The Art of Coaching Teams

Building Resilient Communities that Transform Schools
 
 
Jossey-Bass (Verlag)
  • erschienen am 16. Februar 2016
  • |
  • 384 Seiten
 
E-Book | ePUB mit Adobe DRM | Systemvoraussetzungen
978-1-118-98416-1 (ISBN)
 
The missing how-to manual for being an effective team leader
The Art of Coaching Teams is the manual you never received when you signed on to lead a team. Being a great teacher is one thing, but leading a team, or team development, is an entirely different dynamic. Your successes are public, but so are your failures--and there's no specific rubric or curriculum to give you direction. Team development is an art form, and this book is your how-to guide to doing it effectively. You'll learn the administrative tasks that keep your team on track, and you'll gain access to a wealth of downloadable tools that simplify the "getting organized" process. Just as importantly, you'll explore what it means to be the kind of leader that can bring people together to accomplish difficult tasks. You'll find practical suggestions, tools, and clear instructions for the logistics of team development as well as for building trust, developing healthy communication, and managing conflict.
Inside these pages you'll find concrete guidance on:
* Designing agendas, making decisions, establishing effective protocols, and more
* Boosting your resilience, understanding and managing your emotions, and meeting your goals
* Cultivating your team's emotional intelligence and dealing with cynicism
* Utilizing practical tools to create a customized framework for developing highly effective teams
There is no universal formula for building a great team, because every team is different. Different skills, abilities, personalities, and goals make a one-size-fits-all approach ineffective at best. Instead, The Art of Coaching Teams provides a practical framework to help you develop your group as a whole, and keep the team moving toward their common goals.
1. Auflage
  • Englisch
  • Hoboken
  • |
  • USA
John Wiley & Sons
  • 1,63 MB
978-1-118-98416-1 (9781118984161)
1118984161 (1118984161)
weitere Ausgaben werden ermittelt
ELENA AGUILAR is a teacher, coach and consultant with over twenty years of experience working in schools. Elena is also the author of The Art of Coaching: Effective Strategies for School Transformation. She has been a frequent writer for Edutopia since 2008 and writes a blog on EdWeek Teacher for coaches.
  • Cover
  • Title Page
  • Copyright
  • Dedication
  • Contents
  • Exhibits
  • Introduction
  • A Tale of Two Teams
  • What's in This Book?
  • Who is This Book For?
  • Toward a Beloved Community
  • A Note on Anonymity and Pseudonyms
  • Chapter 1: Refining a Vision
  • A Note on Terms
  • What Is a Great Team?
  • 1. Product: A great team gets something done that is valuable, useful, and appreciated.
  • 2. Process: A great team's collaboration skills increase as a result of working together.
  • 3. Learning: Members of a great team learn.
  • What Makes an Effective Team?
  • Why Do We Need Teams?
  • When Do We Really Need a Team?
  • Working Alone
  • How Do We Build Teams?
  • Chapter 2: Knowing Ourselves as Leaders
  • The Amygdala in a Strange Land
  • Understand Emotional Intelligence
  • Layer on Personality
  • Consider Ability
  • Cultivate Cultural Competence
  • Exploring the Terrain of Leadership
  • Reflect on Home and Family
  • Define Good Leadership
  • Acknowledge Your Identity: What Is My Role?
  • The Potential of Transformational Leadership
  • Spotting the Tentacles of Power
  • Emotions Are Contagious
  • Implications for Team Leaders
  • Chapter 3: Creating a Culture of Trust
  • Why Human Bingo Doesn't Build Trust
  • Trust Isn't Built in a Day, But We Can Lay Bricks Every Hour
  • 1. Know Who You Are and Who You Want To Be
  • 2. Know Each Other
  • 3. Keep Your Commitments and Expect Others to Keep Theirs
  • 4. Be Transparent about Your Leadership Actions
  • 5. Clarify Agendas
  • 6. Always Ask for Feedback
  • 7. Apologize and Say You Don't Know
  • 8. Reflect Regularly on Team Process
  • 9. Foster a Culture of Listening
  • 10. Surface Team Members' Strengths and Skills
  • 11. Celebrate Successes
  • 12. Acknowledge Areas for Growth
  • 13. Practice Appreciation
  • 14. Appreciate Yourself
  • 15. Play and Have Fun
  • Use Hindsight to Strengthen Foresight
  • Chapter 4: Defining Purpose, Process, and Product
  • The Necessity of a Reason for Being
  • Keeping Students at the Center
  • Determining Mission and Vision
  • It's All about How We Work Together
  • Core Values
  • Team Member Roles and Responsibilities
  • Communication Agreements
  • What Are We Going to Do Together?
  • Team Goals
  • A Note on Using Urgency
  • Tips for Goal Setting
  • A Team Inquiry Project
  • Work Plans
  • Mapping Out the Journey
  • Checking the Health of Your Team
  • Chapter 5: Laying a Foundation for Trust
  • Community Agreements Build Culture
  • A Good Norm Is Not Hard to Find
  • Getting from Here to Norms
  • Time
  • Steps
  • Make Your Norms Serve You
  • Clarify What the Norms Mean
  • Make the Norms Visible
  • Create Structures for Accountability
  • When Should We Revise Our Norms?
  • Setting Intentions: A Counterpart to Norms
  • A Beloved Community
  • Chapter 6: Developing the Emotional Intelligence of a Team
  • What Is the Emotional Intelligence of a Team?
  • Acknowledge Feelings and Manage Their Expression
  • How Do I Create an Emotionally Intelligent Team?
  • Building Behaviors
  • Uprooting Behaviors
  • Managing Unexpected Change
  • Taming the Stress Demons
  • Chapter 7: Cultivating Healthy Communication
  • A Blueprint for Transformational Conversations
  • Toward a Description of Good Conversations
  • What Do You Think Is Good Conversation?
  • Constructing Good Conversations
  • Twenty Ways to Improve Your Team's Communication
  • Giving Feedback
  • Equity of Participation
  • Chapter 8: Making Good Decisions
  • Indicators of Effective Decision Making
  • Identifying Decision-Making Moments
  • Who Is Involved and How Much Say Do They Get
  • Levels of Empowerment
  • Determining Levels of Empowerment
  • An Opportunity for Self-Awareness
  • Decision-Making Processes
  • Consensus
  • Multivoting
  • Compromise
  • Majority Voting
  • Unilateral Decision
  • Deciding on a Decision-Making Process
  • Facilitating Discussions
  • When Conversations Get Stuck
  • Groupthink
  • Reflection and Feedback
  • Chapter 9: Supporting Adult Learners
  • The Big Picture: The Learning Organization
  • What Is a Learning Organization?
  • From Theory to Practice
  • What the Research Says about Adult Learners
  • The Principles of Adult Learning
  • Common Challenges
  • Designing PDs That Meet a Learner's Developmental Stage
  • Using an Assets-Based Approach
  • Holding Others Accountable
  • Dealing with Resistance
  • Look Inward
  • Resistance Masks Fear
  • What Looks Like Resistance Is Often a Need for Help
  • Be Clear
  • Trust Reduces Resistance
  • Confront Cynicism
  • Reflect on Team Structures
  • Don't Focus on the Resisters-Focus on Those around Them
  • Know That Some People Are Not Coachable
  • Battling Resistance Is a Futile Endeavor
  • Distinguish between Individual Resistance and a Toxic Organization
  • Chapter 10: Orchestrating Meaningful Meetings
  • To Meet or Not to Meet?
  • Why Meet?
  • Which Activities Should We Do?
  • Making Meaning
  • Identifying Implications
  • Consultancy Protocol
  • The Feedback Protocol
  • Discussion Protocols
  • Routines to Build Positive Culture
  • How Do I Choose What to Do?
  • Working with Energy
  • Pairing and Grouping
  • Heeding the Stages of Team Development
  • Stage 1: Forming
  • Stage 2: Storming
  • Stage 3: Norming
  • Stage 4: Performing
  • Stage 5: Adjourning or Transforming
  • Using the Stages of Team Development
  • Chapter 11: Setting the Stage for Artful Meetings
  • Start with Feedback
  • Why and How to Ask for Feedback
  • What to Ask
  • When to Read Feedback
  • What to Do with Feedback
  • Making Sense of Critical Feedback
  • Don't Forget the Facilitator's Agenda
  • Prepare Your Internal Self
  • Put on the Finishing Touches
  • Find the Joy in Planning
  • Chapter 12: Navigating Conflict
  • What Is Conflict and Why Is It So Scary?
  • What Is Healthy Conflict in a Team?
  • Why Do We Need Healthy Conflict?
  • How Can I Facilitate Healthy Conflict?
  • Raise Individual and Group Awareness
  • Get Buy-In on the Need for Conflict
  • Articulate a Shared Vision for Conflict
  • Identify Sentence Stems That Promote Healthy Conflict
  • Facilitators: Cultivate Your Own Emotional Intelligence around Conflict
  • Instigate and Validate Conflict
  • Facilitate Conflict Resolution
  • A Note on Talking about Race and Other Really Hard Things
  • How Can I Respond to Unhealthy Conflict?
  • Reflect on Conditions
  • Hone Your Own Emotional Intelligence
  • Return to Norms
  • Identify the Conflict
  • Consider Addressing the Conflict Now or Later
  • Let It Go
  • What If None of These Suggestions Work?
  • Get Help from Others
  • Have a Hard Conversation
  • Set Boundaries
  • Enlist Administrators or Supervisors
  • Build Culture
  • Have Hope
  • Keep Learning
  • Know When to Go
  • Chapter 13: Assessing Organizational Conditions
  • The Primacy of Purpose
  • Focus, Focus, Focus
  • Alignment Up and Out
  • Stability
  • Leadership
  • Membership
  • A Culture of Learning
  • Toxic Cultures
  • Trust
  • Decision Making
  • Time
  • Conclusion: Coming to an End
  • Ten Truths about Building Teams
  • Amid the Redwoods
  • Appendices
  • Appendix A Facilitator Core Competencies
  • Appendix B Team Effectiveness Self-Assessment
  • Appendix C Community-Building Activities and Random Grouping Strategies
  • Community-Building Activities
  • Random Grouping Strategies
  • Appendix D Facilitation Planning Tool and Facilitation Observation Tool
  • Facilitation Planning Tool
  • Facilitation Observation Tool
  • Appendix E Activities for Meetings
  • E1. The Consultancy Protocol
  • E2. The Feedback Protocol
  • E3. Chalk Talk
  • E4. Dyads
  • Appendix F Recommended Resources
  • On Emotions and Self-Knowledge
  • On Leadership
  • On Brain Science
  • On Managing Change
  • On Systems Thinking
  • On Community Building
  • On Meetings and Facilitation
  • On Communication
  • Race, Racism, and Systemic Oppression
  • For Inspiration
  • Appendix G Plan for Team Building
  • For Leading a New Team
  • When Continuing to Lead a Team and Identifying Next Steps
  • Acknowledgments
  • About the Author
  • References
  • Index
  • EULA

Introduction


Artists are notoriously messy. Their physical work spaces can be disorganized (at least this is true for the artist to whom I am married), and their processes can be haphazard, full of false starts, revisions, and crumpled pieces that never make it to completion. The drafts and sketches left in studios suggest that the messy creative process itself may be essential to produce to great work.

If coaching teams is an art, and the skills necessary to lead great teams take years of messy practice to develop, we are in a tough place. While artists often refine their practice in private, much of our growth and development as facilitators is public, evident when we lead team meetings or present professional development. Furthermore, there isn't a formula that can be used to build an effective team. All teams inevitably look and feel different-they are made up of people, after all, and it is these people who make teams potentially transformational and also challenging to lead.

Our big dreams for transforming schools depend on highly functioning groups of educators working together. This is a daunting challenge-and one I'll admit that I avoided for years. I hoped that our individual efforts would amount to transformation; I preferred working alone, and I hadn't experienced teams that could accomplish great things. When I was first in a role where I was asked to facilitate a team of adult learners, I didn't have the skill set I needed. I'm now ready to proclaim not only that yes, we have to build teams, but also that yes, we can.

It's been over a decade since I began coaching. My early efforts at facilitating teams included false starts and little grace or beauty. Over the years, I've worked on my craft with great commitment-I acquired knowledge and theory, I practiced skills over and over, and I figured out who I want to be as a leader.

The Art of Coaching Teams is deeply informed by my lived experiences and chronicles key moments of my journey toward powerful leadership. As much as it makes me cringe to reveal my rough drafts as a team leader, I hope that you will see that the art of coaching teams can be developed. Most important, I hope the tools, tips, protocols, and theory contained in these pages will help you find your own conviction and confidence that you can develop the skills to lead transformational teams.

A Tale of Two Teams


I would like tell you a story, a tale of two teams. The first team is a humanities team that I facilitated some years ago when I was a novice instructional coach working in a middle school that I'll call Wilson Middle School. (All names of people in this school are fictitious; see the note on anonymity following this introduction.) From my perspective, this team was disastrous. There was little trust, we didn't get much done, and I struggled as a leader. The second team was a team of coaches that I led after I'd had several years of experience as a facilitator. This team thrived, and I thrived as a leader. Based on many indicators, this team was a success.

Think of this tale of two teams as a serial: with each chapter of this book, I offer another episode from the stories to illustrate the art of coaching teams. So let me start the story-by starting at the end, with the successful team, so that I can offer you a vision for perhaps what might be. I'd like to transport you back to a typical Friday afternoon and offer a glimpse of what you might have seen in our small office.

Transformational Coaching Team, 2014


In one corner of the room, four coaches sit on the floor engaging in a role-play. Two take copious notes-as observers they're responsible for capturing what the coach and client say and do. Han is playing the coach in this scenario, trying to help Manny-who is playing a teacher-reflect on why his math lesson didn't go well. Han listens, nods, validates Manny's challenges in the classroom. She asks probing questions, asks him to clarify his ideas, and paraphrases what he says. Her face is open, smiling, compassionate. But Manny is being difficult, authentically portraying the teacher he was depicting.

Han breaks protocol. "You guys, I'm stuck!" she says as she dramatically throws her hands in the air. "I don't know what else to say!"

Angela laughs. "I'm so glad I didn't have to be the coach first in this one-I don't know what I'd say either."

I'd been sitting close by, listening to the role-play, but as I hear the observers start to offer their feedback I move away. I know they can offer each other excellent feedback, and I want to check in with the other group of coaches.

"Wait, Elena," Han says. "I want to hear your thoughts, too! I know you were listening to all that, so what do you think?"

"I'll come back. I want to let you guys debrief first."

As I roll my chair to the other side of the room where the other four coaches are debriefing their first role-play round, I hear Dave make a comment that sends his group into a fit of laughter. He puts his arm around Michele, comforting her. She'd just played the coach, and I pick up that Dave, who had been the client, hadn't gone easy on her.

Anna looks at me. "Michele was trying some new approaches today-you should have seen it."

"What did you do?" I ask Michele, who looks flustered.

"I don't know." She smiled and shook her head. "I was trying to use the confrontational stance-that's one of my professional goals this year. I guess I don't know how to do that."

"She was brilliant," Dave says. "She even asked us to record it so she can watch it later. Maybe she'll let you see it."

"Wow, that's great, Michele," I say. She groans. "I don't want to see that, and I don't want you to see it, either." I smile. "That's your decision, of course," I say.

Anna, who was an observer, shifts the group back onto the protocol. "I can start the debrief," she says. "I noticed some moments that were really powerful, Michele, and some where you might have been able to get more traction if you'd just rephrased your question."

I slide my chair a couple feet away from the group so that I can listen but let them have space to debrief. They know enough, they trust each other, and they don't need me there. Michele takes notes on Anna's sharp insights. Noelle grabs a document from her desk, a tool she created for herself that she offers to Michele. Dave commends Michele's bold moves.

At the end of the meeting, we regroup at our oval table that fits the eight of us perfectly. As we debrief the role-play, coaches reflect on their professional growth and identify additional areas of learning. They make suggestions for readings and activities and commit to plan a coaching session in the upcoming week. In pairs they reflect on the intention they'd set for the day, and Michele shares that she knows she demonstrated her intention to take risks. They fill out the feedback form for me, some of them writing much more than others. And then I open a few minutes for appreciations and begin by offering my own. Everyone is appreciated. Everyone offers at least one appreciation. The words are important, but more important is the feeling that envelopes the room, one of indescribable respect and admiration-the feeling of a group of people who care deeply for each other, who enjoy each other's company, and who learn with and from each other.

For two years I was the manager of this team of coaches, and I felt that my primary role was to develop their skill, knowledge, and capacity to coach. When I created the model for our coaching program, I included an entire day of professional development every week. Monday through Thursday, the coaches were at sites-working with individual teachers and administrators, leading professional development sessions, facilitating department and grade-level meetings, participating in instructional leadership teams, gathering and analyzing data, and much more. On Fridays, without exception, we came together to reflect, learn, plan, and reenergize.

By the time I first met with this team in August 2012, I had a lot of ideas about how to create a highly functioning team. I knew that I'd be in a unique position with these eight coaches: although I was their boss, I viewed myself primarily as their coach, as the person responsible for helping them become the coaches and leaders that they wanted to be and that, ultimately, our students needed them to be.

We saw impressive results in the schools we supported, including growth in student learning, growth in teacher professional practice, increases in teacher retention, and improvements in collaboration among teams-all indicators of the work of an effective team of coaches. Perhaps most significant was what we learned about teams-about the utmost importance of teams and what it's like to be on a high-functioning team. Although many of us knew that teams were essential in transformation efforts, we hadn't experienced one that was collaborative and deeply caring and that got stuff done. The health of our team allowed us to go deep into individual and shared learning and into the scariest nooks and crannies-the ones where conversations about race and class, fear and despair, ego and emotions all reside. We challenged each other, pushed...

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