Liderazgo y Coaching Educativo

Educational Coaching

Module 1 2022

Oficina de Educación

Virtual USTA

Liderazgo y Coaching Educativo

Module 1 Educational Coaching

Author Germán Darío Hernández

2022

Oficina de Educación

Virtual USTA

DIRECTIVOS SANTO TOMÁS fr. José Gabriel Mesa Angulo,O.P. Rector fr. Eduardo González Gil,O.P. Vicerrector Académico General fr. Wilson Fernando Mendoza Rivera,O.P. Vicerrector Administrativo y Financiero General fr. Jorge Ferdinando Rodriguez Ruiz, O.P. Decano División de Educación Abierta y a Distancia Ed.D. Pedro Antonio Vela González Decano de Educación AUTOR DISCIPLINAR Educación Abierta y a Distancia Facultad de Educación Maestría en Ambientes Bilingües de Aprendizaje Septiembre de 2021 Liderazgo y Coaching Educativo Module 1: Educational Coaching Author: Germán Darío Hernández ASESORÍA Y PRODUCCIÓN Mg. Carlos Eduardo Álvarez Martínez Coordinador Oficina de Educación Virtual Mg. Wilson Arley Sánchez Pinzón Asesor tecnopedagógico, corrector de estilo y diseñador instruccional Prof. Diego Fernando Jaramillo Herrera Diseñador gráfico

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Educational Coaching

Universidad Santo Tomás

Universidad Santo Tomás

Content of Module 1 Problematization - Learning situation - Context

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Guiding questions

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Instructional Analysis (Content Synthesis)

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Methodology

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Introduction - Presentation

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1 Initial considerations.

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1.1 Education and educational system.

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1.2 Learning in the contemporary context.

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2 Coaching.

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2.1 Fundamental features of coaching

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2.2 Influences of other disciplines in coaching

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2.3 Coaching models

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2.4 The practice of coaching

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2.5 What is not coaching?

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3 Educational coaching

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3.1 Instructional coaching

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3.2 Pedagogical and managerial coaching

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Bibliography / Webgraphy

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Problematización Learning Context: Problematization The skills and competencies that a person needs to perform his or her freedoms and develop his or her life project have been changing rapidly over the last 30 years. In this sense, people's education is also changing, but at a much slower speed. The context demands people with a capacity for innovation and a great capacity to contribute from their own passions and motivations. However, formal education is still based on homogeneous and standardized models, while adult education and development is becoming increasingly personalized through strategies such as "personalized support focused on development of skills" or coaching. In order to achieve a profound change in the educational system, it is necessary to offer deep and structural alternatives. For this reason, an accurate understanding of the scope of the application of coaching techniques to formal education is a prior step. Only from this analysis is it possible to identify real opportunities that can be translated into pilot experiences, innovation processes and, in time, transferable models between different institutional contexts. You, as a student of the master's program, are called to contribute to this process of change or transformation. Therefore, the initial problematization starts from your own experience, by questioning the type of education you received and the way it has allowed you to develop in your life project.

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Core Questions The following questions guide the learning process in module 1: LO1. Why is educational coaching a pedagogical and management strategy? What are the principles, purposes, practices and resources of educational coaching? Are there differences between educational, pedagogical or instructional coaching? LO2. What can coaching achieve in an educational institution? What processes can be developed with students, teachers or the whole institution?

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Instructional Analysis (Content synthesis)

Previous concepts

Learning

Education

Humanistic, Module 1. Educational coaching

Coaching

Basic features

Coaching models:

Pragmatic

Coaching, mentoring and psychotherapy

Ontological

Coaching strategies

Educational coaching

Instructional Coaching (academic)

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Pedagogical Coaching

Pedagogical Coaching

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Methodology These initial five weeks will be devoted to the conceptual appropriation of educational coaching: its purposes, modalities, functions, participants, typical activities and expected outcomes. To achieve the expected learning outcomes you will use metacognitive, reading comprehension and visible thinking strategies. In addition, you will use your understanding to identify opportunities around the use of educational coaching in different contexts. This module is developed based on the use of metacognitive strategies, critical reading and visible thinking and social learning. The starting point is the critical comprehension of bibliographic sources and audiovisual resources, followed by a process of structuring and hierarchization of ideas. Later, through group discussion and collaborative work, the students' analytical capacity to establish relationships and identify opportunities for the application of the knowledge developed is deepened.

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Introduction In this first module, the participants will approach the concept of coaching and its application in education, to generate a personal analysis regarding the potentialities of use of this educational methodology in the school context, particularly the Colombian one. Therefore, the module is organized into three large sections, the first one that delimits the meaning of two terms: educational and learning; a second section that presents the history and fundamental features of coaching and the third that focuses specifically on educational coaching. The contextualization that is going to be carried out below provides elements to understand the educational nature that coaching has had since its inception. It will be possible to observe the intrinsic connection that exists between the principles and foundations of this practice and the constructivist and constructionist understanding of learning. In the same way, this module will delineate the fundamental features of the coaching practice: the dynamics of the interviews, the coach's attitudes and the roles that are generated in the process. These features will be deepened in modules 2 and 3 of this course, but at this time they will serve to understand in a concrete and practical way what coaching consists of. In addition, the features of the main coaching schools will be seen. This will make it possible to differentiate coaching from other services with which it is often confused, particularly psychotherapy and mentoring. Regarding educational coaching, this module will allow us to understand the breadth of opportunities that exist in the school for the use of coaching, either in favor of student learning, the development of teachers or the general improvement of the school. Analyzing these opportunities based on the current needs of the school context will be the most appropriate strategy to understand the concepts that are proposed. These purposes and contents described so far present the training intention of the module, but do not exhaust its richness as a learning resource, since this richness is proposed by the student's management. For this reason, it is important that before starting you can perform the activity that you find below.

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Coach point: Personal activity 1 Before beginning your study of the module, take a moment to reflect on these aspects:

What knowledge do I have about the field of coaching?

Why am I interested in studying about this topic?

What do I want to achieve at the end of this course?

In your opinion, what is the difference between a teacher, mentor, coach, counselor, tutor?

What skills do you have that could make you a good coach?

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1. Initial considerations. To begin, the meaning of two terms that will run through the course content is specified below: education and learning.

1.1 Education and educational system. Education is a social process of a cultural nature, with a social dimension, an institutional and a subjective one. Through education, human groups transmit cultural content from one generation to another or from one social group to another. This is what the social dimension of education refers to. The cultural contents that are present in education can be knowledge, practices or values. In its subjective dimension, education is better understood from the phenomenon of learning. Through this process, people appropriate knowledge, practices and values. However, the subjects are not passive receptors, nor are they isolated. For this reason, in the educational process, people change (develop) and the culture itself also. The educational process can take place in an open or “non-formal” way. This happens particularly through social participation and the use of the media. In the latter case, education is strongly influenced by those who use the media as transmitters of messages: the state, civil society and, particularly, economic agents. Education through participation has its greatest expression in family education. There the adults responsible for the care and protection of minors assume the educational task through the modeling of behaviors, upbringing and accompaniment. On the other hand, the educational process can also take place in a "formal" way. This type of education refers to the educational system. This form of education is characterized by awarding degrees and being organized by educational levels. Formal education is developed in an Institution recognized for this purpose, through the work of qualified teachers for this purpose. In formal education, a curriculum is followed (or adapted) that uses local, national and international references to define: • What is to be learned? • How should learning be evaluated?

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• How should it be taught? • How should the people who learn and those who teach relate? In most OECD countries formal education is also called school. However, in Spanish speech this term refers to childhood and adolescence education or basic and secondary education. Another common feature is that formal education or the educational system are designed mainly based on access to the university (academy) and, secondarily, based on training for access to the world of work. Formal education, on the other hand, is the way in which states guarantee the right to education of their citizens (although in all OECD countries there is education offered by the state and by individuals). In this sense, governments strive to have educational systems that have at least two characteristics: Coverage: that is, the capacity of the system to guarantee that all people, particularly girls, boys and young people, can access and remain in the educational system. This characteristic has to do with the availability of schools, educational resources, trained teachers, means of transport and food. Quality: that is, the capacity of the educational system to guarantee that students develop the learning that is necessary for their personal development and their adequate participation in the social, political and economic world. These characteristics have to do with the curriculum that schools follow, the teaching and evaluation methodologies used by teachers, the educational resources implemented and the institutional training environment. However, these two characteristics are not correlated: coverage does not ensure quality. In this sense, society in general is currently facing the challenge of improving the level of quality of education, particularly that given in public schools. This purpose has to do with the following aspects: The globalized world, particularly in the economic sector, is in a process of change accelerated by the use of Technology. This means that the traditional curriculum (what is learned, how it is taught and how it is evaluated) is undergoing a process of questioning and revision, in which the school does not quite catch up with social trends and demands. Teachers, in charge of implementing the curriculum, have poor working conditions in most countries, particularly in what has to do with their remuneration and ongoing

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training. For this reason, many of them show a scarce or inadequate preparation at the pedagogical, academic level or in the use of technologies. For this reason, they are often pointed out by the low results of the students in the tests that measure the quality of their learning. Educational institutions have understood themselves as organizations for a few decades, therefore, they present a scarce culture of orientation towards results, continuous improvement or quality. To this is added that directors and coordinators do not have management training and in general, they delegate little or have very few improvement teams. This first delimitation is the basis for our module because the word education will refer fundamentally to the educational system or the school and its search for educational quality, understood as the school's ability to generate valuable learning.

1.2 Learning in the contemporary context. The richness of the learning concept makes a second theoretical delimitation necessary at the beginning of this module. Learning describes the subjective dimension of education. This construct that psychology bequeathed to education explains how basic cognitive devices (perception, attention, emotion, cognition and communication) interact to integrate and process new information, allowing us to perform better in a given context. In this sense, the word best refers to the functional (achievement), personal (satisfaction) and social (acceptance) expectations of our performance. • This definition integrates the basic features of the learning process that will be taken into account in this module: • Learning is a subjective process, but it occurs through direct (relationships) and indirect (reading) experience and social interaction. Learning involves common cognitive processes that each person uses in a particular way according to their level of readiness or personal style. The learning is oriented to generate better performances. Some of these performances are personal and internal (for example, regulating emotions, explaining a phenomenon, critically analyzing a situation), others are social and contextual (communicating an idea, designing a solution to a problem, managing a project, etc.) .

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This delimitation of the concept of learning integrates the features of psychological cognitivism, since it recognizes the role of learning devices and thought processes. Likewise, it integrates the features of social cognitivism, since it recognizes social interaction as a fundamental element of learning. It also assumes the constructivism features, since it recognizes that learning is a process in which the subject gives meaning to the content through personal experience and social interaction. This allows you to produce your own knowledge whose degree of originality increases with the specialization of your learning. This approach to learning is currently present in the background of the official curriculum of the OECD education systems. However, its practical implementation generates two conflicts that teachers must resolve: If what is learned is standardized by the curriculum, how is it possible to benefit the personal learning process (how it is learned) in the best way? If learning has functional, personal and social performance as the final product, how can each person be autonomous in this process throughout their lives (how to make them learn to learn). The two implications derived from the concept of learning presented will be fundamental to understand the contribution of educational coaching. Additionally, it is necessary to point out that the concept of learning is also used in the current context to refer to an organizational capacity, in this case of the school. In this sense, organizational learning describes the organization's ability to reflect on its own practices, generating knowledge to improve them and, in this way, achieve a better scope of its goals and objectives. This process is currently described as a differential component in quality management in the organization and, therefore, an inescapable responsibility for educational managers. Organizational learning is another aspect of formal education that will benefit from the contributions of educational coaching, which is why it is part of this initial delimitation.

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Coach Point: Personal activity 2 Return to the basic aspects of constructivism as a psycho pedagogical theory. Look for the following source on the internet: Bada, & Olusegun, S. (2015). Constructivism Learning Theory: A Paradigm for Teaching and Learning. There you will find 12 principles of constructivism, 4 basic characteristics of constructivist environments and a synthetic analysis of its benefits. Take your personal notes from this source, as they will later allow you to ask yourself how coaching contributes to the achievement of learning?

2. Coaching. The etymological approach of the word Coach refers to car or carriage, however this reference is not useful for the purpose of this module. If it is, on the other hand, the relationship of the word coach with sports training, since it is in this environment where modern coaching is born. Timothy Gallewey, a teacher and captain of the Harvard University tennis team, published a book in 1974 called The Inner Game. Gallewey found that when coaches focused on correcting performance and giving instructions on what to do, they achieved fewer performance results for their athletes. This observation led him to postulate one of the basic ideas from which coaching starts: people have in themselves the potential to improve their performance and the role of the coach is not to “correct what is wrongly done”, giving instructions and opinions but to help that potential be unleashed. However, his observations took him further, realizing that most of the people have that voice of a coach internally that is always correcting and seeing what is wrong (hence the name of the game). For this reason, he postulated a set of methodological principles to help people silence that inner voice that he called "interference." What Gallewey suggests is that in the outer game you face an opponent who is on the other side of the net, while in the inner game that opponent is yourself. That is, you face that inner dialogue that interferes with your outer performance.

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From these elements, the principle of coaching is understood, which John Whitmore, one of the main references of this practice, defines as follows (Whitmore, 2018, p. 27): “unleashing the potential of people so that they can maximize their performance. Trying to help them learn, instead of teaching them… teaching hinders the natural and innate ability to learn”. John Whitmore, Graham Alexander, and Alan Fine learn the Inner Game methodology directly from Tim Gallewey. Later, at the beginning of the eighties, the three joined forces and took this methodology to England and were in charge of applying it and extending it initially in the world of sport, and later in the business world. It is in this field where we can say with greater clarity that coaching arises and begins to gain strength, and to be more recognized as it is today. Since that moment, coaching has been defined in various ways, of which we return to the main ones below, taking advantage of the synthesis achieved by Anne Becart and Daniel Ramírez (Bécart & Garrido, 2016): "Coaching consists of observing students and offering them clues, feedback, reminders, new tasks, or redirecting their attention to a relevant / remarkable aspect, all with the purpose of making their personal and academic performance the closest thing to the performance of the expert" . Druckman and Bjork (1991). "Empower people by providing self-directed learning, personal growth and improved performance." Bresser and Wilson (2010) “Coaching is a holistic procedure that attends to all aspects of a person's life, it is normally carried out individually or in small groups, it is a way of helping a person to establish and achieve their own goals, it is a means of guiding a person to recognize obstacles to success, it is a way to increase self-awareness, it is an effective tool for education, the workplace and personal development ”. Wisker et al. (2012) “Coaching is an interactive and systematic process of learning and discovering individual potential, focused on the present and oriented towards change and excellence. It aims to develop the autonomy of the student, being the protagonist of the steps to follow and the results obtained”. Sánchez-Mirón and Boronat- Mundina (2013) Although all these definitions refer to the practice of coaching in the environment of organizations and companies, the intrinsic connection between coaching and education is revealed in all of them.

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2.1 Fundamental features of coaching Coaching is fundamentally a professional service in which a person assumes the role of coach of another person, a group or an organization, to help them improve their performance in one or more specific aspects. The role of this person or group is called a coachee. To carry out the process, interviews are organized that are carried out based on the questions proposed by the coach. This process includes four aspects common to different models: Define goals and objectives for improvement. Assess the current reality to highlight the positive aspects and strengths that are already present. Analyze and rank the options presented in a given situation to identify what aspects could be changed or improved to achieve the proposed goals. Generate learning in the form of commitments and actions that will be printed on a daily basis. Each of these phases is carried out in a conversation that follows a golden rule "(Whitmore, 2018, p. 164):" The coachee first makes his contribution and then the coach gives his opinion. "

2.2 Influences of other disciplines in coaching The practice of coaching has made it possible to articulate in practice the principles of different disciplines that account for human development, which share the principle of recognition of the intrinsic potential of each person that is developed through their own experience. In this sense, the interaction of coaching with three large areas of knowledge can be recognized: Philosophy, especially existentialism and humanism. Psychology, especially cognitivism and constructivism, humanistic psychology and positive psychology. Administrative sciences, especially those related to human resource management, competency management and organizational development.

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2.3 Coaching models According to the evolution that coaching has presented, it is possible to distinguish two large groups of models: those used with a psychological intention and background and non-psychological models. Psychological models are difficult to delimit from other practices in psychology, particularly psychotherapy, and given the intent of this module, they will not be presented in detail. In this group can be found: cognitive behavioral coaching, dynamic pisco coaching, systemic coaching and Gestalt and relational coaching. In the same way, there is in the literature a special attention to the use that positive psychology makes of coaching. On the other hand, non-psychological coaching models can be synthesized in the following elements. Table 1. Non-psychological coaching models. Source: self made.

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Coach point: Personal activity # 3 Look on the website: Ted.com, for the video called: Want to be great at something? Get a coach. There the experience of a coaching process for doctors will be described. Watch the video and reflect: • What benefit did the process bring for your patients, for them as doctors, for them as people? • If they were not doctors but teachers, what could they achieve by being better? • How can having a coach help you in your professional development?

2.4 The practice of coaching The coaching methodology focuses on personal interviews where a dialogue takes place between the coach and the coachee. The "work plan" that defines the number of sessions and their specific purpose depends on the coaching model that is implemented. However, the common aspects of the interview protocol can be grouped into four moments, which will be detailed in depth in modules 2 and 3 of this course:

Illustration 1. Minimum phases of the coaching interview. Module 1

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Framing and setting of the session. During these interviews, the coach puts into play a set of skills and attitudes that allow him to "guide without interfering", always giving prominence to the coachee so that he reaches his own conclusions and autonomously generates his commitments. These skills can be grouped like this: Socratic questioning: Socratic questioning is a type of focused and open questioning that encourages reflection. Forms the foundation of coaching skills. People rarely think of asking questions as a skill, but the better questions a coach asks, the greater their impact. Active listening: Coaching is primarily about asking, not telling. Being an excellent coach requires excellent listening skills. Active listening is a way of learning what clients need to be successful. It is also key to building and maintaining relationships between coach and coachee. Motivational interviews: The motivational interview is a way of having conversations that help others to generate their internal motivations for change. Requesting and giving feedback: Giving and receiving feedback are vital parts of a coaching culture. Learning how to give constructive feedback and receive it effectively will help you and those around you to work together more effectively. Developing these skills is a job that demands intention, training, and practice on the part of coaches. In our course, the bases of these skills will be addressed in module 2. For now, carry out the following activity:

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Coach point: Personal activity # 4 Look on Youtube.com for the video called “EFIC Complete Coaching Session” and watch the development of a typical coaching session there (you can also use the video called “Elena Espinal, MCC Coaching Demonstration). Watch the video and reflect: • What kind of attitude does the coach show towards your client? • What questions are asked in the different phases of the interview? • How does the coach provide feedback to guide his client?

2.5 What is not coaching? Coaching is not performance evaluation While coaching seeks to improve performance, its main objective is not to make performance evaluations, especially from the perspective of standards or performance criteria external to the subject. In this sense, it is not about determining "what you have to improve" but above all about establishing "how you want to perform." Although coaching is a practice typical of organizational environments, it is not an instrument or evaluation technique. Coaching is not psychotherapy This difference is radical, and the coach must clarify this aspect from the beginning of any process with his coachee. Psychological care and especially psychotherapy, seeks to attend to people who suffer psychological pathologies or situations that demand clinical attention. Therefore, they use specific knowledge and techniques of Psychology or Psychiatry. On the other hand, coaching is a process in which anyone participates in their desire to improve a specific aspect of their performance or their life in general, by reflecting on their way of doing things to find their own paths that allow them to achieve their goals.

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Coaching is not mentoring Mentoring is often confused with coaching, as it is another accompaniment methodology in which two people interact in order to improve the performance of the person receiving the service. However, in mentoring, the person who advises is an expert on the subject who guides from his experience and his criteria. It resembles a teacher-disciple relationship. In this sense, there are methodological differences between both types of services, as follows: Table 2. Differences between Coaching and Mentoring

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3. Educational coaching The contents presented up to this point allow us to affirm that coaching is essentially an educational activity since it promotes the learning of the coachee through their permanent reflection on the experience. In this sense, coaching as an educational activity is directly aligned with the constructivist and constructionist perspectives of learning and with active pedagogy, as well as with the applications of metacognition to education. However, the term educational coaching refers particularly to the use of the principles, methodologies and resources of this practice within formal education and to improve the performance of the roles that people fulfill in these environments: directive management, teaching or learning (Ramos Loredo et al., 2019). The central purpose of using coaching in education is to improve learning. This purpose can be focused by accompanying students in their academic and training processes, their teachers in their curricular planning processes, leadership in the school group of teaching and evaluation, the directors facing their leadership in the school organization as well as to their management and, of course, to the parents in their parenting tasks. Educational coaching is implemented through different practices that vary in levels of complexity and formality: • Informal personal coaching: it occurs when a manager or teacher implements in a non-systematic way or very short in time interviews based on reflective and metacognitive questions to help colleagues and students improve in an aspect of their performance. At this level there are coaching experiences with parents. • Coaching as a didactic strategy, instructional coaching or academic coaching: it occurs when the teacher regularly or systematically uses interviews based on reflective and metacognitive questions to personally help each student to improve certain learning (Devine et al., 2013). • Coaching as a pedagogical strategy: it occurs when the institution appoints or hires teachers with training and preparation to carry out coaching of teachers, as a strategy to improve a particular performance or to attend to the improvement of teaching work in a

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systematic way. • Coaching as an educational management strategy: it occurs when the entities responsible for education or school managers propose coaching strategies to improve the general performance of the school at the Comparatively, these areas of educational coaching can be summarized as follows:

Table 3. Types of educational coaching

3.1 Instructional coaching Observe below a structural description of this type of application of educational coaching:

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3.2 Pedagogical and managerial coaching Observe below a structural description of this type of application of educational coaching:

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Bibliography / Webgraphy

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Bibliography / Webgraphy References: Bécart, A., & Garrido, JDR (2016). Fundamentals of educational coaching: Characterization, applications and benefits from the four pillars of knowledge. Educational Pen , 18 (2), 344-362. Devine, M., Houssemand, C., & Meyers, R. (2013). Instructional Coaching for Teachers: A Strategy to Implement New Practices in the Classrooms. Procedia - Social and Behavioral Sciences , 93 , 1126-1130. https://doi.org/10.1016/j.sbspro.2013.10.001 Ramos Loredo, E., Sierra Arizmendiarrieta, B., & Roces Montero, C. (2019). Applications of Educational Coaching: A literature review of research published during 2013-17. Educatio XXI Century . https://doi.org/10.6018/j/387091 Whitmore, J. (2018). Coaching. The method to improve people's performance. (First Edition for Colombia). Planet. Stefaniak, JE (2017). The role of coaching within the context of instructional design. TechTrends: Linking research and practice to improve learning, 61 (1), 26-31. Retrieved from: https://eric.ed.gov/?id=EJ1125215 Gray, JA (2018). Leadership coaching and mentoring: A research-based model for stronger partnerships. International Journal of Education Policy and Leadership, 13 (12). Retrieved from: https://eric.ed.gov/?id=EJ1200706 Desimone, LM & Pak, K. (2017). Instructional coaching as high-quality professional development. Theory Into Practice, 56 (1), 3-12. Retrieved from https://eric.ed.gov/?id=EJ1129817 Request full text available at https://www.researchgate.net/publication/311978475 Thomas, EE, Bell, DL, Spelman, M., & Briody, J. (2015). The growth of instructional coaching partner conversations in a PreK-3rd grade teacher professional development experience. Journal of Adult Education, 44 (2), 1-6. Retrieved from: https://eric.ed.gov/?id=EJ1083974

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