Jan Robertson: Coaching the Inquiry (NZPF Conference 2014)

Jan Robertson

Educators - being a designer of learning.

If someone visited the school, would they see the design?
Can teachers talk about the design?
Why they are doing what they are doing, reflecting on their practice?
What are they doing differently this year?

Teachers are often trying to do more of the same, harder?

Adult learning theory - importance of good observation about our practice and coming up with new ideas about what this means to me.

Unless coaching comes into the process, teachers will focus on the what and how, but not the why? We get focused on the doing and the outcome - we are in our blinkers.

Taking people to a metacognitive level - why am I thinking in that way.

Where do you start?

With self...if you want to lead coaching with staff, need to be coached self.

 

Consider times when said things like: “Maori parents not coming to the meetings...tried all sorts of things...so... Why are we having those meetings?

 

Start to ask questions like:

Is this the best way to form relationships with these parents?

Will these meetings help to form the best relationships for our children’s learning?

 

What's the difference between 'doing an inquiry' and an 'inquiry mindset'

Evidence of an inquiry mindset on a staff...

• colleagues asking one another critical questions, rather than offering advice
• lots of questions
• leader - “that’s a great question from left field! I’m going to need to take time to think about that!”
• Looking for change - “what can I do differently?”
• “Ok I’m going to try this now…”
• lots of listening
• wait time - silence, time to absorb
• people would feel happy to approach others
• “can you listen to this for me…?”
• messy planning - changes along the way, crossings out
• Teachers in each other’s classrooms
• asking parents questions
• asking children questions

Why ask the question? Where is the inquiry coming from?

What comes first? the system change or the changes in practice?

If we think this is important, how are we given the skills?

Examples of Inquiries:

Examine teachers’ inquiries to see whether the focus is on their own practice - or is it a focus on what they are going to do and what happened? Should be focussed on
what did you learn - about yourself? your practice?

See if can move teachers into:

what does this mean about me and my own practice, my relationships with my students and how I can move them.

What is it that you are inquiring into? What might I do differently?

Ask to consider what has challenged them to think about differently that they are going to try in their practice in the next two weeks? Share this with a partner. Come back in two weeks to share where at in relation to that thinking now?

The most important part of coaching is listening. 80% of the time, the coach is listening and asking questions - no stories of your own, no advice, no things you have tried. Being a learner - listening and learning from your colleague reflecting deeply about professional practice.

Reflective questioning - a chance to create space for someone else to explore their values, beliefs, practice

1. clarifying questions
2. exploring reasons, purposes, outcomes
3. understanding philosophies, beliefs

See “Coaching the inquiry Smart Tool’ handout:

1. listening
2. Reflective questioning - why and what might be?
3. Coaching tool

Best tools for reflection - co-constructed, developed by the teachers

As  a professional partner - I found myself seeking responses and feeling affirmed when I got a response. I had to work hard to find my own answers. the questions from my coach were helpful for me to find a way around my own questions and answers.