Appendix F
Glossary
- Achievement gap:
- The disparity between the academic performance of groups of students, especially groups defined by race/ethnicity, gender, and socioeconomic status. However, when structural, economic factors are causing the gap in performance, then the achievement gap may actually be an opportunity gap.
- Active listening:
- A communication strategy where the listener feeds back what the speaker said by restating or paraphrasing what was heard. The listener seeks confirmation that he understood what the speaker was saying.
- Adult learning:
- A theory holding that there are key differences between the ways adults learn and the ways children learn. Adults want to be the origin of their own learning and want control over the what, who, how, why, and where of their learning. They need to see that what they are learning is applicable to their day-to-day activities and problems. Adults also need direct, concrete experiences to apply what they have learned to their work.
- Beliefs:
- Strongly held opinions; we often think they are truths.
- Capacity:
- A person's potential to learn or retain knowledge; their potential for growth, development, or skill building.
- Change management:
- A lens that suggests an analysis of the conditions for change; reminds us to consider a person's will, skill, knowledge, and capacity to change; and reminds us that beneficial change is always possible.
- Coaching:
- Professional development.
- Cognitive coaching:
- Coaching that addresses ways of thinking in order to change the way we behave.
- Compassion:
- The ability to suspend judgment of ourselves and others, appreciating that each of us makes choices based on the information and skills we have at any given time.
- Core values:
- Deeply held personal codes that reflect our ethics and what is most important to us; they are usually deeper than our beliefs and are a source for resilience.
- Deep listening:
- Nonjudgmental listening for the purpose of the speaker so that he can process thoughts, feelings, experiences.
- Directive coaching:
- Coaching that focuses on changing behaviors. Also called instructive coaching.
- Equity:
- Every child gets what he or she needs in our schools—every child regardless of where they come from, what they look like, who their parents are, what their temperament is, or what they show up knowing or not knowing. Every child gets what he or she needs every day in order to have all the skills and tools that he or she needs to pursue whatever he or she wants after leaving our schools, to live a fulfilling life. Equity is about outcomes and experiences—for every child, every day.
- Emotional intelligence:
- A set of competencies and dispositions; the capacity to recognize our own feelings and those of others, to motivate ourselves, and to manage emotions well in ourselves and in our relationships.
- Enrollment:
- The process in coaching of inviting a client to buy into coaching and be open to the possibilities that might come as a result.
- Facilitative coaching:
- Coaching that builds on changes in behavior to support someone to develop ways of being, or explores beliefs in order to change behaviors.
- Gradual release of responsibility:
- Also known as “scaffolded” instruction. When a learner is in the zone of proximal development, if he is provided with appropriate assistance and tools—the scaffolding—then he can accomplish the skill. Eventually the scaffolding can be removed, the responsibility can be released, and the learner can complete the task independently.
- Heron's coaching stances:
- An analytical framework to apply in coaching conversations; six approaches (cathartic, catalytic, supportive, confrontational, instructive, and prescriptive) that can be used for different reasons and have different effects. See Chapter Nine.
- Inquiry thinking:
- A stance, or lens, that values asking questions as much as finding answers. It suggests that the way we define the problem dictates how we define the solution; it encourages us to collect multiple forms of data.
- Instructive coaching:
- Coaching that focuses on changing behaviors. Also called directive coaching.
- Ladder of Inference:
- An analytical framework used to explore how beliefs are formed and to help a client unpack belief systems.
- Mental model or mind-set:
- Our beliefs, assumptions, and ideas about how things work. Mental models are often hidden, even from ourselves. Made up of our values and beliefs and a series of assumptions about how the world works.
- Ontological coaching:
- Coaching that focuses on our way of being which shows up in our language, emotions, and body. Our way of being contains deep-seated attitudes and is the underlying driver of our behavior and communication.
- Optical refractor for coaches:
- The set of six coaching lenses based on theoretical frameworks introduced in Chapter Four.
- Paraphrasing:
- Rendering the message a speaker shared using similar words and phrases as the one used by the speaker.
- Prejudice:
- A preconceived judgment or opinion, usually based on limited information. We are continually exposed to misinformation about others—which is how we end up with prejudices. Stereotypes, omissions, and distortions all contribute to the development of prejudice.
- Racism:
- A system of advantage based on race; a personal ideology and a system of institutional policies and practices that manifest in the beliefs and actions of individuals. Racism is prejudice plus power—racial prejudice combined with social power (access to resources and decision making) leads to an institutionalization of racist policies and practices. Racism is more than just a set of individual beliefs and attitudes; it is systemic.
- Reframing:
- Helping people change the way they see things to find alternate ways of viewing ideas, events, or situations.
- Resilience:
- The ability to emerge from adversity stronger than before; an emotional quality that can be learned and developed.
- River stories:
- A river story is a commitment to learn and grow; it doesn't limit us.
- Rut stories:
- A story that develops when people use defensive reasoning to protect themselves. A rut story is constricting and usually leaves us feeling somewhat powerless.
- Scaffolding:
- When a learner is in the zone of proximal development, if he is provided with appropriate assistance and tools—the scaffolding—then he can accomplish the skill. Eventually the scaffolding can be removed and the learner can complete the task independently. Scaffolded instruction is also known as a gradual release of responsibility.
- SMARTE goal:
- A goal that is strategic and specific, measurable, attainable, results-based, time-bound, and equitable.
- Stories:
- Interpretations of what happens to us. Coaches help people surface, question, and redefine their stories when the current story is called into question or breaks down.
- Systemic (or structural) oppression:
- The theory that oppression resides in systems and structures (such as our education system and school structures), as well as within individual consciousness.
- Systems thinking:
- A conceptual framework for seeing interrelationships and patterns of change, rather than isolated events. It helps us identify the structures that underlie complex situations and discern high- and low-leverage changes.
- Theory of action:
- A theory for change that directs our actions; often framed as if-then statements.
- Transformation:
- A change so massive, thorough, and comprehensive that the result is almost unrecognizable from its previous form; it is almost unimaginable.
- Transparency:
- An authentic openness to others about one's feelings, beliefs, and actions.
- Unattachment to outcome:
- A stance in which a coach isn't attached to a client's decisions or choices.
- Webs of belief:
- The interconnected threads of beliefs that mutually reinforce one another and guide our actions; together they form a mind-set (Drath and Van Veslor, 2006).
- Zone of proximal development (ZPD):
- The difference between what a learner can do without help and what he can do with help. It is the range of abilities that he can perform with assistance, but cannot yet perform independently. A learner needs “scaffolding” in order to move out of the ZPD.
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