The Inquiry phase of the Evocative Coaching process shifts the focus of the conversation from the NO-FAULT consideration of experiences & emotions to the forward-looking consideration of strengths, vitalities, aspirations, and possibilities. By demonstrating genuine curiosity about the things are doing well and want to do better, evocative coaches enable teachers to become more curious about their own abilities and more willing to try new things.
With Appreciative Inquiry, teachers are encouraged to focus on their strengths and vitalities in order to rise above and outgrow their problems.
With Appreciative Inquiry, teachers are encouraged to focus on their strengths and vitalities in order to rise above and outgrow their problems.
Bob's Key Points on A.I.
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5 Principles of Appreciative Inquiry
Using the Five Principles of Appreciative Inquiry during coaching conversations encourages teachers to focus .on their strengths and vitalities in order to rise above and outgrow their problems. The image of a pyramid illustrates how these principles are related to each other and work together to generate positive actions and outcomes.
What does this look like in schools?
Download the following examples our administrators came up with during a brainstorming session!
Appreciative Inquiry ProtocolAs you listen, think about using these four types of questions to elevate energy and emotion. (p. 134-135). By using this protocol, it helps teachers to remember, connect with, and discover the things that are important to them and what they've done well.
Best experiences: Tell me about a time when you felt on top of your game- it was one of your best teaching experiences. What made it so rewarding? GIve me the details... what else? Core Values: Tell me about the things that you value most deeply, things about your yourself, relationships, and your work. Who are you when you are at your best? What else? Using Data from a Strengths-based POVUsing data collection tools - i.e. Indicators of Student Engagement, High Yield Instructional Strategies, represent observable realities that teachers can draw upon to frame their aspirations and possibilities. We do not use observation tools to highlight problems areas; we use observation tools to highlight possibility areas. Principals assist coaches to connect the dots between the best of what is and the nest of what could be!!
p.161-2) |
Supporting Conditions: Tell me about the core factors in your experience. What are the key ingredients -both internal and external-that enable you to be at your best? What else?
Three Wishes: Tell me about your hopes and dreams for the future. If you could make any 3 wishes for your teaching practice to could true, what would they be? What else? Positive Reframing to Elevate EnergyEvocative coaches assist teachers to value the best of every experience- no matter how difficult or trying- in order to generate the life-giving energy that facilitates change (p.165)
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S.O.A.P. instead of S.W.A.T.
Learning Brief Template |
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The Learning Brief clarifies two aspects of the coaching relationship: what the teacher wants to focus on (topic choice) and how s/he wants to do the work (method choice). Coaches may present this for both near or long -term time frames. For example, "What do you want to learn through this conversation right now?" ... or "What do you want to learn in your work as a teacher?"
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Gaining clarity and consent regarding the goals of coaching will assist coaches to guide and structure the inquiry and design processes. Writing up the goals enables both principals and teachers to come back and review and revise them periodically over the course of the coaching relationship. (p.132-3)
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