©2015 Public Impact OpportunityCulture.org1 Multi-Classroom Leadership Directive Coaching To copy or adapt this material, see OpportunityCulture.org/terms-of-use

©2015 Public Impact OpportunityCulture.org 1

Multi-Classroom Leadership

Directive Coaching

To copy or adapt this material, see OpportunityCulture.org/terms-of-use


Introductory Coaching Activity

• Listening is so important to coaching and supporting other teachers!

• Dyad (ˈdī-ˌad): two individuals maintaining a sociologically significant relationship


Introductory Coaching Activity• Objective: Practice listening skills; practice being in an

uncomfortable situation discussing a challenge • Dyad Rules:

• Prompt: Talk with your partner about your role coaching other teachers. What challenges are you experiencing? How have you tried to address these challenges?

Source: Blanchard, Ken (2000). Leadership and the One Minute Manager. New York: William Morrow and Company.

o Agree to just listen—no interrupting, paraphrasing, giving advice, or breaking in with one’s own story

o No criticizing the listener or mutual colleagueso Confidential!o 3 minuteso Sit facing each other, with nothing else in your hands


Introductory Coaching Activity

• The Dyad: 3 minutes for each person

Listener 1 Listener 2

• Prompt: Talk about how you are pursuing coaching at your school and in your role


Directive Coaching

• Intended to challenge a Fixed Mindset, expressed through “rut stories.”

• Directive Coaching addresses the “rut stories” by:– Listening to the stories

– Disrupting the stories and helping the team teacher identify new approaches

– Helping create new ways of observing the facts and data

– Leading the way in creating a “river story”

Source: Aguilar, Elena (2013). The Art of Coaching. San Francisco, John Wiley & Sons; Dweck, Carol (2008). Mindset: the New Psychology of Success. New York: Random House Publishing.


Hersey-Blanchard Framework

Source: Blanchard, Ken (2000). Leadership and the One Minute Manager. New York: William Morrow and Company.

High Supportive and Low Directive Behavior

High Directive and High

Supportive Behavior

Low Supportive

and Low Directive Behavior

High Directive and Low Support Behavior

Supporti

ng Coaching

Delegating Directing

(Low) <------ Directive Behavior -----> (High)

(Low

) <

----

-- S

uppo

rtive

Beh

avio

r ---

-->

(H

igh)

(Hig

h)

<---

---

Com

mitm

ent L

evel

--

--->

(L

ow)

(High) <------ Competency Level -----> (Low)

High Commitment

and High Competency

Low to Mid Competency

and Low Commitment

Low Competency and High Commitment

Mid to High Competency and Low Commitment

River Stories

River Stories

Rut Stories

Rut Stories


Coaching Models• Facilitative Coaching, or Cognitive Coaching, is

analytical and questioning– Pros: challenges long-held beliefs, can promote

understanding and metacognition– Cons: takes time, difficult to see immediate results,

requires a great deal of practice and a very willing partner

• Directive Coaching focuses on behaviors and interrupting mental blocks– Pros: highlights high-leverage activities, provides new

avenues of engaging– Cons: may not see the changes in perspective, mindset,

and assumptionsSource: : Aguilar, Elena (2013). The Art of Coaching. San Francisco, John Wiley & Sons.


Coaching ApproachesFacilitative Coaching Actions:– Visualization and Guided Imagery– Role-Playing– Videotaping

Directive Coaching Actions:– Focused Instructional Review– Co-Teaching– Co-Planning

Source: : Aguilar, Elena (2013). The Art of Coaching. San Francisco, John Wiley & Sons.


Directive Coaching

• Three approaches to Directive Coaching:

Assertive Approach

Informative Approach

Prescriptive Approach

Source: : Aguilar, Elena (2013). The Art of Coaching. San Francisco, John Wiley & Sons.


Thought “Partner” Activity1. On a small sheet of paper, write a description of a

challenging coaching situation at your school with which you need help.

2. Do NOT include identifying information.3. Give general relevant context (novice teacher,

elementary, special ed, shares a classroom, etc.)4. Explain the challenge and how you know it is a

challenge. Describe what you have done to address the challenge.

5. Fold the paper and give it to me.


Thought “Partner” Activity

• In pairs, review your assigned case study and discuss how to best handle the situation.

• Put your thoughts on the chart paper.


Application: Thought “Partner”

• How would you deal with your case-study situation?• What would be some drawbacks of your approach?• What might be some other options if your approach

does not work?

20 minutes

End


Reflection: Gallery Walk

• Review each group’s suggestions.• What conclusions did they draw about the people

involved? What quadrant would they be placed in on the Hersey-Blanchard matrix? Why?

• What actions do they propose? Do you agree with their course of action?

• What directive coaching approach do they suggest taking? Assertive? Informative? Prescriptive? None of these?


Sources

• Aguilar, Elena (2013). The Art of Coaching. San Francisco, John Wiley & Sons.– www.elenaaguilar.com for additional coaching tools

• Blanchard, Ken (2000). Leadership and the One Minute Manager. New York: William Morrow and Company.

http://www.elenaaguilar.com/

Documents

©2015 Public Impact OpportunityCulture.org1 Multi-Classroom Leadership Directive Coaching To copy or adapt this material, see OpportunityCulture.org/terms-of-use