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There's a lot of conversation about how to make schools better. Unfortunately, the nature of those conversations often makes things worse. Evocative Coaching: Transforming Schools One Conversation at a Time maps out a way to change that. By taking a teacher-centered, no-fault, strengths-based approach to performance improvement, the Evocative Coaching model generates the motivation and movement that enables teachers and schools to achieve desired outcomes and enhance quality of life. Viewed as a dynamic dance, the model is choreographed in four steps—Story, Empathy, Inquiry, Design—which are each laid out in its own chapter with powerful illustrative materials and end-of-chapter discussion questions to prompt further reflection.
Bringing together the best research and wisdom in educational leadership and professional coaching, authors Bob and Megan Tschannen-Moran have developed a simple yet profound way of facilitating new conversations in schools through Story Listening, Expressing Empathy, Appreciative Inquiry, and Design Thinking. It's an iterative process that moves beyond old ways of thinking, doing, and being. It's an inspirational process that reinvigorates the passion for making schools better, one conversation at a time.
This happens when coaches:
Each chapter provides a research-based theory to support the strategies presented, and includes specific suggestions and anecdotes. The Evocative Coaching model makes coaching enjoyable by getting people to focus on what they do best, and it invites larger, more integral conversations so that people talk about their work in the context of other things they care about. Resting on strong, evidence-based practices, the Evocative Coaching model offers educators the help they need to meet the challenges of increased accountability and expectations. This model can also be used effectively by coaches and leaders in other organizational contexts.
Table of Contents:
To learn more about Evocative Coaching and to sign up for the Evocative Coach Training Program, visit www.SchoolTransformation.com.
List of Figures and Tables
Gratitudes
Preface
PART ONE INTRODUCTION TO EVOCATIVE COACHING 1
1 What Is Evocative Coaching? 3
The Promise and Practice of Coaching 3
Evocative Coaching Defined 7
Why Evocative Coaching Works 8
What Makes Coaching Evocative? 11
Concern for Consciousness
Concern for Connection
Concern for Competence
Concern for Contribution
Concern for Creativity
The Dynamic Dance of Evocative Coaching 18
Story
Empathy
Inquiry
Design
Summary 26
Questions for Reflection and Discussion 26
2 Coaching Presence 27
A New Metaphor for Coaching 27
Evocative Coaching as a Way of Being 28
Lessons from a Horse Whisperer 30
Fostering Trust and Rapport 35
Benevolence
Honesty
Openness
Reliability
Competence
Holding the Coaching Space 43
Calm Assurance
Playfulness
Openness to Possibility
Conveying Coaching Presence 47
Coaching Presence in the Context of Hierarchy 48
Summary 51
Questions for Reflection and Discussion 52
PART TWO THE FOUR STEPS OF EVOCATIVE COACHING 53
Interlude Loop I The No-Fault Turn 55
3 Story Listening 59
The Power of Story 60
Evoking Coachable Stories 63
Mindful Listening 69
Listen Calmly
Listen Openly
Listen Attentively
Quiet Listening 74
Reflective Listening 76
Imaginative Listening 78
Imagine Vantage Points
Imagine Pivot Points
Imagine Lesson Points
Summary 83
Questions for Reflection and Discussion 84
4 Expressing Empathy 85
Understanding Empathy 85
Embodying Empathy 89
Access Points for Empathy 90
Presenting Energy
Story Elements
Classroom Observations
Resistance to Change
Distinctive Empathy Reflections 94
Distinguish Observations
Distinguish Feelings
Distinguish Needs
Distinguish Requests
Elevating Readiness to Change 112
Celebrating Effort and Progress 117
The Golden Sigh 118
Summary 119
Questions for Reflection and Discussion 120
Interlude Loop II The Strengths-Building Turn 121
5 Appreciative Inquiry 125
Appreciative Inquiry 126
The Positive Principle
The Constructionist Principle
The Simultaneity Principle
The Anticipatory Principle
The Poetic Principle
Initiating the Learning Conversation 131
Illuminating the Best of What Is 134
Discovering Strengths
Appreciative Interviews
Appreciative Assessments
Observing Vitalities
Appreciative Classroom Observation Tools
Imagining the Best of What Might Be 153
Framing Aspirations
Inviting Possibilities
Coaching with Strengths, Observations, Aspirations, and Possibilities 160
Reviewing Data from a Strengths-Based Perspective
Noticing and Elevating Teacher Energies
Positive Reframing
Moving Through Ambivalence
From Swot to Soap
Summary 168
Questions for Reflection and Discussion 169
6 Design Thinking 171
Calling Forth Motivation and Movement 174
Positive Relationships
Positive Energy and Emotions
Positive Images
Positive Actions
Coaching Tools for Design Thinking 189
Brainstorming Design Ideas
Exploring Inertia
Framing Innovations as Experiments
Making Experiments S-M-A-R-T
Mapping Out S-M-A-R-T Experiments
Awareness Experiments
Confirming Commitment
Around and Around the Mobius Strip: Back to Story 207
Summary 208
Questions for Reflection and Discussion 209
PART THREE EVOCATIVE COACHING IN PRACTICE 211
7 Aligning Environments 213
Understanding Environments 214
Flow 217
Navigating the River of Change 219
The Rapids
The Doldrums
Managing Clouds, Wind, and Thunder 223
Clouds of Climate
Winds of Collective Efficacy
Thunder of Conflict
Ripples in a Pond 226
Stories as Catalysts for Transformation 228
Summary 230
Questions for Reflection and Discussion 230
8 Coaching Conversations 233
The Great 8: Choreographing the Coaching Dance 234
Story Listening 236
1 Initiate
2 Elaborate
Expressing Empathy 243
3 Validate
Appreciative Inquiry 246
4 Appreciate
5 Extrapolate
Design Thinking 252
6 Innovate
7 Deliberate
8 Activate
Summary 258
Questions for Reflection and Discussion 259
9 The Reflective Coach 261
Coaching the Self 261
Hearing Our Own Stories 262
Self-Empathy 264
Inquiring into Our Own Professional Practice 265
Self-Observation
Asking for Feedback
Design Action-Learning Experiments 276
Professional Coach Code of Ethics 277
Conclusion 279
Questions for Reflection and Discussion 281
Appendix A Evocative Coaching Principles, Questions, and Reflections 283
Appendix B Practice Exercises 297
Appendix C Content Review Questions 307
Appendix D The IAC Coaching Masteries® Overview 313
References 319
Recommended Readings and Resources 329
About the Authors 333
Index 335
CliveChristy
Posted July 29, 2010
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Many books make claims to being able to bring about transormation in work settings, but this book really does offer guidelines for the way we listen, learn and make sense of our everyday environment. The book title relates to schools, but the messages and guides are really for any work setting. This book is more than a set of ideas, it is a set of practical skills that we can all implement to bring about positive change. It offers insights that few other books can or do.
1 out of 1 people found this review helpful.
Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.Heath-Luehmann
Posted July 29, 2010
Most people look for ways to improve what they are doing; schools and teachers are no exception. This approach to helping teachers and schools grow in a beneficial way is right on target from a number of different angles. Combining what is known about education, adult learning, communication, coaching, and authentic listening, this book can help anyone who wants to grow, especially those in the world of education.
As I close in on a master's degree for myself, I have read a great number of books for the classes I am taking and areas I am studying. I also am an active reader with lots of pen marks, notes, and highlights in books that I read and connect to. This book has as many or more marks than any other book I own! Thanks for this blessing, Bob and Megan!
1 out of 1 people found this review helpful.
Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.Have you ever wished you had a recipe book for how to cook up a better way of working with and inspiring teachers? Well, Bob and Megan Tschannen-Moran have done exactly that in this marvelous book. As a Wellness Coach who strives to meet the needs of educators, I have struggled to help teachers relieve stress related to classroom performance and (frequently unmet) needs for support from administrators. Both of those areas are addressed throughout the book, with a variety of right-brain, creative strategies for engaging and transforming schools. The authors break down this process into a uniquely supportive set of techniques and attitudes that give teachers an opportunity to trust themselves more and become re-inspired with their passion for teaching as well as their innate wisdom for best practices. As is often the case with processes that encourage authenticity and mindfulness, I found that I could benefit by applying the approaches outlined in this book to my personal life. If you teach or you want to help teachers, buy this book, share it with your colleagues, and keep it in a handy location.
Was this review helpful? Yes NoThank you for your feedback. Report this reviewThank you, this review has been flagged.
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Overview
There's a lot of conversation about how to make schools better. Unfortunately, the nature of those conversations often makes things worse. Evocative Coaching: Transforming Schools One Conversation at a Time maps out a way to change that. By taking a teacher-centered, no-fault, strengths-based approach to performance improvement, the Evocative Coaching model generates the motivation and movement that enables teachers and schools to achieve desired outcomes and enhance quality of life. Viewed as a dynamic dance, the model is choreographed in four steps—Story, Empathy, Inquiry, Design—which are each laid out in its own chapter with powerful illustrative materials and end-of-chapter ...