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School Provision #102: Evocative Coaching as Action Research
by Bob Tschannen-Moran, February 2, 2011
Two years ago, in the South African Journal of Education,
Daneel Rossouw wrote an excellent article titled, "Educators as
Action Researchers: Some Key Considerations" (2009, 29,1:1-16). Here
is the abstract from the paper:"A characteristic of expert educators is their ability to interpret classroom activities critically, to identify and solve problems regarding their teaching practice, and to make thoughtful or reflective instructional and classroom management decisions that are conducive to learning. For educators to be efficacious, they should be active participants in the classroom and observers of the learning and teaching processes, assessing and interpreting the data forthcoming from the classroom and using that knowledge, together with more academic or public theory and research, as a basis for planning and decision-making."
"Action research provides educators with a strategy to enhance their reflective teaching practice, thereby sharpening their understanding of instruction and improving their instructional and classroom management skills, thus promoting educational change. In this article I discuss an action research model for educators to assist them in finding alternatives to current practice by gathering data and using the data to create meaning, which is then fed back into the system with a view to improved action. The proposed action research model is highly relevant to pre-service and in-service teacher training."
Sound intriguing? I encourage you to
read the entire paper online. Although Rossouw was not writing
with any of knowledge of evocative coaching, the conversational
process developed by the Center for School Transformation, his
discussion of action research both describes the mechanism of action
and makes the case for evocative coaching. It is most closely
aligned with the appreciative-inquiry and design-thinking steps in
our coaching model.
First for the mechanism of action. Why does evocative coaching work?
Because it views and treats teachers and educators as action
researchers who are capable of reflecting on and learning from their
own experiences. When outside experts show up to analyze techniques
and recommend improvements, they may unwittingly erode motivation
and undermine collegiality. Expert advice can overwhelm and
overpower even the most competent of professionals, let alone those
who are struggling.
When evocative coaches show up with appreciative inquiries and vital
observations, a different dynamic gets created. Call it the dynamic
of discovery. By recognizing teachers and educators as their own
best innovation experts, they become more willing and able to both
imagine new possibilities and design new approaches. When that
spirit takes hold as the culture in a school building or system, all
manner of new competencies emerge. Want to improve classroom
practices? Don't tell people what to do; ask them no-fault questions
to raise awareness and strengths-based questions to increase
self-efficacy.
Rossouw's article reviews the action-research literature, much of
which undergirds
Evocative
Coaching as well. I love Rossouw's acknowledgment, harking
back to Carl Rogers, that transformation requires the engagement of
both cognitive and affective processes as well as a commitment to
take action. I also love how he frames problems as puzzles; what a
lighthearted and encouraging framework for learning.
All this makes the case for evocative coaching, along with the
recognition, at the end of Rossouw's article, that teachers and
educators often need help to break down their reflections and plans
into manageable bits. When the challenges are great the experiments
must be S-M-A-R-T: Specific, Measurable, Attainable,
and Relevant with a clear Time frame. We promote
S-M-A-R-T experiments precisely because we understand the fear
factor and the importance of quick wins.
When it comes to building self-confidence and self-efficacy, nothing
succeeds like success. That's the bottom line not only in schools
but in all human endeavors. Learning is best facilitated through
no-fault and strengths-based questions that lead to actions which
generate recognizable and incremental gains. Design thinking refers
to those field tests as prototypes. We call them experiments to set
them in a clear, action-research framework.
Want to learn how to bring such dynamic approaches into your own
practice, school, or school system? We have now set a summer
training program for evocative coaching. In seven weeks we will
conduct thirteen classes using our advanced telephone conference.
Many have found this to be not only a convenient and affordable
approach to learning evocative coaching, but also an effective and
exciting experience. It could be the perfect time for busy educators
and school leaders to get a jumpstart on the new school year.
To learn more about the program, visit the
Training Tab at our website. To take advantage of the early-bird
registration discount, sign up today using our
Secure Server.
Here's to transforming schools, one conversation at a time! We look
forward to sharing the journey with you.
May you be filled with goodness, peace, and joy.
Bob Tschannen-Moran, CEO & Co-Founder
Center for School Transformation
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www.SchoolTransformation.com