Coaching: a co-active model
WORKING WITH OUR STUDENTS TO HELP THEM ACHIEVE THEIR GOALS

CRYSTAL COOKE M.A. (CCDI 2009)

Co-active coaching defined:

•	A unique collaborative relationship designed to help a person take action to have the life he or she wants and to learn more about him/herself in the process. (Whitworth et al) 

Take a moment to think about your job title…

•	Advisor

•	Counsellor

•	Specialist

•	Manager

 Do you think these role titles communicate to the student that we will “solve” their problems?

Coach: what does this title communicate?

•	The student is responsible to bring some of the information and tools. 

•	They are responsible to do the work.

•	Co-active!

Coaching as a Part of the Service Model
•	Coaching can be an additional strategy for you to utilize when working with students.

•	Coaching can be another role in a student service department that backs up the disability advisors and learning strategists.

•	Coaching can be a service available to all students.  Assisting the student in framing and attaining their own goal paths.

4 cornerstones of co-active coaching

•	The client is naturally creative, resourceful and whole.

•	The agenda comes from the client.

•	The coach “dances in the moment”.

•	Co-active coaching addresses pieces of the client’s whole life.

Coaches Provide:

 A framework for students to align their actions to their goals in a conscious manner.

•	External Structure

•	Accountability

•	Feedback

•	Resource Knowledge

First Step in the Coaching Model
•	Establish the procedures for the coaching relationship.
•	This is done by questioning the student on how they wish the process to move forward.
•	Remember the student is creative, resourceful and whole and the agenda is driven by the student.
•	If you are controlling the meeting you are not coaching .
•	What would you like to cover today?
•	Is there anything else that you want to ensure gets done in our meeting today?
•	How would you like to divide our 50 minute session?
•	What do you want me to know before we start?
•	What will it take to make this happen?
•	What is your next step?
•	Do we need to meet again? 
•	 Was this helpful?
•	What would you like me to do differently?
•	Questions are the primary mode of communication in the coaching model.  

    Coach guides

Student explores situations via questions

		    Engage student in their own problem solving		

Question Categories

•	Short term planning

•	Prioritizing

•	Facilitation and follow through on short term plans

•	Promote self-observation and learning

Who Would this Model be Affective For?
•	Students moving through complicated transitions

•	Students with executive functioning limitations

•	Students with AD/HD

•	Students with LD

•	Students working on their ability to self advocate

•	Students learning to implement new learning strategies