1

COACHING MODELS

Coaching Models

Frances A. Barnes

Grand Canyon University: TEC 544

January 12, 2021

2
COACHING MODELS

Coaching is an approach that provides ongoing support for teachers and gives them the

opportunity to learn new skills. A coach promotes conditions that allows for deep reflection and

learning to take place, where the teacher can take risks to change their practice, where powerful

conversations can take place, and where growth is recognized and celebrated (Aguilar, 2013).

There are two common coaching models that can assist teachers in integrating technology

effectively in their classrooms called the GROW and OSKAR Model. The GROW Model is a

coaching framework for coaches that focuses on using questions rather than instructions to guide

teachers. On the other hand, the OSKAR model is a coaching framework that is solution-focused

and uses a collaborative approach to solve problems (MindTools, n.d.). It is necessary for

coaches to know the characteristics of different coaching models to help teachers effectively

integrate all aspects of technology to prepare students to be productive digital-age citizens.

GROW Model

To coach effectively it is important to guide teachers to make the best decisions for their

classrooms by using questions to foster change more willingly. The GROW model focuses on

asking effective questions in structured ways to promote deeper awareness and greater

responsibility which leads to practical steps to accomplish goals and overcome obstacles

(MindTools, n.d.). The GROW Model approach promotes confidence and self-motivation that

leads to increased productivity and personal satisfaction that allows for teachers to focus on the

journey with technology and uses four steps to structure coaching (Performance Consultants,

2020). The four steps include: establishing a goal, examining the current reality, exploring

options (or obstacles), and establishing a will (or way forward). First, the teacher will need to

select a goal that is inspiring, challenging, and SMART (specific, measurable, achievable,

realistic, and timely). The coach will prompt the teacher by asking open-ended questions that
3
COACHING MODELS

encourage reflection. The next step is to discuss the teacher’s current situation and the barriers

that currently exist with achieving the goal. The coach should focus on questions that help the

individual find their strengths. For coaches, effectiveness comes from recognizing and helping to

refine an individual’s strengths and talents instead of focusing on their weaknesses (Hall &

Simeral, 2008). The next step is to help the teacher explore possible options for reaching his or

her objective and to help them think about possible obstacles that can prevent them from

achieving their goal. The final step is to get the teacher to commit to certain actions and

timeframe in order to move forward towards their goal and establish accountability (MindTools,

n.d.).

OSKAR Coaching Framework

The OSKAR model is a collaborative approach and aims to help teacher’s find solutions

to problems rather than focusing on the problem itself (MindTools, n.d.). Similar to the GROW

model, the OSKAR model also uses questioning methods to collectively come up with solutions

to problems. This coaching framework is a five-step process including Outcome/Objective,

Scale, Know-how, Affirm/Action, and Review. First, the teacher will need to figure out what

they want to achieve and visualize in detail their desired outcome. The next step is to measure

how close the teacher is to achieving their desired outcome by using a 1-10 scale. This uses a

scale to decide where the teacher is in relation to where they need to be. The “Know-how” step

requires the individual to have the skills, knowledge, qualifications, and attributes that enable

them to move forward towards their desired objective or goal(MindTools, n.d.). The

“Affirm/Action” step provides the teacher with positive reinforcement by reflecting on key

strengths and attributes that the teacher has displayed. An effective coach is skilled in helping

individuals refine their talents and recognizing other’s strengths, abilities, and beliefs (Hall et al.,
4
COACHING MODELS

2008). The coach will then need to focus on the actions that need to take place to help the teacher

take the right steps toward their goal. The final step is to review the teachers progress at the next

coaching session and emphasize the positives the teacher has made toward their final goal

(MindTools, n.d.).

GROW vs OSKAR

The Grow Model helps teachers improve performance, and helps them plan for and reach their

long-term goals and career objectives (MindTools, n.d.). The OSKAR Model is a solution-

focused/ collaborative coaching approach that can be used to address specific performance or

behavior problems within a group of teachers (MindTools, n.d.). The GROW Model is a

collaborative approach that focuses on setting and reaching goals. On the other hand, the

OSKAR model is used to emphasize the teachers progress and needs to address negative

performance and behavior in order to find a solution to teachers’ problems (MindTools, n.d.).

One similarity with the GROW and OSKAR model is both focus on establishing a goal or

outcome in the first step. Another similarity both models have is that they use open ended

questions that allow the individual to reflect and gives the coach the opportunity to emphasize

their positive attributes, behaviors, and skills.

Real-life Example

A real-life example of the GROW model would be helping a colleague, who has little experience

with technology, achieve their goal of increasing technology use in their classroom by

incorporating two new tech tools every week until they increased participation and motivation in

their classroom. The first step is to figure out a goal and make the goal SMART (Specific,

Measurable, Attainable, Realistic, and Timely). The coach would need to ask questions like

“How do you know when you have reached your goal?” and “What are you looking to
5
COACHING MODELS

achieve?”. After establishing the goal, the coach would need to look at the teacher’s current

reality. The teacher has beginner technology skills and needs more experience with using

technology and figuring out what tools work best for their classroom. Next, the coach and

teacher would brainstorm additional skills that they need in order to be successful with using

technology in their classroom. Both review the teacher’s options and decide what steps are

necessary to meet the overall goal. Lastly, the coach would help the teacher establish the will by

offering them opportunities to attend professional development technology trainings for digital

learning. This will enhance teachers understanding of instructional design principles for online

learning, and assists in planning and developing online classes; developing digital citizen skills.

As an instructional coach the GROW Model is the best for coaching because it helps teacher plan

for and reach their long-term career goals and objectives by focusing on their strengths and

talents.
6
COACHING MODELS

References

Aguilar, E. (2013). How Coaching Can Impact Teachers, Principals, and Students. Retrieved

January 12, 2021, from https://www.edutopia.org/blog/coaching-impact-teachers-

principals-students-elena-aguilar

Hall, P., & Simeral, A. (2008). From Building Teachers’ Capacity for Success: A Collaborative

Approach for Coaches and School Leaders. Retrieved January 12, 2021, from

https://pdo.ascd.org/LMSCourses/PD15OC005M/media/BTCFS-

Coaching_M1_Reading2.pdf

MindTools. (n.d.). The GROW Model of Coaching and Mentoring: A Simple Process for

Developing Your People. Retrieved January 12, 2021, from

https://www.mindtools.com/pages/article/newLDR_89.htm

GROW Model: Sir John Whitmore's GROW Coaching Model Framework. (2020). Retrieved

January 14, 2021, from https://www.performanceconsultants.com/grow-model