MICRO-CREDENTIALS

Formal Recognition for Informal Learning

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BDG0119 Coaching Stance

DESCRIPTION: Principals, directors, or instructional coaches who earn the Coaching Stance Micro-Credential can utilize a combination of three stances appropriately when discussing instructional performance with teachers. Evidence of learning is shown through an assessment called a performance of understanding.

EARNING THE MICRO-CREDENTIAL: To earn the Coaching Stance Micro-Credential, teachers will demonstrate their ability to strategically choose how to interact with teachers based on a research-based framework for supervision and coaching. Earners attend carefully to the external cues, both verbal and non-verbal, that signal a teacher’s inner processes about their teaching practice; participate in a feedback exchange that increases teacher learning; and then reflectively compose a self-assessment that demonstrates mastery of the coaching stance. The earner will video-record the partial meeting that includes feedback statements which target and shift between stances and will share how the stances effectively supported the teacher’s continuous learning.

BACKGROUND: The following resources provide the basic framework of the three coaching stances and give specific positive and negative examples of what these stances look and sound like when put into practice.

For the purpose of reviewing this research, the terms mentoring and coaching should be considered synonyms. Likewise, though different language and levels are used to describe coaching stances in the literature, these three terms—Instructive, Collaborative, and Facilitative—will be used for the purposes of this micro-credential.

Lipton, L. & Wellman, B. (2017). Learning-focused interactions: A continuum. In L. Lipton & B. Wellman (3rd Ed.), Mentoring matters: A practical guide to learning-focused relationships (p. 19-27). MiraVia, LLC. Retrieved from https://drive.google.com/file/d/12mJMMNJdEtoSqgKHne_YWR5myNAG-nkG/view?usp=sharing

Heineke, S. F. (2010). Reading coaching discourse: Practical applications. Literacy coaching
research and practice, 67-89. Retrieved from https://drive.google.com/file/d/1w4O7pyWIBk8t0dQ0nbTks6QMLjC8wir3/view?usp=sharing

Costa, A. & Garmston, R. (2002). Three coaching maps. In R. J. Garmston, Cognitive coaching: A foundation for renaissance schools (p. 33-54, 191-218). https://drive.google.com/file/d/1AXgkA6IPB1WV6leyBkJbLnpEAve-_EIM/view?usp=sharing

MICRO-CREDENTIAL CRITERIA:
Coaching Stance micro-credential earners can:

  1. Communicate different stances using non-evaluative, trusting language and use responsive statements in meaningful ways with a teacher in a coaching conversation.
  2. Read and apply the information from the following chapters:
    Lipton, L. & Wellman, B. (2017). Learning-focused interactions: A continuum. In L. Lipton & B. Wellman (3rd Ed.), Mentoring matters: A practical guide to learning-focused relationships (pp. 19-27).
    Costa, A. & Garmston, R. (2002). Three coaching maps. In R. J. Garmston, Cognitive coaching: A foundation for renaissance schools (pp. 33-54, 191-218).
  3. Provide evidence (performance of understanding) to show how coaching stances are used to increase teacher learning.

SKILL DEMONSTRATION:
Instructions

Step 1: Video-Record the Coaching Conversation

  1. Prepare two or three statements and questions for each of the three coaching stances and choose which coaching map might be most applicable to the coaching conversation. (The purpose is to be prepared. The chosen stance may change during the conversation based on input from the teacher during the conversation.)
    Continuum and examples for planning and reflection:
    Lipton, L., & Wellman, B. M. (2014). The Continuum of Learning-focused Interaction. In B. M. Wellman, Learning-focused supervision: Developing professional expertise in standards-driven systems (pp.13, 16-17). MiraVia. https://drive.google.com/file/d/1uAdSysKYSRXPTwQ8XrTHyoxtKP5pGkrX/view?usp=sharing
  2. Obtain the consent of the teacher to be video-recorded. (Use your school’s permission slip or adapt the sample permission slip given in the resources. Be sure to include a statement in your work that indicates you had permission from the teacher in the video.)
  3. Video-record the coaching conversation that includes the use of coaching stance, how the stance was applied in conversation, and how it showed evidence of teacher learning. (The video should be no longer than 15 minutes and can be edited for time.)

Step 2: Write a Reflection of the Recorded Conversation

After recording the coaching conversation, complete a written reflection (maximum 400 words) about the recorded conversation that explains . . .

  1. Why the coaching stance used in the video was appropriate.
  2. How two or more of the following were attended to:
    • The depth of content knowledge and pedagogy.
    • The level of knowledge the teacher has about the students and their learning needs.
    • The teacher’s ability to select instructional outcomes for short- and long-range student learning.
    • The depth of knowledge of a range of resources.
    • What the teacher’s language reveals about the coherent design of the instruction.
    • The nature of the teacher’s plan for formative and summative assessment.

RUBRIC:
CLICK HERE for rubric

RESOURCES:

Articles

Hennissen, P., Crasborn, F., Brouwer, N., Korthagen, F., & Bergen, T. (2008). Mapping mentor teachers’ roles in mentoring dialogues. Educational research review, 3(2), 168-186.

Heineke, S. F. (2010). Reading coaching discourse: Practical applications. Literacy coaching research and practice, 67-89.

Books

Costa, A. L., & Garmston, R. J. (2002). Cognitive coaching: A foundation for renaissance schools. Christopher-Gordon Publishers, Norwood, MA.

Glickman, C. D., Gordon, S. P., & Ross-Gordon, J. M. (2017). Supervision and instructional leadership: A developmental approach (10th edition). Pearson.

Lipton, L. & Wellman, B. (2017). Learning-focused interactions: A continuum. In L. Lipton & B. Wellman (3rd Ed.), Mentoring matters: A practical guide to learning-focused relationships. MiraVia.

Lipton, L., & Wellman, B. M. (2014). Learning-focused supervision: Developing professional expertise in standards-driven systems. MiraVia.

Videos

Video to identify coaching stance within a coaching discourse:

Schaefer, J. & Meyer, J. (2015). https://www.youtube.com/watch?time_continue=2&v=IUCxKrHoeYo

New Teacher Center (2015). http://link.brightcove.com/services/player/bcpid3577768777001?bckey=AQ~~,AAAA_JIAxrk~,DnC1yUWJQ19bHAT6-AjWgVKasRid9G-c&bctid=4171186110001

Weblinks for Standards

New Teacher Center: Instructional Coaching Practice Standards

WELS Teaching Standards

Global Teaching Learning Standards

Connecting Coaching Stance to Practice

Martin Luther College Course (Graduate Level-3 credits) EDU5302 Supervision of Instruction

Permission Slip Samples

Micro-Credential Permission Slip Sample-PDF

Micro-Credential Permission Form Sample-Word

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