery.” In C. Wahl, C. Scriber, and B. Bloomfield, eds., On Becoming a Leadership Coach. New York: Palgrave MacMillan, 2008.

  Banks, C., trans. The Essential Rumi. San Francisco: HarperCollins, 1995, 35.

  Barth, R. Learning by Heart. San Francisco: Jossey-Bass, 2001.

  Biancarosa, G., Bryk, A., and Dexter, E. “Assessing the Value-Added Effects of Literacy Collaborative Professional Development on Student Learning.” The Elementary School Journal, 2010, 3(1), 7–34.

  Block, P. Flawless Consulting. (3rd ed.) San Francisco: Jossey-Bass/Pfeiffer, 2011.

  Bloom, G., Castagna, C., Warren, B., and Moir, E. Blended Coaching: Skills and Strategies to Support Principal Development. Thousand Oaks, Calif.: Corwin, 2005.

  Bonar, C. A. Amen, I Say to You: Sunday Homilies for Cycles A, B, and C and Homilies for Holy Days of Obligation. Bloomington, IN: Xlibris Corporation, 2007.

  CampbellJones, F., Lindsey, R. B., and CampbellJones, B. The Cultural Proficiency Journey: Moving Beyond Ethical Barriers Toward Profound School Change. Thousand Oaks, Calif.: Corwin, 2010.

  Churchill, W. Retrieved from http://thinkexist.com/quotation/courage_is_what_it_takes_to_stand_up_and_speak/150104.html, n.d.

  Covey, S. R. Seven Habits of Highly Effective People. New York: Free Press, 1989.

  Covey, S.M.R. The Speed of Trust. New York: Free Press, 2008.

  Coyle, D. The Talent Code: Greatness Isn't Born, It's Grown. Here's How. New York: Bantam, 2009.

  Darling-Hammond, L., Wei, R. C., Andree, A., Richardson, N., and Orphanos, S. “State of the Profession: Study Measures Professional Development.” Journal of Staff Development, 2009, 30(2) 42–50.

  Delpit, L. Other People's Children: Cultural Conflict in the Classroom. New York: The New Press, 1995.

  Drath, W., and Van Veslor, E. “Constructive-Developmental Coaching.” In S. Ting and P. Scisco, eds., The CCL Handbook of Coaching. San Francisco: Jossey-Bass, 2006.

  Drucker, P. The Essential Drucker: The Best of Sixty Years of Peter Drucker's Essential Writings on Management (Collins Business Essentials). New York: HarperCollins, 2008.

  Echeverría, R., and Olalla, J. The Art of Ontological Coaching. Boulder, CO: Newfield Network. 1993.

  Evans, Alice. “Leaning into the Light: An Interview with Barry Lopez.” Poets & Writers, March/April 1994, 22(2), 62–79.

  Gallwey, T. The Inner Game of Work. New York: Random House. 2000.

  Gawande, A. “Personal Best.” New Yorker, Oct. 3, 2011.

  Gladwell, M. Outliers: The Story of Success. New York: Little, Brown, 2008.

  Goleman, D., Boyatzis, R., and McKee, A. Primal Leadership: Learning to Lead with Emotional Intelligence. Boston: Harvard University Press, 2002.

  Hansen, R. The Buddha's Brain: The Practical Neuroscience of Happiness, Love, and Wisdom. New Harbinger, 2009.

  Hargrove, R. Masterful Coaching. San Francisco: Jossey-Bass, 2003.

  Hartman, A. “Words Create Worlds,” Social Work, 1991, 36(4), 275.

  Jones, D. 2012. “Celebration Quotes.” Retrieved from www.celebratewhatsright.com/inspire/quotes?page=5

  Jones, J. E. 360-Degree Feedback: Strategies, Tactics, and Techniques for Developing Leaders. Minneapolis: Lakewood Publications, 1996.

  Joyce, B., and Showers, B. “Transfer of Training: The Contribution of Coaching.” Journal of Education, 1981, 163(2), 163–172.

  Killion, J., and Harrison, C. Taking the Lead: New Roles for Teachers and School-Based Coaches. Oxford, Ohio: National Staff Development Council, 2006.

  King, M. L. “Where Do We Go from Here?” Speech to the Southern Christian Leadership Conference. Atlanta, GA, August 16, 1967.

  Krishnamurti, J. “You Are the World.” First public talk at University of California Berkeley, February 3, 1969. www.jkrishnamurti.org/krishnamurti-teachings/
view-text.php?tid=19&chid=68563&w=%22When+you+are+listening+to+somebody%2C+completely%2C%22

  Lewicki, R., and Wiethoff, C. Trust, Trust Development, and Trust Repair: The Handbook of Conflict Resolution—Theory and Practice. San Francisco: Jossey-Bass, 2000.

  Loeb, Paul. The Impossible Will Take a Little While: A Citizen's Guide to Hope in a Time of Fear. New York: Basic Books, 2004, 9.

  Lorde, A. The Cancer Journals. San Francisco: Aunt Lute Books, 1997.

  Lorde, A. Sister Outsider: Essays and Speeches. Berkeley, CA: Crossing Press, 1984.

  Matsumura, L. C., Garnier, H. E., Correnti, R., Junker, B., and Bickel, D. D. “Investigating the Effectiveness of a Comprehensive Literacy Coaching Program in Schools with High Teacher Mobility.” The Elementary School Journal, 2010, 3(1).

  McNeil, P., and Klink, S. “School Coaching.” In L. B. Easton, ed., Powerful Designs for Professional Learning. Oxford, OH: National Staff Development Council, 2004, pp.185–194.

  Menninger, K. Love Against Hate. New York: Harcourt Brace, 1942, 275–276.

  Naparstek, B. Staying Well with Guided Imagery. New York: Warner Books, 1994.

  National Equity Project. 2007. The National Equity Project Coaching Lenses. Oakland, CA: Author.

  Nhat Hanh, T. 2011, www.tnhtour.org/faq.html.

  Nhat Hanh, T. 2012, www.katinkahesselink.net/tibet/Thich-Nhat-Hanh-love-q.html.

  O'Neill, J., and Conzemius, A., with Commodore, C., and Pulsfus, C. The Power of SMART Goals. Bloomington, Ind.: Solution Tree, 2006.

  Patterson, J. L., and P. Kelleher. Resilient School Leaders: Strategies for Turning Adversity into Achievement. Alexandria, Va.: ASCD, 2005.

  Ravitch, D. The Life and Death of the Great American School System: How Testing and Choice Are Undermining Education. New York: Basic Books, 2010.

  Roy, A. 2003. “Confronting Empire,” speech given in Porto Alegre, Brazil, January 27, 2003.

  Safransky, S. Sunbeams, Revised Edition: A Book of Quotations. Berkeley, CA: North Atlantic Books, 2012.

  Sailors, M., and Shanklin, N. L. “Growing Evidence to Support Coaching in Literacy and Mathematics.” The Elementary School Journal, 2010, 3(1), 1–6.