Coaching Techniques: Questioning

What does questioning look like in Granite School District?

Prompting Self-Reflective Practice
Open-Ended Questions
Root Cause Analysis
Explore the Desired Outcome

Research Connections

Jim Knight: The Impact Cycle (Chapter 3: Identify Questions)

The Core Concept: "Real Questions vs. Leading Questions" Jim Knight makes a critical distinction that defines the Granite approach to "Prompting Self-Reflective Practice." He argues that a coach must ask Real Questions—questions where the coach genuinely does not know the answer. If a coach asks, "Don't you think a timer would help?" they are asking a Leading Question (advice disguised as a question), which kills the partnership. Real questions (e.g., "What do you think is impacting the pacing?") honor the teacher’s autonomy and encourage them to do the intellectual work.

"Effective coaching is about having a conversation, not giving a speech. Real questions are the tools that make those conversations possible." — Jim Knight

Diane Sweeney: Student-Centered Coaching: The Moves

The Core Concept: "Questioning the Evidence" While Knight focuses on the structure of the question, Sweeney focuses on the target of the question. She argues that coaching questions should not focus on what the teacher did (instruction), but on what the students learned (outcome). Instead of asking, "How did you feel about your lesson?", a Sweeney-style question asks, "Looking at this student work, where do we see the breakdown in understanding?" This shifts the "Root Cause Analysis" from teacher-blame to student-needs.

"Questions that focus on student evidence allow the coach and teacher to stand side-by-side and look at the learning, rather than the coach looking at the teacher." — Diane Sweeney

Elena Aguilar: The Art of Coaching (Chapter 10: Facilitating Learning)

The Core Concept: "Questions that Expand Perspective" Elena Aguilar uses questioning to navigate the Granite technique of "Explore Barriers" and "Explore Desired Outcome." She suggests using questions to move a teacher from a "Fixed Mindset" (blaming external factors) to a "Growth Mindset" (identifying their Sphere of Influence). Her questions often probe the emotional or belief-based root causes, asking things like, "What is holding you back from trying that strategy?" or "What is the story you are telling yourself about this student?"

"Questions are the primary tool for a coach... A well-placed question can shift a teacher’s perspective, open up new possibilities, and lead to transformative action." — Elena Aguilar

Resource Hub

From Theory to Practice: How will you use this technique this week?

Are you asking "Real Questions"? To effectively prompt self-reflection (a key Granite technique), we must examine our intent. According to researcher Jim Knight, a "Real Question" is one where you genuinely do not know the answer.

The Trap: If you have a solution in mind and ask a question just to get the teacher to guess it (e.g., "Don't you think a timer would help?"), that is a Leading Question. It is advice disguised as curiosity.
The Goal: Real questions (e.g., "What do you think is impacting the pacing?") are driven by curiosity and respect, not a hidden agenda to fix or correct.

The "Question Makeover":

Below are three common Leading Questions. How would you rewrite them into Real Questions to spark genuine reflection?

*Aligns to Standard 4.1 – Refining our language to ignite teacher thinking.

Let's build a bank of "Real Questions" connected to the Granite Coaching Cycle.

Step 1: Look at your upcoming coaching cycle.
Step 2: Draft one "Real Question" you plan to ask.
Step 3: Click the (+) button on the Padlet to share it with your colleagues.

*Aligns to Standard 4.1 – Demonstrates effective communication skills (active listening, asking probing questions, providing feedback).

The resources above are curated to support your growth as an instructional coach by providing tools, strategies, and examples to strengthen your coaching practice.

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