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4. Powerful QuestionsThis coaching competency focuseson how the supervisor crafts andasks questions that facilitatethinking, reflection, and action.As a coach, I:5. Coaching PresenceAbility to be fully conscious andcreate a spontaneous relationshipwith the coachee, employing astyle that is open, flexible, andconfident.As a coach, I:6. Reframing and ShiftingAbility to facilitate reframing andshifting to help others to seethings differently and, as a result,come to different, moreempowering conclusions orfeelings about the event orexperience.7. Creating Awareness andConsciousnessAbility to integrate and accuratelyevaluate multiple sources ofinformation and to makeinterpretations that help thecoachee to gain awareness, andthereby achieve agreed-uponresults. TEA2/10/2022 Ask open-ended questions that create greater clarity, possibility or newlearning. Ensure the questions are non-judgmental. Understand and am cognizant about presuppositions. Ability to ask questions that reveal the information needed for maximumbenefit to the coaching relationship, coachee, and students. Ask questions that reflect active listening and an understanding of thecoachee’s perspective. Ask questions that evoke discovery, insight, commitment or action (e.g.,those that challenge the coachee’s assumptions). Ask questions that move coachees toward what they desire, not questionsthat ask for the coachee to justify or look backward. Ask questions that focus on refining practices at higher performance levelsof the T-TESS/T-PESS Rubric. Am present and flexible during the coaching process.Access my own intuition and trust my inner knowing--"go with the gut."Am open to not knowing and to taking risks.See many ways to work with the coachee and chooses in the moment whatis most effective. Use humor effectively to create lightness and energy. Confidently shift perspectives and experiment with new possibilities forown action. Demonstrate confidence in working with strong emotions and can selfmanage and not be overpowered or enmeshed by the coachee’s emotions.As a coach, I: Reframe or shift a situation for the coachee to provide a new perspectiveand, with it, new possibilities. Reframe and articulate to help the coachee understand from anotherperspective what he/she wants or is uncertain about. Offer and invites more and varied ways for coachees to consider theproblems they are facing and to find new ways to meet the challenges.As a coach, I: Go beyond what is said in assessing the coachee’s concerns, not gettinghooked by the coachee’s description. Invoke inquiry for greater understanding, awareness, and clarity. Identify for the coachee his/her underlying concerns; typical and fixed waysof perceiving himself/herself and the world; differences between the factsand the interpretation; and disparities between thoughts, feelings, andaction. Help coachees to discover for themselves the new thoughts, beliefs,perceptions, emotions, moods, etc. that strengthen their ability to takeaction and achieve what is important to them.Impact CoachingParticipant Guide11

Communicate broader perspectives to coachees and inspire commitmentto shift their viewpoints and find new possibilities for action. Help coachees to see the different, interrelated factors that affect themand their behaviors (e.g., thoughts, emotions, body, and background). Express insights to coachees in ways that are useful and meaningful for thecoachee. Identify major strengths vs. major areas for learning and growth, and whatis most important to address during coaching. Ask the coachee to distinguish between trivial and significant issues andsituational vs. recurring behaviors, when detecting a separation betweenwhat is being stated and what is being done.8. Actions and OutcomesAs a coach, I:This coaching competency Assist in defining and designing actions; engage others in exploring ideasinvolves coaching and supportingand solutions; confront and embrace shortfalls; support others’ selfdiscipline and accountability for outcomes and results; and celebrateothers in taking actions that leadsuccesses and growth.to realizing goals and outcomes. Clearly coach actions that will move the coachee toward his/her stated andagreed-upon goals and outcomes. Demonstrate follow-through by asking the coachee about those actionsthat he/she committed to during the previous conversations. Promote the coachee’s self-discipline and holds him/her accountable foractions, for the results of an intended action, or for a specific plan withrelated time frames. Engage the coachee to explore alternative ideas and solutions, to evaluateoptions, and to make related decisions. Celebrate the coachee’s successes and capabilities for future growth.As a coach, I:9. Progress, Impact, andAccountability Clearly request additional actions that will move the coachee towardThis coaching competencyhis/her stated goals.includes the ability to hold Demonstrate follow-through by asking the coachee about those actionsattention on what is important forthat the coachee previously committed to, including data and evidence tothe coachee, and to leaveshow progress and impact.responsibility with the coachee to Focus on the plan of action, but am also open to adjusting behaviors andtake action.actions based on the coaching process and shifts in direction duringsessions. Promote the coachee’s self-discipline while establishing accountability foractions, timelines, results, and impact or subsequent actions. Positively confront the coachee with the fact that he/she did not takeagreed-upon actions and determine next steps.Adapted from International Coach Federation Core Competencies www.CoachFederation.org TEA2/10/2022Impact CoachingParticipant Guide12

Limiting BeliefsTelling StoriesLimiting beliefs are the thoughts andfeelings that constrain, limit or inhibitsomeone from moving forward. Theypresuppose that limitations exist and areoften rooted in prior experiences. Thesebeliefs may be about self and/or others.Examples:You see and hear something, and then you tellyourself a story. That story triggers yourfeelings. Then you either act on those feelingsor have them act on you.Implications for the Coach:Implications for the Coach:Implications for the Coachee:Implications for the Coachee:Examples:Active ListeningImproving listening skills requires practice with "active listening." This is where you make a consciouseffort to hear not only the words that another person is saying but, more importantly, try to understandthe complete message being sent.“Effective listening involves three strategies:1. Committing to respectfully hearing what others have to say.2. Letting others be the focus of the conversation at least for some of the conversation, and3. Pausing before we respond to any comment to consider whether what we are about to saywill open up conversation or shut it down.”- Dr. Jim Knight TEA2/10/2022Impact CoachingParticipant Guide13

Listening Set-Asides Autobiographical Solution InquisitiveCredibleVoiceApproachableVoiceCredible VoiceApproachable VoiceParaphrasing and SummarizingParaphrases fall into one of three logical levels of responses:1. Acknowledge and Clarify: Provides opportunities to validate and calibrate ourunderstanding of emotions and the content presented in the conversation.2. Summarize and Organize: Includes taking the content presented in the conversation andsummarizing/organizing it into themes and containers.3. Ladder of Abstraction (shift the focus to higher or lower logical level): For global thinkers,shifting the logical level down grounds their thinking in specific examples and details. Forthose who think in highly sequential and concrete patterns, the shift up to a higher levelhelps them to explore the bigger picture and provides a broader context for thinking andproblem solving. This paraphrase allows the speaker/teacher to flex their style. TEA2/10/2022Impact CoachingParticipant Guide14

Acknowledge and ClarifySummarize and OrganizeLadder of AbstractionLevels of Emotions and CoachingEmotions before content when emotions are present!All emotions use the body as their “theatre,” but emotions also affect numerous brain functions. In atypical emotion, regions of the brain send commands to other regions of the brain and to almostevery area of the body through chemical and neural responses. Emotions may be expressedverbally or through other physical changes. Voice, posture, breathing, gestures, muscular tone, skintone, and color are among some of these changes. While the coach may not know the meaning ofeach behavioral change, this information does signal that a change has occurred. Emotions bothregulate and represent body states. The coach is attentive to emotional language and physicalchanges that signify emotions are present.“Your brain can be compared to an automatic transmission. When the going gets tough (e.g.,situations of trauma, crisis, or any type of fear) your brain automatically downshifts to help you getthrough. In situations of trauma, crisis, or any type of fear, the brain downshifts in an attempt toaccess functions that promote safety.” We often refer to this as the “fight or flight” theory.The Triune Brain helps us understand how thoughts and actions are affected.Reptilian Limbic Neo-Cortex Source: Adapted from Cognitive Coaching and A. Taylor, PhD. TEA2/10/2022Impact CoachingParticipant Guide15

Powerful QuestionsElements of Powerful Questions Open-ended Nonjudgmental Positive presuppositions Plural nouns Include tentative language Guide discovery and dialogue Invite complex thinking and reflection Elicit ideas Uncover meaning Evoke more questions Explore creativity, ideas and newpossibilities Generate energy and forward movement intaking action Foster self-directed learningPowerful Question Types Thinking and reflection Anticipation Clarification Elaboration Probing Outcomes Evaluation Hypothetical/for instance/predictions Implementation/taking action/planning Summarizing/concluding Integration Shift Perspective Focus Attention Lead to Insight Lead to possibilities and solutions OtherLayers of n SyntaxHow might the lesson be differentif .?Cognitive ResponseWhat are some options for ?When students were engaged, whatwas happening?What is the difference betweenlesson structure and pacing? TEA2/10/2022Impact CoachingParticipant Guide16

Pre-suppositionsCurrent/PresuppositionHave you been able to generate agoal?Presupposition:RevisedWhat could you have done to make itmore successful?Presupposition:Why did you do it that way?Presupposition:Why don’t you try this strategy?Presupposition:How can I help you improve?Presupposition: TEA2/10/2022Impact CoachingParticipant Guide17

T-TESS Domains and DimensionsThe following is a portion of the T-TESS Rubric. For a complete version visit https://teachfortexas.orgPLANNINGStandards and Alignment (Dimension 1.1)Dimension 1.1Standards andAlignment:The teacherdesignsclear, wellorganized,sequentiallessons thatreflectbest practice,alignwith standardsand areappropriatefor diverselearners.DISTINGUISHEDACCOMPLISHED All measurable All rigorous andgoals aligned tomeasurable goalsstate contentaligned to statestandards.content standards. All activities, All activities,materials andmaterials andassessmentsassessments that:that:o are logicallyoaresequencedsequencedo are relevant too are relevant tostudents’ priorstudents’ priorunderstandingunderstanding ando integrate otherreal-worlddisciplinesapplicationsoprovideo integrate andappropriate timereinforce conceptsforstudentfrom otherwork,lesson anddisciplinesStandardslessonclosureo provide appropriateBasis:oreinforcebroadertime for student1A, 1B, 3A, 3B,andcourseunitwork, student3Cobjectivesreflection, lessono are verticallyand lesson closurealigned to stateo deepenstandardsPotentialunderstanding ofo are appropriatebroader unit andSources offor diversecourse objectivesEvidence:learnerso are vertically alignedConferences All objectivesto state standardsandaligned sdiversewith thesequenced toteacher; formal Objectives alignedthe lesson‘s goal.andlogicallyobservationssequencedtothe oughs;providingrelevantenhanceclassroomand enrichingmastery ofartifacts;ofextensionsthegoal(s).student growthlessonprocesses Integration oftechnology toenhance mastery ofgoal(s).STUDENT-CENTERED ACTIONS TEA2/10/2022PROFICIENTDEVELOPING All goalsaligned tostate contentstandards. All activities,materials andassessmentsthat:o aresequencedo are relevantto studentso provideappropriatetime forlesson andlesson closureo fit into thebroader unitand courseobjectiveso areappropriatefor diverselearners. All objectivesaligned to thelesson’s goal. Integration oftechnologywhenapplicable. Most goalsaligned to statecontentstandards. Most activities,materials andassessmentsthat:o are sequencedo sometimesprovideappropriatetime for lessonand lessonclosure Lessons wheremostobjectives arealigned andsequenced tothe lesson’sgoal.Impact CoachingParticipant Guide oo IMPROVEMENTNEEDEDFew goals alignedto state ents that:are sequencedrarely provide timefor lesson andlesson closureLessons wherefew objectives arealigned andsequenced to thelesson’s goal.TEACHER-CENTERED ACTIONS18

PLANNINGData and Assessment (Dimension 1.2)DISTINGUISHEDDimension 1.2Data andAssessment:The teacheruses formaland informalmethodsto measurestudentprogress,thenmanages andanalyzesstudent datato informinstruction. Formal and informalassessments to monitorprogress of all students,shares appropriatediagnostic, formativeand summativeassessment data withstudents to engagethem in selfassessment, buildawareness of their ownstrengths andweaknesses and tracktheir own progress. Substantive, specificand timely feedback tostudents, families andStandardsschool personnel on theBasis:growth of students in1B, 1F, 2B, 2C,relation to classroom5A, 5B,and campus goals and5C, 5Dengages with colleaguesto adapt school-widePotentialinstructional strategiesSources ofand goals to meetEvidence:student needs rsations Analysis of student datawith theconnected to specificteacher; formalinstructional strategiesobservationsand use of results toandreflect on his or herwalkthroughs;teaching and to monitorclassroomteaching strategies andartifacts;behaviors in relation tostudent success.studentgrowthprocesses;analysis ofstudent data ED Formal andinformalassessments tomonitor progressof all students andincorporateappropriatediagnostic,formative andsummativeassessments datainto lesson plans. Substantive,specific and timelyfeedback tostudents, familiesand other schoolpersonnel on thegrowth of studentsin relation toclassroom andcampus goals,while maintainingstudentconfidentiality. Analysis of studentdata connected tospecificinstructionalstrategies and useof results to reflecton his or herteaching and tomonitor teachingstrategies andbehaviors inrelation to studentsuccess. Formalandinformalassessments tomonitorprogressof allstudents. Consistentfeedbacktostudents,familiesand y. Analysis ofstudentdataconnectedto specificinstructionalstrategies. Formal andinformalassessmentsto monitorprogress ofmoststudents. Timelyfeedback tostudents andfamilies. Utilization ofmultiplesources ofstudent data. Few formaland informalassessments tomonitorstudentprogress. Fewopportuni

Powerful Questions & Layers of Questions 16. Pre-suppositions 17. T-TESS Domains and Dimensions 18. Sample Questions 23. Questions When Stuck & Coaching Maps 26. Planning Conversations 27. Planning Map Application & Coaching and Conferences 28. Day 1 Reflection 29. CSI: Color, Symbol, Image 30. Reframing and Shifting 31. Reflective Conversations 33