Coaching conversations
Powerful, open-ended questions stimulate thinking and reflection, lay the groundwork for moving forward with action and change. -
What is the most important outcome for our conversation? What are the benefits of . . . ? How would you like to be in your interactions with parents/students? Since collaboration with colleagues is a core value in our school, what plans are you considering for developing lesson with teachers in your cycle/department? What resources will you need to . . . ? What are you taking away from our conversation today? What is the most challenging part . . . ? On a scale of 1 to 10, how important is this to you? How do you feel about the amount of time you are putting into . . . ? What have you learned from . . . What are the next steps? Excerpts from Cheliotes, L., Reilly M. (2010). Coaching Conversations, Corwin, California.
Reflective feedback provides specific information while maintaining trusts 1. Clarifying questions or statements - What response did you receive from . . . ? - Which resource were the most useful? - When you check the program for alignment with your evaluation, what did you discover? - I would like to discuss student engagement in the lesson. - The goal for this meeting is . . . - Let’s review what you have decided so far. 3. Questions or possibility statements 2. Value potential statements - You have really thought deeply about . . . - There is evidence of . . . - The strength of the idea is . . . - Your idea is very exciting because . . .
- What other considerations are you thinking about? - What learning gap, if any, have you noticed in “Bob” understanding of . . .? - I wonder what would happen if . . . ? - What goal have you set for differentiating?
What is the most important outcome for our conversation? What are the benefits of . . . ? How would you like to be in your interactions with parents/students? Since collaboration with colleagues is a core value in our school, what plans are you considering for developing lesson with teachers in your cycle/department? What resources will you need to . . . ? What are you taking away from our conversation today? What is the most challenging part . . . ? On a scale of 1 to 10, how important is this to you? How do you feel about the amount of time you are putting into . . . ? What have you learned from . . . What are the next steps? Excerpts from Cheliotes, L., Reilly M. (2010). Coaching Conversations, Corwin, California.
Reflective feedback provides specific information while maintaining trusts 1. Clarifying questions or statements - What response did you receive from . . . ? - Which resource were the most useful? - When you check the program for alignment with your evaluation, what did you discover? - I would like to discuss student engagement in the lesson. - The goal for this meeting is . . . - Let’s review what you have decided so far. 3. Questions or possibility statements 2. Value potential statements - You have really thought deeply about . . . - There is evidence of . . . - The strength of the idea is . . . - Your idea is very exciting because . . .
- What other considerations are you thinking about? - What learning gap, if any, have you noticed in “Bob” understanding of . . .? - I wonder what would happen if . . . ? - What goal have you set for differentiating?
