BDG0119 Coaching Stance
DESCRIPTION: Principals, directors, or instructional coaches who complete this lesson 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.
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
LESSON OUTCOMES:
- Communicate different stances using non-evaluative, trusting language and use responsive statements in meaningful ways with a teacher in a coaching conversation.
- 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). - Provide evidence (performance of understanding) to show how coaching stances are used to increase teacher learning.
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
Global Teaching Learning Standards
Connecting Coaching Stance to Practice
Martin Luther College Course (Graduate Level-3 credits) EDU5302 Supervision of Instruction
Permission Slip Samples
