How Coaching and Collaboration Fit Together

Outline for Coaching Experience with Collaborative Colleague

1. Assessment of Collaborative Colleague’s Learning Style, Beliefs, Values, and Expectations

· Learning Style: Prefers experiential learning, values hands-on activities.

· Beliefs and Values: Believes in the importance of adapting teaching methods to diverse learning styles; values direct, constructive feedback.

· Expectations from Coaching: Expects guidance, support, and resource sharing to innovate teaching practices.

· Reference: Week 2 Assignment, Tschannen-Moran & Tschannen-Moran (2020).

2. Structure of the Pre-Conference Stage

· Approach: Utilize elements from the Evocative Coaching model (Tschannen-Moran & Tschannen-Moran, 2020).

· Key Elements:

· Building Trust: Establish a comfortable and open environment.

· Goal Setting: Clarify and agree upon specific goals for the coaching process.

· Exploration: Discuss current teaching practices and areas for development.

· Reference: Tschannen-Moran & Tschannen-Moran (2020).

3. Objectives for the Observation Stage

· Approach: Incorporate elements from the GROW Model (Whitmore, 2010).

· Key Objectives:

· G (Goal): Identify specific teaching practices to observe.

· R (Reality): Observe the current teaching methods and student engagement.

· O (Options): Consider alternative strategies during observation.

· Reference: Whitmore, J. (2010). Coaching for Performance.

4. Documentation of Observations

· Methods:

· Note-taking: Document specific instances of teaching practices and student responses.

· Audio/Video Recording: With consent, for more detailed analysis.

· Checklists: To track specific behaviors and teaching methods.

· Reference: Knight (2008).

5. Conducting the Post-Conference

· Approach: Elements from Solution-Focused Coaching (Grant, 2012).

· Key Elements:

· Feedback: Share observations, focusing on strengths and areas for improvement.

· Reflection: Encourage the colleague to reflect on the observations.

· Action Planning: Collaboratively develop strategies for improvement.

· Reference: Grant, A. M. (2012). Making positive change: A randomized study comparing solution-focused vs. problem-focused coaching questions.

6. Incorporation of Coaching Tools

· Charting Talk Time: Monitor the balance of speaking time between coach and colleague.

· Charting Coach Behaviors: Track specific coaching behaviors used during sessions.

· Confidential Collaborative Coaching Log: Document each coaching session, including goals, progress, and feedback.

· Learning Brief Template: Summarize key learnings and action plans after each session.

· Reference: Week 2 Resources, Knight (2008).

7. Support and References

· Learning Resources: Utilize provided materials and frameworks from course resources.

· Outside Resources: Incorporate relevant educational coaching literature.

· Personal Experiences: Draw on previous coaching and teaching experiences to inform approach.

· Reference: Nigro (2007), Siahaan (2020), Hwang & Griffiths (2017).

References

Hwang, J., & Griffiths, M. A. (2017). Share more, drive less: Millennials value perception and

behavioral intent in using collaborative consumption services. Journal of consumer marketing, 34(2), 132-146.

Knight, J. (Ed). (2008). Mentoring, coaching and collaboration (Walden University, LLC.,

custom ed.). Corwin.

Nigro, N. (2007). The Everything coaching and Mentoring Book: How to increase productivity,