The Language of Coaching

The Language of
Coaching-based
Supervision
This presentation summarizes the basic
language stems used in conducting coaching
conversations. Many supervisors keep this
page in front of them as they engage in
conferences.
Supervisors probe and cue with
paraphrasing, interpreting, clarifying, and
summarizing in response to what they
hear from their supervisee.
Paraphrasing
 Clarifying
 Interpreting
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Probing
Paraphrasing restates the message and encourages
the speaker to test their understanding.
“So…”
 “In other words…”
 “What it sounds like is…”
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Paraphrasing
Clarifying helps gather more information, seeks
more specificity, grounding of assessments with
assertions, and may uncover connections between
ideas, feelings, and attitudes.
“To what extent…?
 “What might be an example of…?”
 “What do you mean when you…?”
 “How many teachers…?”
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Clarifying
Interpreting goes beyond paraphrasing to test
possible causes, assumptions, new assessments. It is
additive to paraphrasing.
“I am wondering if what you are saying could
mean…”
 “Based on what you have described so far is it
possible that…”
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Interpreting
Supervisors ask mediational questions and
use transformational coaching to help
supervisees reflect upon their own leadership
practice and develop new habits of mind and
ways of being as an educational leader.
Mediational
 Transformational

Mediational Questions and
Transformational Coaching
Mediational questions to help supervisees build their own capacity
to develop and expand leadership skills and practices. Mediational
questions are often future oriented, and help the supervisee to
reflect on possible solutions and appropriate leadership actions.
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“What criteria might you use to…?”
“What do you think would happen if…”
“How might that decision impact…?”
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“What would be another interpretation of…?”
“How would it look…What a win-win look would like…?”
“What is the impact of … on students…?”
“How do you decide…What are your non-negotiable…”
“What are two or three other considerations that…?”
Mediational
Transformational coaching supports the development of
new levels of commitment, emotional intelligence, and
dispositions by helping their coaches to test new
interpretations and to practice new ways of being.
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“Let’s try a role-play where you don’t get defensive…”
“Ground that assessment for me…could you make a
different assessment…?”
“How could we turn that rut story into a river story…?”
“What new ‘way of being’ are you willing to test in this
situation…?”
Transformational
Supervisors instruct when their supervisees
ask for specific, timely advice or when a gap
in content or procedural knowledge is
uncovered. Instructional coaching does not
require that the supervisee follow given
advice.
Instruction
Instruction is used to share craft knowledge,
resources, models, and advice that is invitational in
nature.
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“We know that some best teaching practices are…”
“Our school’s data show that…you will need to focus
on…”
“Sometimes it’s helpful if…”
“Would it be helpful if we spent some time looking
at…?”
“What I saw in that classroom is…”
Summarizing is used to identify key points that help
identify next steps, cue new thinking, and plan for
future actions and accountability
“Let’s review the key points so far…”
 “What elements of this situation need to be addressed
first?”
 “Coming out of this conversation, you will ….and I
will …”
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Summarizing
When supervisors assess that their
supervisees are not meeting established
goals, standards, expectations, they promote
action with supervisory feedback and/or
direction.
Feedback
 Direction
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Supervisory Feedback and
Direction
Feedback is provided with specific, data-based
evidence to prompt reflection and ground coaching
and/or supervisory direction
“Based on my observations… I am rating you…”
 “Your actions are resulting in…”
 “I have observed this issue…”
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Feedback
Direction is given when coaching is not likely to produce timely
results, when the supervisor or the system establishes a mandate,
when the supervisee fails to aspire to uphold professional
standards, when the supervisee needs to be held accountable to
agreements and direction established as a result of the
supervision process.
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“The district priority for…requires that your school plan include
the following…”
“I expect you to…”
“You need to…How will you proceed? How can I support you?
“As a result of this conversation about…you will…and I will…”
“After I provide you with…you will do the following…”
Direction

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