Liderazgo y Coaching Educativo

Educational coaching process

Module 3 2022

Oficina de Educación

Virtual USTA

Liderazgo y Coaching Educativo

Module 3 Educational coaching process

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 3: Educational coaching process 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 process

Universidad Santo Tomás

Content of Module 3 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 Pedagogical coaching in action

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1.1 GROW, the basic methodological reference

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1.2 Challenges and challenges for the implementation of the GROW method in pedagogical and managerial coaching.

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1.2.1 "I want to improve but I don't know in what aspects."

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1.2.2 “I expected you to be an expert in pedagogy or management”

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1.2.3 “In my school it is very complicated because there are no resources”

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1.2.4 “I participate because my school is in the program, not by choice”

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1.2.5 The coach in the coachee's classroom

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2 Academic coaching in action

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2.1 Student learning and skills development

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2.1.1 Know how to be

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Content of Module 3 2.1.2 Know to do

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2.1.3 Know how to live

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2.1.4 Know how to learn Challenges of academic coaching

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2.2.1 Distribution of learning time vs curricular expectations

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2.2.2 Personalization and availability of alternative resources

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2.2.3 Scarce collaborative culture in the educational center

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2.2.4 Inclusion and attention to learning barriers

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Before finishing

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Bibliography / Webgraphy

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Problematización Learning Context: Problematization The coaching process has challenges that must be managed strategically to promote the effectiveness of the process: on the one hand there is the lack of autonomy that is inherent to the students or teachers participating at the beginning of the process, on the other hand, the need to demonstrate the progress of the people favoring their self-efficacy. Teaching to promote autonomy is not a simple task: all the time we are against tradition (we do it this way) that prevents innovation, a tendency not to make an effort or commit ourselves and above all the need for external feedback. • How should the coach act to improve autonomy in the teachers or students? • How to show them their process, not limited to seeing the result? • How to help them stay in the process of improving their own development? These questions are problems that the educational coach faces in practice and that challenge his or her capacity for feedback: a central element of this module.

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Core Questions The following questions guide the learning process in module 3: LO1. What are the main challenges for the adjustment of coaching processes in a school context with students? What are the main challenges for the adjustment of coaching processes in a school context with teachers? What are the main challenges for the adjustment of coaching processes in a school context with the school organization? LO2. How to make visible the progress of the institution, the teacher or the student in a coaching process? How to promote and strengthen the progressive autonomy of the participants in the coaching process?

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Instructional Analysis (Content synthesis) This module is organized as follows, to propose the learning content.

GROW metodology Pedagógical coaching Challenges for implementation Coaching in actión

Student learning and skills development Académic coaching Challenges for implementation

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Methodology Throughout this third module you will find a set of methodological guidelines for the implementation of pedagogical coaching and academic coaching. The intention of these guidelines is to encourage you to carry out practical exercises of the strategies indicated here, in the simulation of coaching sessions that you will be able to carry out with a partner, in accordance with what is indicated in the learning guide of the module. To prepare for these sessions, read this module carefully and highlight the practical aspects you find. Also review the "Coach Point" because there you will find references to complementary experiences and resources. Therefore, analyze the contents of the module within a practical context and use the synchronous meetings to clarify, with the help of the teacher, the doubts that the use of these guidelines may generate.

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Introduction We have dedicated the first parts of this course to promoting an understanding of the general aspects of coaching, its principles and basic reference models. Then, their applications in the educational field have been analyzed, distinguishing the particularities of instructional coaching (academic coaching, focused on the student), pedagogical coaching (centered on the teacher) and executive coaching (focused on the director or school coordinator or on the school teaching team). For its part, the second part of this course allowed us to see the neuro-psycho-pedagogical background of educational coaching and its practical implications. We have reiterated in this aspect in pointing out that the fundamental purpose of educational coaching, particularly that of instructional coaching, is to promote executive skills and basic learning skills, through metacognition. This same module presented the basic attitudes and skills that the educational coach must develop, from a commitment to continuous improvement. Now, in this third module, the stages through which the coaching process is implemented will be presented, describing the strategies that are implemented in it. Initially, the strategies will be presented from the perspective of the humanistic and pragmatic model, specifically those strategies that can be implemented in the educational processes of pedagogical coaching. Next, the particular strategies for instructional or academic coaching will be presented, proposing individual and group application scenarios within the classroom. Transversely to the presentation of these methodologies, the challenges faced by the coach in the implementation of the process with teachers and students will be analyzed. Likewise, methodological strategies will be provided to evaluate the coaching process with the participants, so that their autonomy is promoted through the same evaluation process.

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1. Pedagogical coaching in action The essence of coaching is the conversation that promotes metacognition in the coachee, so that reflection helps him find ways to overcome his own "interferences" or internal barriers and commit to the use of strategies that bring him closer to his own goals, a replicable and sustainable way (autonomy through self-efficacy). This conversation has its privileged place in the personal or group interview, it is mainly guided by the motivations, interests, findings and conclusions of the coachee. However, this does not mean that coaching as a process lacks a route that marks stages within the process. On the contrary, the impact of coaching lies in the coach's ability to promote a work path that allows the coachee to clearly define what he wants, commit to clear but flexible strategies, gradually identify his advances, setbacks or new needs and above all all see tangible results. In this sense, the greatest strategic effort of the coach must be to prevent the process from becoming redundant, sterile or ineffective talk. To achieve this goal, the coach uses strategies or work routes as the main tool. The fundamental reference of this route is the GROW model, which is described below.

1.1 GROW, the basic methodological reference This model was originally systematized by Alexander Graham, Alan Fine and John Whitmore in the 1980s, to explain his experience as a coach and the process of conversations with his clients (Carabantes, 2021). It was precisely John Whitmore who popularized the model through his books and the work of his company Performance Consultants, the world's leading provider of executive coaching, leadership development and performance improvement. GROW is the acronym for the words that mark the stages of the coaching process: Goals, Reality, Options, Will. The following section shows the deployment of this methodology in the process of professional coaching with teachers and teaching directors. It is necessary to point out that the amount of progress from one stage to another depends on a balance between the achievement of the purpose of each stage and the time available in the agreed work schedule. Before starting, it is very important to remember the need to guide the conversation from

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descriptive questions (what, who, where, when, how, why) and avoid questions that generate judgments as much as possible (what is good / bad, what is good / bad, which is desirable or reprehensible). Stage: Goals At this stage, the conversations are focused on clarifying the goals that the coachee (teacher, manager) wants to achieve. It is key to focus attention on the goals that refer to the improvement of your performance (what you do, how you do it) and not only your results (what you achieve). The coach's orientation at this time should help the coachee to transform purposes into objectives or goals: achievements that are desired to be achieved, that are expressed clearly and concisely, that can be measured (or evaluated with evidence) and that have a certain deadline. but consistent with what is intended to be achieved. For example: Purpose: to improve my relationships with students so that they feel closer and more trustworthy. Goal: Get most of my students to approach me when they have a need, a difficulty or a problem in their learning and they tell me about it without fear. Guiding questions Process oriented... • What do you want to achieve through this coaching process? • What is the performance you want to achieve as a teacher? • What area of your performance as a teacher do you want to be the most outstanding? Result oriented... • How do you want your students' learning to improve through your work? • How do you see yourself at the end of this process, in your work as a teacher? What achievements in your career do you want to achieve through this process? • Why do you want to improve this aspect of your performance? Feedback To actively attend to the coachee's responses, generate questions that help clarify, specify and engage: How would you know whether or not you reached this goal/achievement?

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• How long might it take you to reach this goal? • Help your coachee by rephrasing your goals, for example: “He is telling me that based on this coaching process he wants to reduce the number of students who fail his subject by at least 10% compared to the previous year. Am I getting it right?" Outcomes Goals to achieve during the coaching process: clea

Stage: Reality At this stage, the conversations are aimed at making the coachee aware of their starting point, which is made up of at least two elements: • Your current performance: what you achieve, what you do to achieve it, and how you do it. • Your understanding and evaluation of yourself: why you do it this way, how doing this affects you. In this phase of the process, the aim is to bring out and clarify the interferences of the coachee, that is, the internal obstacles that have affected their performance, whether it be knowledge that they do not possess, habits that they have not developed, attitudinal barriers, low self-efficacy or even prejudices towards their performance. job, work environment, etc. For this reason it is important to lead the coachee to realize which of their statements are based on assumptions or prejudices and which have supporting evidence or experience. Likewise, the work of the coach is to strengthen the awareness of responsibility in the coachee: "I have obtained my current performance by the way I have handled my circumstances, therefore I can work on everything that is under my control in order to advance towards my goals." goals". This does not imply that the coachee ignores the determinants that his context imposes on him (most educational systems are precarious in conditions and this limits the teacher), on the contrary, it is about helping him to strengthen his commitment to the use, improvement or the transformation of his school, from his personal work.

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Guiding questions Performance Oriented: • What results are you currently getting in the area you want to work on? • What are the pedagogical or management practices that you currently carry out? • What resources do you use to develop these practices? • What knowledge do you use to develop these practices? Oriented to the understanding and evaluation of … • How do you feel every time you do the practices you describe? • In which aspects of those practices do you feel you have strengths? • Why have these current practices not yet allowed you to reach the goal you are proposing? Feedback In this phase of the process, the coach's feedback can help the coachee to identify his own interferences, his “inner enemies”, helping to find which of the statements made by the coachee have evidence and which are beliefs or opinions. For this, the coach uses questions that focus on the details of what the coachee says, then if necessary directly inquires about the support of what the coachee has said. For example: Coachee: I'm not very good at explaining the subject, I prefer to organize group work. Coach (alternatives): • How many times have you seen that your students did not understand what you said? • Do you remember a phrase from a student that indicated that you were not understanding your explanation? • Which topics do you explain better in your subject and which ones worse? • Have you received negative or positive feedback from another colleague or your manager for the way you explained? • What do you need to know or do to be better at explaining the topic than you are now? On the other hand, this stage continues to strengthen the coachee's awareness and responsibility for his situation, but should invite him to embrace his own interferences with appreciation. For this, the coach must help the coachee to synthesize their first findings regarding their interferences and assess them based on the process they are carrying out to improve: For example: • Coachee: I think I'm the one who convinced myself that I wasn't good at explaining. • Coach: Yes, that is possible. Is that what you want to work on now? Would being better

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at explaining help you reach your goal? This last question in the example highlights a frequent situation during the second stage of GROW: the need to adjust the goals. The coaching method does not start from the diagnosis but from the desire for improvement; however, this does not mean that the coach allows the coachee to commit to unrealistic or unattainable goals. For this reason, this second stage often also includes an adjustment of the initial goals. Outcomes Indicators or historical results that account for the starting point of the coachee. List of knowledge to acquire, habits, skills and competencies to develop, but above all attitudes and prejudices to overcome.

Stage: Options At this stage, the conversations are aimed at the coachee discovering, identifying and analyzing the alternatives that can be put into practice to achieve the goals that are proposed, taking into account their current starting point. This search for alternatives should allow you to identify two types of resources that you have to achieve your purposes: Internal resources: aspects that already work and can be strengthened, an attitude of openness to change and innovation, strategies that the coachee has already used in other areas, etc. External resources: sources of knowledge and training, people who can provide support, resources available in the school or student context, etc. The feedback at this stage should help the coachee to prioritize the options available to him, pointing out those that may be more plausible. This evaluation of the alternatives depends both on subjective aspects (I have the interest and knowledge, or even better, the openness to learn from an innovative experience) and on contextual aspects (I have the means and the time, etc.).

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Guiding questions Internal resource oriented • What new approaches or techniques do you think you need to learn to reach your goals? • How could you generate these learnings? • What ideas would you like to implement in your daily work? • How can you act to improve the attitudes you have identified? • How have you acted before when you have had to generate a change or learning? Oriented towards external resources • Where is the new knowledge you need to appropriate available? • With whom can you learn to learn or to implement innovative actions? • What new resources can you implement? • Where can you find ideas about new experiences and resources to implement? Feedback To help you prioritize your alternatives, paraphrase your coachee, showing him the scenarios you are identifying. For example Coach: You tell me that you now want to work with groups of students classified by performance levels and avoid giving the class as a lecture. Then help him with questions that evaluate the subjective and contextual aspects that would affect the analyzed alternative. For example: Coach: How could you get the resources you need to work in groups? What aspects could affect the strategy? Would it generate enthusiasm and motivation to implement this strategy? Outcomes General list of alternatives Alternatives with better possibilities and that generate greater motivation. Stage: Will In this stage, the sense of commitment to the concrete actions that reflect the alternatives carried out is generated and strengthened. It is the moment that most demands the coach's socio-emotional skills, since he must help the coachee to avoid committing himself only with words. Module 3

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In this sense, the interview at this stage revolves around the emotions as well as the executive skills of the coachee. It explores its motivations and strengthens them, but committing it from habitual planning and the commitment with small conscious actions.

Guiding questions Oriented towards executive skills • What actions do you commit to take before our next interview? • How should it be organized (what changes should you make to your normal organization)? • What strategy can you implement to know if you are moving forward? • Who can you lean on so as not to evade this commitment? Oriented towards emotions and attitudes • How do you feel about this commitment? • How will you feel when you implement it (in your classroom)? Feedback Feedback at this stage is aimed at emotionally strengthening commitment. It is the only moment in which the coach is more geared towards making statements than asking questions. However, these statements are not value judgments, nor an evaluation of the session. Conversely, they are affirmations that seek to generate motivation, helping the coachee to see what he is gaining in his process. For example: Coach: I congratulate you and encourage you to fulfill your commitment. In this session you have told me about these ideas of change and innovation in your practice, but also about your internal biases and interferences. That is a breakthrough. If you fulfill your commitments, you will realize how little by little you will transform them. Outcomes Coach with a clear work path to complete before the next interview.

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Coach point #1. Other methodological routes of coaching From the GROW model, many other routes have been developed that are also named with acronyms. Some of the most prominent are: CLEAR, ACHIEVE, PRACTICE and OSCAR. For this you can track works such as those of (Biro, 2019) (Dembkowski et al., 2006) (Carey et al., 2011) 1. Trace these methodologies and make a comparative chart of their stages.

2.In what aspects are they similar, in what differences?

3. What possibilities do these models give you to generate alternatives in the work with teaching colleagues?

1.2 Challenges and challenges for the implementation of the GROW method in pedagogical and managerial coaching. Pedagogical coaching (coaching oriented towards teacher professional development) presents the coach with a set of challenges to adapt the process, which are described below, based on phrases from the teachers who participate as coachee. The common reference of these challenges is in the same mentality, experience or training of those teachers who have the traditional school as a reference: Who educates has to give information / knowledge, instructions and evaluate (Cortés, 2012). So, when they face coaching processes, they arrive with the expectation of finding those same roles in the coach.

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"I want to improve but I don't know in what aspects." This difficulty shows a common starting situation for teachers who do not have an understanding of their work from a skills or competencies scheme. They carry out their work on a daily basis but have not built around it a discourse that allows them to understand how to act and less how to improve. The job of coaching is not really to build this mental structure in the teacher (especially if he is not the one who proposes it), so there is no problem in exploring with the teacher the aspects of his work that make him feel more satisfied, effective and recognized, as well as those in which he does not feel that way. This can be a good starting point. However, the pedagogical coaching experience is a great opportunity to open the door to a more structured and professional thinking of the teacher. For this reason, it is key for the pedagogical coach to have their own structured vision of the competencies involved in teaching, for which they can use references such as those of (Pavié, 2011) (Fernández, 2009) (Leiva et al. , 2017) and particularly (Fund, 2019). As a general guide, the following structure is offered: 21st Century Competencies • Autonomous Learning • critical and creative thinking • Teamwork • Assertive communication • Social and environmental responsibility • Interculturality and global citizenship Pedagogical Competencies • Design and analysis of study plans • methodological planning • Design of educational materials and resources • Mediation of learning processes at a personal and group level • Leadership of the classroom climate and conflict mediation • Pedagogical use of assessment for learning • Basic care for special educational needs and learning barriers • Systematization of educational practices and pedagogical research Competencies for the educational use of ICT • basic office automation

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• Basic and educational use of devices • Basic and educational use of the internet 1.2.2 “I expected you to be an expert in pedagogy or management” This is perhaps the most common difficulty. Teachers rate their status by reference to academic authority. However, this situation also allows us to focus very clearly on the coaching process and its final impact. Initially, it is important that in the initial phases the difference between mentoring and coaching be specified, especially at the level of the work methodology. Show the teacher what their role will be and above all the purpose of generating awareness, autonomy and responsibility over their own process. Make an effort to point out that it is not a training or job evaluation process, but an opportunity to work from metacognition. On the other hand, show the teacher that this process can give him the opportunity to evaluate what happens when the autonomy of the learner is mainly benefited in a learning process. In other words, point out to the coachee teacher that this will be an opportunity to see themselves from the role of their students, in a methodology that can better form intellectual responsibility (Malagón, 2011). In any case, it is important that the coach has clarity and a strong pedagogical heritage to be able to interact with the doubts of these types of teachers and formulate better questions. Around this purpose, works such as those of (Martínez & Echauri, 2011) (Contreras et al., 2019) (Ortiz Ocaña et al., 2015) are suggested. 1.2.3 “In my school it is very complicated because there are no resources” One of the most positive impacts that can be achieved through coaching is that of a better appreciation of the learning opportunities that both the teacher and their students have. It is undeniable that many schools work in precarious conditions and that it is a duty of the State to ensure conditions that promote the quality, accessibility and relevance of the Educational System (Latapí, 2009, p. 262). However, education and learning are human phenomena, based on comprehensive development. In this sense, there are always opportunities to enhance learning and the coach's questions should allow the teacher to review what they consider educational resources. In this sense, it is worth rescuing experiences and even educational models that have been born from historical situations of lack, such as the Celestín Freinet model (Rodríguez & Heredia, 2017) or the Reggio Emilia model (Gardner & Jones, 2016). To reorient the teacher's assessment of their opportunities and those of their students, it is necessary to reinforce the options review stage in the GROW process implemented

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with the coachee teacher. Some routes for this revaluation are: • Take up the story of the teacher as a student: “Tell me, how did you become a teacher? What did your teachers do? With what resources?”. The purpose of this route is for the teacher to recognize what aspects can be used even if it had the same context as years ago. • Detail your own experiences of success: “what were the best classes you have taught with your students? What strategies did you implement then? with what resources? The idea of this form of inquiry is to make it clear that motivation helps us see new opportunities and resources. • Go beyond peak performance with current resources: “what are your best students achieving today? Why do they do it? What do they do to achieve their best performance? How have you influenced this performance? The focus in this pathway is to recognize that students have skills within themselves that can help them transcend the absence of some resources. • Identify alternative resources and learning: “what resources do you currently use? What other resources can you use even if you don't currently? What events or resources are there in students' lives that you can use to support their learning? In this way, the aim is for the teacher to value the opportunities that everyday life offers to learn: domestic or community problems, utensils and tools, the infrastructure of services installed in the environment, etc. • Alternatives and resources from collaboration: “what resources would I need? Where are those resources? Who has them? How can you use collaboration to access them? At this point, the conversation seeks to find the actions that are possible and strengthen the teacher's conviction about collaboration as a route to new educational possibilities. It is necessary to emphasize that it is not intended to deceive the teacher or act in a cowardly manner. The scarcity of school resources affects learning opportunities, it is a fact. However, hand in hand with the principles of coaching, the aim is for the teacher to assume an attitude of responsibility with what he can do and realize the main resource he has: his attitudes, knowledge and skills... as well as those of their students. 1.2.4 “I participate because my school is in the program, not by choice” This is one of the most interesting challenges for the coach. When teachers are linked to the program, they can feel that coaching is one more obligation, that the strategy is something external to them and that it is set to change what is wrong with them. In this scenario there is prevention, reluctance and above all mistrust in the process. And they

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are right. No one should necessarily participate in a coaching process, just as no one can be forced to learn something. In this scenario, the initial phase of GROW needs to be carried out very assertively by the coach, to show the teacher that the coaching space is there to help him "release weight" in the process of moving towards goals that seem valuable to him. in his teaching work. However, with teachers who are in this situation, the attitudinal factor and the relationship style of coaching have a particular requirement. To deal with these types of cases, avoid a defiant tone or complacency. Both send wrong messages from nature. Focus the questions that guide the conversation on the positive aspects of teacher performance and your expectations for improvement, but also be bold with questions to assess the current reality of teacher performance. Normally, when someone is reluctant to participate in an improvement process, it is because they hide fear of judgment, mistrust in their ability to improve, or very low goals for their performance. Of these three things, a teacher could be adequately freed, through a well-conducted coaching process. 1.2.5 The coach in the coachee's classroom This section closes by focusing attention on a practice that has been progressively incorporated into the process of pedagogical coaching with teachers, the accompaniment in the place of the practices. This is done in two ways: through observation visits by the coach to the coachee's classroom or through the recording of their classes in video format. It is sought in this way that the coach can gain a clearer perspective for the generation of questions and feedback. This practice certainly provides a set of advantages, among which are: • Observe aspects that the teacher overlooks or does not want to confront. • Demonstrate the aspects of the classroom climate that affect the educational process. I• dentify resources and opportunities that are created “instantly” in the process. However, it is very important to emphasize some important aspects for the proper development of this practice: • The classroom can behave strangely in the presence of a new adult in the room. • The coach should not make interventions (instructions or recommendations), not even in the classroom, not even reflective questions. It is there to observe, not to control or correct. • When reviewing the videos, you should guide the conversation with questions (avoiding

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why questions): “what did you want to achieve with that action?”, “how did you expect them to respond to you?”, “what alternative action could you use in this situation?"

Coach point #2 Pedagogical Coaching Tools 1. Educational coaching today integrates many tools from other approaches, methodologies and practices (some even from third-generation psychology therapies). Search the Internet and analyze the following videos: • Educational Coaching Tools of Juan Fernando Bou. • Classroom Observation Strategies: Instructional Coaching • Instructional Coaching Webinar: The Instructional Playbook Watch these videos and describe the strategies they propose for the pedagogical coaching process, using a table like this:

2. Search the Internet for the publication “How to Build a Successful Instructional Coaching Program” by Jason Stricker & Jason Culbertson. Analyze the aspects that are pointed out there to implement a successful pedagogical coaching plan.

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2. Academic coaching in action This second section will address the features of educational coaching that is used as a teaching strategy and in which it is the teacher who has the role of coach and the students as coachee. For this, some of the guidelines presented by (Bécart & Garrido, 2016) are initially analyzed to apply coaching as a strategy to enhance learning. According to the authors, coaching with students is as developed as coaching with teachers, or perhaps more so due to the increasingly important adoption of this methodology as a teaching-learning process by teachers. Academic coaching is a good method to provide students with the necessary tools to develop autonomy and collaborative capacity in learning. In this sense, it has been pointed out since the beginning of this course that the fundamental reason for coaching is the development of basic and executive skills through metacognition. However, it should be noted that there are also coaching experiences focused on learning content. In the general sense, Casado et all (2010, p. 2) declare that in academic coaching “the aim is for the student to take control of his own life, assuming responsibility for it , committing himself to his personal and academic goals . Promote a change of attitude in the student that leads him to be proactive in achieving his goals. Become aware of your personal habits (in particular also study habits), how you manage your time, what your weaknesses are to achieve your goals (academic goals in particular) and how you can work on them to turn them into strengths. Become aware of the communication patterns you use (with yourself and with others): assertiveness and active listening, among others. Educational Coaching encourages young people to reflect on themselves and to identify what they need to achieve their goals. It provides you with tools that allow you to advance in the search for new options and alternatives to achieve the objectives that you set at an educational level. It trains you in the development of new strategies of thought and action, which allow you to overcome your own limitations and beliefs or those imposed by others, which often limit , paralyze or prevent you from moving forward in search of what you want. In this relationship, the student (personally or as a group) decides which path they want to take to apply their own learning strategies and, in turn, assumes responsibility for their own learning process.

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2.1 Student learning and skills development It has been seen throughout this article that educational coaching is closely linked to the concept of competence. In this regard, it should be noted that the final goal of the process is to generate autonomy in learning by the apprentice. Linares (2014, p. 6) states that: Coaching aims to develop competencies, in its current sense: set of ways of thinking, acting, feeling and relating that make possible the successful development of the subject in any context. However, very specific areas of the subject and/or areas of their development can also be addressed. Whitmore (2011, pp. 112) describes the process of generating autonomy in learning through a cycle of awareness of individual competencies that we could synthesize as follows: 1. Unconscious incompetence: equates to poor performance, without any differentiation or understanding. 2. Conscious incompetence: equivalent to poor performance, with the recognition of defects and deficient areas. 3. Conscious competence: Equivalent to improved performance, with a somewhat artificial and conscious effort . 4.Unconscious competence: equates to automatic, integrated, and natural superior performance. In this sense, during the teaching - learning process , if the teacher is involved in the students becoming, for example, unconsciously organized, they will be able to apply this competence in their personal, professional, and social lives , and they will do so effortlessly. , because they will not need to stop to think about the steps to follow, since they will act by inertia. The implementation of coaching helps students to develop crucial skills such as learning to learn, having a better awareness of their needs, increasing their self-confidence, willingness, ability to learn and understanding. Following the guideline of (Bécart & Garrido, 2016), the Delors model of the four pillars of knowledge or the UNESCO model will be used to categorize the competencies to which educational coaching can most directly contribute as follows: “know how to do”, “know being”, “knowing how to learn” and “knowing how to live together”. 2.1.1 Know how to be The coaching teacher works fundamentally in the domain of being. Coaching produces changes in people, allowing their perspective to broaden and change focus. In this sense, the most important contribution of the teacher coach to his students is that they

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understand their tastes, motivations and capacity for commitment, in order to strengthen the attitudes and values that give substance to their personal identity. To achieve this purpose, the coaching teacher implements strategies throughout the learning process over a period of time (for example, a learning unit or a classroom project): 1. Inquire with students about their own interests and prior performance to adjust learning goals. 2. It helps students personally understand the learning outcomes outlined in the curriculum and set them as personal goals. 3. Constantly recognize and provide feedback on student strengths and progress, reinforcing motivation and self-efficacy. 4. Guiding the speech that the student builds about himself and what he is capable of, so that he focuses his gaze on his abilities and opportunities. In this way it helps you to manage or prevent the appearance of prejudices and invalidating phrases. 2.1.2 Know to do The teacher coach guides the students in a metacognitive way so that they understand the educational purposes, identify the available learning resources and organize work plans. In this sense, it strengthens their executive competence and helps them progressively take responsibility for their work by articulating: 1. Personal and autonomous workspaces. 2. Group or collaborative workspaces. 3. Workspaces directed by the teacher. In this sense, the teacher integrates the strategies of the inverted classroom and station rotation (Verón et al., 2021) (Ferrer et al., 2019) (Vergara et al., 2019), so that students organize their work plans. 2.1.3 Know how to live In this dimension, the coaching teacher encourages students to work in collaborative groups and guides organizational aspects with their questions (what role each person will assume, how to divide the work, how to organize the environment, etc.) and, above all,

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collaborates with mediation in conflict resolution and negotiation within the group. In this sense, it strives to intervene from the features of a mediator and only in cases of non-compliance with rules does it act in order to ensure compliance with the "school regulations". Following (Basto, 2008) and (Sánchez & Varela, 2012) the fundamental features of the coach in this conflict mediation are: 1. Empathy 2. Impartiality 3. Active listening 4. Assertive communication 5. Management of trading tools 6. Generation of trust and confidentiality 7. tolerance and openness 8. solution orientation Know how to learn This is the heart of academic coaching. It is an attitude that fundamentally transforms the process of evaluating learning. For the teacher coach, the permanent evaluation of learning is the opportunity for the student to discover, based on metacognition, the following aspects: • What did I learn (knowledge, attitudes, skills)? • How did I come to learn it? What do I discover in my process about my way of learning and that of my group? • How can I use what I learned from knowledge? • How can I use what I learned about myself and my group in a future learning process?

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Coach point #3 Track some of the following videos on the Internet and analyze the coaching strategies that are proposed there for working with students. • Instructional Coaching and the Effective Teacher • Instructional Coaching Webinar: The Instructional Playbook • Educational Coaching as a method to improve the learning of Martín Fernández Diez. Analyze: Which of the strategies are pointed out in common in all the videos? What benefits and opportunities do these strategies generate? How can they be implemented in the Colombian context?

2.2 Distribution of learning time vs curricular expectations The biggest challenge faced by the teacher who uses coaching as a teaching strategy is that he needs time to attend personally to the students. This is not something that is taken into account when designing curricula; on the contrary, these plans are conceived with homogeneous groups that advance homogeneously. Therefore, the coach teacher must assume that they will be able to advance with deeper learning on a smaller amount of content in the curriculum. 2.2.1 Personalization and availability of alternative resources The second challenge that the coach teacher must take into account has to do with the need to propose alternative resources that allow him to personalize the process of the students. The coach should provide the opportunity for students to choose their strategies, but this opportunity will be limited if there are no resources to feed multiple strategies. Therefore, the teacher coach must always be careful to choose and make available to groups of students, this includes: • Concrete material and teaching material • Bibliographic and electronic sources

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• Contact with other school groups or people outside the school setting • Contact with nature or with the phenomena being studied 2.2.3 Scarce collaborative culture in the educational center The third challenge that the coach teacher faces is the lack of collaborative culture that exists in schools. This happens at the level of managers, teachers, students and their families. Learning to collaborate implies learning to take responsibility and comply with agreements, as well as learning to receive help. On the other hand, it implies learning to generate consensus and act under agreements, even when there is disagreement. Therefore , the coach teacher needs to promote these practices gradually and progressively with their students and classmates, so that more and more people are empowered by their learning processes, but not in an egocentric way but in a collaborative way. 2.2.4 Inclusion and attention to learning barriers The last and greatest of the challenges is that of educational inclusion in the classroom. Academic coaching is an enormous opportunity to support the processes of attention to special educational needs, due to the way in which the teaching-learning process is oriented. However, it is necessary to point out that academic coaching does not meet the needs of specialized support that arise in students who must overcome sensory, motor or cognitive barriers, so, in all cases, the coaching process must be integrated within of interdisciplinary work.

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Coach point #4 Search the internet for the article by Ávila, F. , Gutiérrez, E. and Vargas, S. (Guerrero et al., 2020) , called “Coaching guidelines that teachers can apply as a strategy to enhance learning”. Then: • Analyze the general context of the article, but particularly the pages of the results section. • Compare the methodological guidelines you find there with those presented in this module. • Write your own guidelines document for the implementation of academic coaching, taking into account the planning, implementation and evaluation of the teaching-learning process. Before finishing Before finishing this course, it is important to point out that educational coaching is not just a pedagogical model, but rather a methodological approach that can be articulated in a broad and pertinent way within the different pedagogical options of educational centers. This adaptation depends particularly on a fundamental agreement: the centrality of the student and her potential in the educational process. Contemporary pedagogies, particularly those that emerged from cognitive psychology, have highlighted this importance of the centrality of the student. However, the methodological options that are implemented are still not consistent with that option. Therefore, it corresponds to the same coaching process at the institutional level and the possibility of generating integrating strategies that allow each student to learn knowledge, skills and attitudes as an experience of self-discovery and continuous improvement, rather than as a constant process of conditioning and accountability.

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Bibliography / Webgraphy

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Bibliography / Webgraphy Basto, O. E. S. (2008). La mediación y la visión positiva del conflicto en el aula, marco para una pedagogía de la convivencia. Diversitas: Perspectivas en Psicología, 4(1), 187-199. Bécart, A., & Garrido, J. D. R. (2016). Fundamentos del coaching educativo: Caracterización, aplicaciones y beneficios desde los cuatro pilares del saber. Plumilla Educativa, 18(2), 344-362. Biro, K. (2019). Coaching Models Overview [Https://coachcampus.com]. https://coachcampus.com/coach-portfolios/research-papers/kincso-biro-an-overview-of-coaching-models/ Carabantes, F. (2021, febrero 16). El modelo GROW - Su origen, Significado y Estructura. Coaching Mirada Consciente. https://coachingmiradaconsciente.com/coaching/que-es-modelo-grow/ Carey, W., Philippon, D. J., & Cummings, G. G. (2011). Coaching models for leadership development: An integrative review. Journal of Leadership Studies, 5(1), 51-69. https://doi.org/10.1002/jls.20204 Contreras, J. L. G., Bermúdez, L. de J. M., & Torres, C. A. B. (2019). Caracterización de los modelos pedagógicos y su pertinencia en una educación contable crítica. Entramado, 15(1), 164-189. https://doi.org/10.18041/1900-3803/entramado.1.5428 Cortés, R. J. (2012). Coaching en el desarrollo profesional docente. Fases formativas y procesos metodológicos de investigación. Revista Electrónica Interuniversitaria de Formación del Profesorado, 15(4), 101-112. Dembkowski, S., Eldridge, F., & Hunter, I. (2006). The Seven Steps of Effective Executive Coaching. Thorogood. Fernández, J. T. (2009). Competencias Docentes. Profesorado. Revista de Currículum y Formación de Profesorado, 13(2), 1-15. Ferrer, J. M. C., Martínez, P. M., & Ibáñez, R. S. (2019). La enseñanza de ciencias sociales en educación primaria mediante el modelo de aula invertida. Revista Interuniversitaria de Formación del Profesorado, 33(3), 347-362. Fondo, M. del C. (2019). Seis competencias docentes clave para el siglo XXI. marcoELE. Revista de Didáctica Español Lengua Extranjera, 29. https://www.redalyc.org/articulo.oa?id=92159587007 Module 3

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Gardner, A. F., & Jones, B. D. (2016). Examining the Reggio Emilia Approach: Keys to Understanding Why it Motivates Students. Electronic Journal of Research in Educational Psychology, 14(3), 602-625. Guerrero, F. M. Á., Tobar, E. G., & Vargas, S. A. V. (2020). Lineamientos de coaching que puede aplicar el docente como estrategia para potenciar el aprendizaje. In Vestigium Ire, 14(1), 12-26. Latapí, P. (2009). El derecho a la educación: Su alcance, exigibilidad y relevancia para la política educativa. Revista Mexicana de Investigación Educativa, 14(40), 255-287. Leiva, G. M., Marcano, N., & Durán, J. A. de. (2017). Las competencias profesionales del docente de la etapa preescolar del nivel de educación inicial. Omnia, 23(2), 7-21. Malagón, F. J. (2011). Coaching educativo y académico: Un nuevo modo de enseñar y aprender. Educación y futuro: revista de investigación aplicada y experiencias educativas, 24, 49-66. Martínez, V. G., & Echauri, A. M. F. (2011). Modelos pedagógicos y teorías del aprendizaje en la educación a distancia. Apertura, 3(2). https://www.redalyc.org/articulo.oa?id=68822737011 Ortiz Ocaña, A., Sánchez Buitrago, J. O., & Sánchez Fontalvo, I. M. (2015). Los modelos pedagógicos desde una dimensión psicológica-espiritual. Revista Científica General José María Córdova, 13(15), 183-194. Pavié, A. (2011). Formación docente: Hacia una definición del concepto de competencia profesional docente. Revista Electrónica Interuniversitaria de Formación del Profesorado, 14(1), 67-80. Rodríguez, E. S., & Heredia, N. M. (2017). La Pedagogía Freinet Como Alternativa Al Método Tradicional De La Enseñanza De Las Ciencias. Profesorado. Revista de Currículum y Formación de Profesorado, 21(4), 359-379. Sánchez, J. R. L., & Varela, T. V. (2012). Diez puntos básicos de un mediador en el manejo de conflictos. Investigación en Educación Médica, 1(1), 40-42. Vergara, M. A., Molina, M. B., Barra, A. N. de la, Sarabia, L. C., & Godoy, R. A. (2019). Perspectiva estudiantil del modelo pedagógico flipped classroom o aula invertida en el aprendizaje del inglés como lengua extranjera. Revista Educación, 43(1), 1-27. Verón, V. C. S., Marín, M. B., & Barrios, T. H. (2021). El aula invertida como estrategia didáctica para la generación de competencias: Una revisión sistemática. RIED. Revista Iberoamericana de Educación a Distancia, 24(2), 285-308.

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Oficina de Educación

Virtual USTA

Module 1

Módulo 1