Summary
Contents
Subject index
Discover coaching strategies to inspire greatness in any educational leader! Centered on evocative coaching, a person-centered, no-fault, strengths-based coaching model, this book will equip those who coach educational leaders to host engaging and productive coaching conversations. Coaches who read this book will learn to LEAD: Listen, Empathize, Appreciate, and Design, as well as to discover: • Guidance for coaching leaders with specific questions, things to listen for, and ways to generate new ideas and motivation • Research-based theories that ground the strategies presented in each chapter • Real-life vignettes that illustrate the evocative coaching model in action • Reflection and discussion questions, templates, and other materials to scaffold the learning of coaches as they innovate their way forward “Leadership coaching has arisen as a powerful intervention to support the professional learning of leaders. In this book Megan and Bob Tschannen-Moran invite us to see into their world of evocative coaching. They demonstrate how coaching conversations can lead to a flow of energy, enthusiasm and possibilities that bring out movement in people. The authors combine their theoretical knowledge with their experience as coaches, exemplified in wonderful stories and practical examples. As a coach myself I could not stop reading because I was so curious about the next chapter. The book is a great example of how high quality professional learning can enhance educational leaders’ daily leadership practice.” —Marit Aas, Associate Professor University of Oslo, Oslo, Norway
Coaching Presence
Coaching Presence
Before describing the “how to” of evocative coaching, expressing the dynamic dance of listening, empathizing, appreciating, and designing, we turn first to our intentions and way of being in coaching: the “what for?” and the “who is?” of the process. That is because evocative coaching cannot be reduced to a tool or technique. Without the right intention and presence, coaches fail to evoke greatness and educational leaders fail to realize their own and their organizations’ full potential, no matter what approaches or strategies are used. Ironically, the more coaches want to help, the less dynamic and effective they may be because the coach-as-helper metaphor shifts the dynamic of coaching away from its evocative stance. It places responsibility for change primarily with ...
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