Results Coaching: The New Essential for School Leaders

http://www.coachfederation.org/ethics

Preamble: ICF Professional Coaches aspire to conduct themselves in a manner that reflects positively upon the coaching profession; are respectful of different approaches to coaching; and recognize that they are also bound by applicable laws and regulations.

As a coach:

• 1)
  I will not knowingly make any public statement that is untrue or misleading about what I offer as a coach, or make false claims in any written documents relating to the coaching profession or my credentials or the ICF.
• 2)
  I will accurately identify my coaching qualifications, expertise, experience, certifications and ICF Credentials.
• 3)
  I will recognize and honor the efforts and contributions of others and not misrepresent them as my own. I understand that violating this standard may leave me subject to legal remedy by a third party.
• 4)
  I will, at all times, strive to recognize personal issues that may impair, conflict, or interfere with my coaching performance or my professional coaching relationships. Whenever the facts and circumstances necessitate, I will promptly seek professional assistance and determine the action to be taken, including whether it is appropriate to suspend or terminate my coaching relationship(s).
• 5)
  I will conduct myself in accordance with the ICF Code of Ethics in all coach training, coach mentoring, and coach supervisory activities.
• 6)
  I will conduct and report research with competence, honesty, and within recognized scientific standards and applicable subject guidelines. My research will be carried out with the necessary consent [Page 203]and approval of those involved, and with an approach that will protect participants from any potential harm. All research efforts will be performed in a manner that complies with all the applicable laws of the country in which the research is conducted.
• 7)
  I will maintain, store, and dispose of any records created during my coaching business in a manner that promotes confidentiality, security, and privacy, and complies with any applicable laws and agreements.
• 8)
  I will use ICF member contact information (e-mail addresses, telephone numbers, etc.) only in the manner and to the extent authorized by the ICF.

As a coach:

• 9)
  I will seek to avoid conflicts of interest and potential conflicts of interest and openly disclose any such conflicts. I will offer to remove myself when such a conflict arises.
• 10)
  I will disclose to my client and his or her sponsor all anticipated compensation from third parties that I may pay or receive for referrals of that client.
• 11)
  I will only barter for services, goods or other non-monetary remuneration when it will not impair the coaching relationship.
• 12)
  I will not knowingly take any personal, professional, or monetary advantage or benefit of the coach-client relationship, except by a form of compensation as agreed in the agreement or contract.

As a coach:

• 13)
  I will not knowingly mislead or make false claims about what my client or sponsor will receive from the coaching process or from me as the coach.
• 14)
  I will not give my prospective clients or sponsors information or advice I know or believe to be misleading or false.
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• 15)
  I will have clear agreements or contracts with my clients and sponsor(s). I will honor all agreements or contracts made in the context of professional coaching relationships.
• 16)
  I will carefully explain and strive to ensure that, prior to or at the initial meeting, my coaching client and sponsor(s) understand the nature of coaching, the nature and limits of confidentiality, financial arrangements, and any other terms of the coaching agreement or contract.
• 17)
  I will be responsible for setting clear, appropriate, and culturally sensitive boundaries that govern any physical contact I may have with my clients or sponsors.
• 18)
  I will not become sexually intimate with any of my current clients or sponsors.
• 19)
  I will respect the client's right to terminate the coaching relationship at any point during the process, subject to the provisions of the agreement or contract. I will be alert to indications that the client is no longer benefiting from our coaching relationship.
• 20)
  I will encourage the client or sponsor to make a change if I believe the client or sponsor would be better served by another coach or by another resource.
• 21)
  I will suggest my client seek the services of other professionals when deemed necessary or appropriate.

As a coach:

• 22)
  I will maintain the strictest levels of confidentiality with all client and sponsor information. I will have a clear agreement or contract before releasing information to another person, unless required by law.
• 23)
  I will have a clear agreement upon how coaching information will be exchanged among coach, client, and sponsor.
• 24)
  When acting as a trainer of student coaches, I will clarify confidentiality policies with the students.
• 25)
  I will have associated coaches and other persons whom I manage in service of my clients and their sponsors in a paid or volunteer [Page 205]capacity make clear agreements or contracts to adhere to the ICF Code of Ethics Part 2, Section 4: Confidentiality/Privacy standards and the entire ICF Code of Ethics to the extent applicable.

As an ICF Professional Coach, I acknowledge and agree to honor my ethical and legal obligations to my coaching clients and sponsors, colleagues, and to the public at large. I pledge to comply with the ICF Code of Ethics, and to practice these standards with those whom I coach.

If I breach this Pledge of Ethics or any part of the ICF Code of Ethics, I agree that the ICF in its sole discretion may hold me accountable for so doing. I further agree that my accountability to the ICF for any breach may include sanctions, such as loss of my ICF membership and/or my ICF Credentials.

http://www.coachfederation.org/research-education/icf-credentials/core-competencies/

• 1.
  Meeting Ethical Guidelines and Professional Standards
• 2.
  Establishing the Coaching Agreement

• 1.
  Establishing Trust and Intimacy With the Client
• 2.
  Coaching Presence

• 1.
  Active Listening
• 2.
  Powerful Questioning
• 3.
  Direct Communication

• 1.
  Creating Awareness
• 2.
  Designing Actions
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• 3.
  Planning and Goal Setting
• 4.
  Managing Progress and Accountability

• 1.
  Meeting Ethical Guidelines and Professional Standards - Understanding of coaching ethics and standards and ability to apply them appropriately in all coaching situations

  • a.
    Understands and exhibits in own behaviors the ICF Standards of Conduct (see list, Part III of ICF Code of Ethics);
  • b.
    Understands and follows all ICF Ethical Guidelines (see list);
  • c.
    Clearly communicates the distinctions between coaching, consulting, psychotherapy and other support professions;
  • d.
    Refers client to another support professional as needed, knowing when this is needed and the available resources.
• 2.
  Establishing the Coaching Agreement - Ability to understand what is required in the specific coaching interaction and to come to agreement with the prospective and new client about the coaching process and relationship

  • a.
    Understands and effectively discusses with the client the guidelines and specific parameters of the coaching relationship (e.g., logistics, fees, scheduling, inclusion of others if appropriate);
  • b.
    Reaches agreement about what is appropriate in the relationship and what is not, what is and is not being offered, and about the client's and coach's responsibilities;
  • c.
    Determines whether there is an effective match between his/her coaching method and the needs of the prospective client.

• 3.
  Establishing Trust and Intimacy With the Client - Ability to create a safe, supportive environment that produces ongoing mutual respect and trust

  • a.
    Shows genuine concern for the client's welfare and future;
  • b.
    Continuously demonstrates personal integrity, honesty and sincerity;
  • c.
    Establishes clear agreements and keeps promises;
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  • d.
    Demonstrates respect for client's perceptions, learning style, personal being;
  • e.
    Provides ongoing support for and champions new behaviors and actions, including those involving risk taking and fear of failure;
  • f.
    Asks permission to coach client in sensitive, new areas.
• 4.
  Coaching Presence - Ability to be fully conscious and create spontaneous relationship with the client, employing a style that is open, flexible and confident

  • a.
    Is present and flexible during the coaching process, dancing in the moment;
  • b.
    Accesses own intuition and trusts one's inner knowing - “goes with the gut”;
  • c.
    Is open to not knowing and takes risks;
  • d.
    Sees many ways to work with the client, and chooses in the moment what is most effective;
  • e.
    Uses humor effectively to create lightness and energy;
  • f.
    Confidently shifts perspectives and experiments with new possibilities for own action;
  • g.
    Demonstrates confidence in working with strong emotions, and can self-manage and not be overpowered or enmeshed by client's emotions.

• 5.
  Active Listening - Ability to focus completely on what the client is saying and is not saying, to understand the meaning of what is said in the context of the client's desires, and to support client self-expression

  • a.
    Attends to the client and the client's agenda, and not to the coach's agenda for the client;
  • b.
    Hears the client's concerns, goals, values and beliefs about what is and is not possible;
  • c.
    Distinguishes between the words, the tone of voice, and the body language;
  • d.
    Summarizes, paraphrases, reiterates, mirrors back what client has said to ensure clarity and understanding;
  • e.
    Encourages, accepts, explores and reinforces the client's expression of feelings, perceptions, concerns, beliefs, suggestions, and so on;
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  • f.
    Integrates and builds on client's ideas and suggestions;
  • g.
    “Bottom-lines” or understands the essence of the client's communication and helps the client get there rather than engaging in long descriptive stories;
  • h.
    Allows the client to vent or “clear” the situation without judgment or attachment in order to move on to next steps.
• 6.
  Powerful Questioning - Ability to ask questions that reveal the information needed for maximum benefit to the coaching relationship and the client

  • a.
    Asks questions that reflect active listening and an understanding of the client's perspective;
  • b.
    Asks questions that evoke discovery, insight, commitment or action (e.g., those that challenge the client's assumptions);
  • c.
    Asks open-ended questions that create greater clarity, possibility, or new learning;
  • d.
    Asks questions that move the client towards what they desire, not questions that ask for the client to justify or look backwards.
• 7.
  Direct Communication - Ability to communicate effectively during coaching sessions and to use language that has the greatest positive impact on the client

  • a.
    Is clear, articulate, and direct in sharing and providing feedback;
  • b.
    Reframes and articulates to help the client understand from another perspective what he or she wants or is uncertain about;
  • c.
    Clearly states coaching objectives, meeting agenda, purpose of techniques or exercises;
  • d.
    Uses language appropriate and respectful to the client (e.g., nonsexist, nonracist, nontechnical, nonjargon);
  • e.
    Uses metaphor and analogy to help to illustrate a point or paint a verbal picture.

• 8.
  Creating Awareness - Ability to integrate and accurately evaluate multiple sources of information and to make interpretations that help the client to gain awareness and thereby achieve agreed-upon results

  • a.
    Goes beyond what is said in assessing client's concerns, not getting hooked by the client's description;
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  • b.
    Invokes inquiry for greater understanding, awareness, and clarity;
  • c.
    Identifies for the client his or her underlying concerns, typical and fixed ways of perceiving himself or herself and the world, differences between the facts and the interpretation, disparities between thoughts, feelings and action;
  • d.
    Helps clients to discover for themselves the new thoughts, beliefs, perceptions, emotions, moods, and so on that strengthen their ability to take action and achieve what is important to them;
  • e.
    Communicates broader perspectives to clients and inspires commitment to shift their viewpoints and find new possibilities for action;
  • f.
    Helps clients to see the different, interrelated factors that affect them and their behaviors (e.g., thoughts, emotions, body, background);
  • g.
    Expresses insights to clients in ways that are useful and meaningful for the client;
  • h.
    Identifies major strengths versus major areas for learning and growth and what is most important to address during coaching;
  • i.
    Asks the client to distinguish between trivial and significant issues, situational versus recurring behaviors, when detecting a separation between what is being stated and what is being done.
• 9.
  Designing Actions - Ability to create with the client opportunities for ongoing learning, during coaching and in work and/or life situations, and for taking new actions that will most effectively lead to agreed-upon coaching results

  • a.
    Brainstorms and assists the client to define actions that will enable the client to demonstrate, practice, and deepen new learning;
  • b.
    Helps the client to focus on and systematically explore specific concerns and opportunities that are central to agreed-upon coaching goals;
  • c.
    Engages the client to explore alternative ideas and solutions, to evaluate options, and to make related decisions;
  • d.
    Promotes active experimentation and self-discovery, where the client applies what has been discussed and learned during sessions immediately afterwards in his or her work or life setting;
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  • e.
    Celebrates client successes and capabilities for future growth;
  • f.
    Challenges client's assumptions and perspectives to provoke new ideas and find new possibilities for action;
  • g.
    Advocates or brings forward points of view that are aligned with client goals and, without attachment, engages the client to consider them;
  • h.
    Helps the client “Do It Now” during the coaching session, providing immediate support;
  • i.
    Encourages stretches and challenges but also a comfortable pace of learning.
• 10.
  Planning and Goal Setting - Ability to develop and maintain an effective coaching plan with the client

  • a.
    Consolidates collected information and establishes a coaching plan and development goals with the client that address concerns and major areas for learning and development;
  • b.
    Creates a plan with results that are attainable, measurable, specific and have target dates;
  • c.
    Makes plan adjustments as warranted by the coaching process and by changes in the situation;
  • d.
    Helps the client identify and access different resources for learning (e.g., books, other professionals);
  • e.
    Identifies and targets early successes that are important to the client.
• 11.
  Managing Progress and Accountability - Ability to hold attention on what is important for the client and to leave responsibility with the client to take action
• a.
  Clearly requests of the client actions that will move the client toward their stated goals;
• b.
  Demonstrates follow through by asking the client about those actions that the client committed to during the previous session(s);
• c.
  Acknowledges the client for what they have done, not done, learned, or become aware of since the previous coaching session(s);
• d.
  Effectively prepares, organizes, and reviews with client information obtained during sessions;
• e.
  Keeps the client on track between sessions by holding attention on the coaching plan and outcomes, agreed-upon courses of action, and topics for future session(s);
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• f.
  Focuses on the coaching plan but is also open to adjusting behaviors and actions based on the coaching process and shifts in direction during sessions;
• g.
  Is able to move back and forth between the big picture of where the client is heading, setting a context for what is being discussed and where the client wishes to go;
• h.
  Promotes client's self-discipline and holds the client accountable for what they say they are going to do, for the results of an intended action, or for a specific plan with related time frames;
• i.
  Develops the client's ability to make decisions, address key concerns, and develop himself or herself (to get feedback, to determine priorities and set the pace of learning, to reflect on and learn from experiences);
• j.
  Positively confronts the client with the fact that he or she did not take agreed-upon actions.

Coaching for Results has endeavored to evaluate the professional development programs and coaching services that are offered. The evaluation consists of two strands: (1) There is a standardized evaluation administered after each event, and (2) We seek to understand the impact of our services and make meaning of what is reported through periodic qualitative phenomenological studies. The data on file with Coaching For Results, Inc. from 2003–2009 represents involvement with over 800 educators. We continually strive for greater accountability, greater clarity of our purpose, and greater understanding of impact.

The following summary shows key findings of phenomenological studies undertaken since 2003.

The following data represent standardized evaluation reports collected by CFR from coaching workshops across the country. The workshop evaluation forms are based on a five-point Likert Scale with five (5) being the highest value.

Coaching School Results consistently receives outstanding feedback from seminar participants. Here are just a few comments by recent participants:

“Imagine having the skills for listening, reframing of questions, believing in others, and open communication that supports the success of all on your campus daily. The power of coaching will build on these skills and many more to ensure your students and campus family will grow and continue to be successful.”

Jerry Miracle, Campus Instructional Coordinator, Clements/Parsons Elementary; Copperas Cove ISD

“This course is essential to effectively communicate in all aspects of your life. The skills gained through this training are going to help me become a powerful coach and person. I feel that it will impact me in every aspect of my life.”

Erica Reyes, Instructional Development Coordinator, Salesmanship Club, Dallas, TX

“Regardless of whatever experience or background you bring with you, opportunities to grow are abundant. The information shared is applicable in both professional and personal areas and can enrich relationships across the board. Coaching empowers us to make a difference.”

Zelene Lovitt, At-Risk Facilitator, Carrollton-Farmers Branch ISD

“This experience inspires me to make some very positive changes in both my personal and professional life. I feel that every education leader would benefit from this phenomenal professional development.”

Marsha Watson, Director of Curriculum and Instruction, White Oak ISD

“This seminar is a gift that is life changing for me, both professionally and personally. I believe that the principles of coaching have the power to change the way we relate to others which will greatly increase results.”

Beth Crisp, District Reading Specialist, Richardson ISD

The purpose of this practice is to help learners wrap their mind around the three options for Reflective Feedback—Clarify, Value or value potential, or Reflective questions for possibilities.

• Divide the room into thirds with each group having one type of reflective feedback.
• Offer a scenario appropriate for the audience (e.g., a principal who wants to do more walkthroughs, a teacher who wants to incorporate more active learning strategies, etc.)
• Ask each third of the room to offer the type of feedback assigned.
• After sharing, change the type of feedback the group has and repeat the practice.

• The Feedback Practice Protocol follows below.
• Review the Protocol prior to modeling. This step is important for creating the Big Picture of expected behaviors, norms, and process steps that support successful use of the protocol.
• Leaders may want to model it first and then staff will repeat the process at their tables. One of the trainers gives an issue and others offer feedback following the steps in the protocol.
• Large Group Debrief, the whole group will debrief of benefits of using this protocol.

In small groups, learners will practice using the feedback protocol. It may be helpful for trainers to help the groups determine roles—a facilitator of the process, the person sharing the issue, and a timekeeper prior to beginning the protocol.

Provide the following instructions:

• 1.
  One member of your group will share a puzzling or worrisome issue from the past year. He or she will share some of his or her experiences and actions. That member will have five minutes to share. The conversation will be confidential.
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• 2.
  After the person has shared, members of the group will write down as many questions or statements as they like from the Reflective Feedback guide. They will have three minutes to think and write.
• 3.
  Beginning with the person to the left of the speaker, each person will offer only one type of reflective feedback—either a question or statement for Clarifying, for Value Potential, or for Reflective Question or Possibility.
• 4.
  Each person will offer only one question or statement going around the group. There is no cross talk, and the speaker only listens, considers, or possibly takes notes.
• 5.
  Once each group member offers one question or statement, the group will go around again until all statements or questions are exhausted. Once completed, the speaker has a few moments to think and then respond to the group.
• 6.
  The speaker needs to know that he or she is not required to respond to all individual questions or statements; the speaker is only required to share new thoughts, ideas, or considerations he or she now has as a result of the sharing.
• 7.
  The members agree and understand that their feelings will not be hurt if the speaker does not comment on their statement or question.
• 8.
  Once all ideas are shared and the speaker has responded to the whole group, Cross Talk is allowed as the members share the benefit of this experience.
• 9.
  Whole Group Reflection

  • ○
    What worked for you in this conversation protocol?
  • ○
    What was difficult?
  • ○
    What was easier than expected?
  • ○
    How did the language of reflective feedback positively impact the sharing?
  • ○
    What refinements would you make? (Using Reflective Feedback)

Facilitator Note: Ask the group permission to gently nudge them to refine their questions or statements. Remind everyone that we are learning new language and patterns of language. Gently offer a question if the feedback does not represent the attributes of the type of reflective feedback. Because it is important not to practice incorrectly, interrupt politely. We might say something like, “She has thought about it; now, talk with her as if she has thought about it.”

Elementary people tend to use judgmental language because they praise all the time. Positive judgment is still judgment. Move them, from “I like” to feedback that shows value such as, “The strength of your … was,” or “There is evidence of. …”

We all live in a fast-paced, noise-filled world that seems to become louder each day. Even when we try to escape and relax, we continue to stay attached to cell phones, computers, iPods, and many other forms of technology that interrupt any possibility to experience total quiet. We are so accustomed to having noise around us that we are often very uncomfortable with silence, and yet we know that silence is a critical attribute of skillful listening. We can all plead guilty to being distracted while trying to listen or formulating what we are going to say next before the other person even completes his or her thought.

In coaching, each of us is eager to use the variety of skills that we have learned to encourage our clients to see themselves as capable of self-discovery, problem solving, reflection, and change. Our training and practical experience as coaches may lead to a tendency to be very busy, focusing our attention when we are with a client. We all know the value of active listening in the coaching process, and silence is an effective and essential tool in listening. How does silence factor into our coaching skills?

Gandhi says, “In the attitude of silence, the soul finds the path in a clearer light, and what is elusive and deceptive resolves itself into crystal clearness.”

Silence, when used in conversation, may empower another person and help build a relationship as well. This is a challenge—to be comfortable with just being quiet is an acquired art. Silence can produce some of the best results of reflection and insight because we give a client the gift of time to work things out in his or her own brain. When we hold back and remain silent, we allow clients to discover more about what they are thinking and feeling and what they really want and also how we can best help them. It helps clients slow down their minds to discover more effective solutions to areas of concern. We give them a time and place to dig deeper and deal with an issue. Silence can lead clients to a break through or catharsis—that great leap to new understanding.

An added benefit of silence occurs because we send a strong message that the client's words and insights are important. This can help a person feel a sense of increased capacity. Silence is active attention and can be fully effective in coaching when the client accepts trust and support from the coach. Silence, when used correctly, is not abandonment—it is heightened presence. What happens on the other side of silence is often an exercise of problem solving, innovation, thinking, and brilliant ahas!

[Page 226]Silence can be uncomfortable. We must learn to become comfortable with the uncomfortable. We need to give clients assurance that we are listening and interested and that they are cared for while the silence settles in. It can be a powerful tool for those who use it well. Silence works wonders in letting clients know that we see them as capable. Silence also allows us to listen better to ourselves.

Utilizing the sounds of silence is truly a tool in the masterful coach's art of communication.

(In the next 20 minutes, Coach and Teacher reviewed the curriculum for the next three weeks.)