New Faculty and Mentors Session 2

1. New Faculty and MentorsSession 2

2. Agenda—Session 2 --Role of a coach --Responding Behaviors • Review of Session 1 • Coaching Conversations --Planning Map • Components • Model • Practice --Reflecting Map • Components • Model • Practice

3. Opening Activity(60-60-60) Please process the following three prompts with a new partner: 1. Summarize what you remember from Session 1. 2. There were three responding behaviors that will be used during all conversations. Pick one of them and share your insights. • Describe a situation since our last meeting where you intentionally • focused on one of the responding behaviors.

4. Listening Set-Asides • Solution Listening • Autobiographical Listening • Inquisitive Listening • Interpretive Listening

5. Mediational Questioning • Invite complex thinking and reflection • Are open-ended, allowing for many possible responses • Are non-judgmental and embed positive presuppositions • Use plural nouns and tentative language • Focus on self-directed learning

6. Paraphrasing • Listen!!!!! Attend fully--pay attention to voice tone and gestures • Capture the essence of the message • Make the paraphrase shorter than the original statement (Strive for 10 words or less) • Avoid starting stems (ex. So…, What I hear you saying…) • Pronoun watch--paraphrase is about other person so use “you”. Avoid use of “I”

7. Opening Conversations Role of Coach Use Intentional Listening, Questioning, & Paraphrasing Opening Stem: Every year there are ups and downs. What has been the most rewarding….most challenging?

8. Major Move • Pair up with your mentoring pal.

9. Agenda—Session 2 • Review of Session 1 • Coaching Conversations --Planning Map • Components • Model • Practice --Reflecting Map • Components • Model • Practice

10. Coaching Model Reflecting Map Planning Map Problem Solving Garmston and Costa, 1999, 4th Edition of Cognitive Coaching

11. Coaching Conversations When to use Types of Conversations Held before an event, meeting, or lesson. Purpose is to clarify issues before the event. Can also be used after an issue has been clarified in order to develop a plan for implementation Planning Conversation Reflecting Conversation Problem-Solving Conversation Held after an event, meeting, or lesson. Purpose is to reflect on successes, new learnings, and concerns after the event. Can also be used when presented with data/new information that challenges existing status quo Can be held anytime a problem exists. Purpose is to assist individual identify a personal goal and to consider internal responses to address this goal.

12. Role of a Coach Desired State Cognitive Shift: Deeper thinking shown by Physiological Changes (BMIRS) Available Tools • Responding Behaviors • Coaching Maps • Energy Sources • Types of Feedback • Probes for Specificity • Read the BMIRS Resources used to create Cognitive Shift Existing State

13. Agenda—Session 2 • Coaching Conversations • Review of Session 1 --Planning Map • Components • Model • Practice --Reflecting Map • Components • Model • Practice

14. Held before an event, meeting, or lesson. Purpose is to clarify issues before the event. Can also be used after an issue has been clarified in order to develop a plan for implementation Planning Conversation To be helpful, the coach needs to be very intentional in what he/she says. What needs to happen during a planning conversation?

15. Planning Conversations Components of Planning Map • Clarify Goals • Determine success indicators and a plan for collecting evidence • Anticipate and plan for approaches, strategies, decisions, and monitoring procedures. • Identify personal learning focus, and process for self-assessment. • Reflect on coaching process and explore refinement.

16. Planning Conversation-First Round Mentor--Coaching Chair New Faculty--Reflector Prompt: Let’s talk about your upcoming (event/meeting/lesson).

17. Planning Conversation-Second Round New Faculty--Coaching Chair Mentor--Reflector Prompt: Let’s talk about your upcoming (event/meeting/lesson).

18. Agenda—Session 2 • Review of Session 1 • Coaching Conversations --Planning Map • Components • Model • Practice --Reflecting Map • Components • Model • Practice

19. Held after an event, meeting, or lesson. Purpose is to reflect on successes, new learnings, and concerns after the event. Can also be used when presented with data/new information that challenges existing status quo Reflecting Conversation To be helpful, the coach needs to be very intentional in what he/she says. What needs to happen during a reflecting conversation?

20. Reflecting Map All five focus areas: • Summarize Impressions • Recall Supportive Information • Compare, analyze, infer, and determine cause-and-effect relationships • Construct new learnings and applications • Reflect on the coaching process and explore refinement

21. Modeling of Reflecting Conversation • Collection of questions and paraphrases Paraphrases Questions • Evidence of map

22. Reflecting Conversation—1st Round Reflector: Mentor Coach: New Faculty Describe a lesson/situation/event in the last week that went well.

23. Reflecting Conversation—2nd Round Reflector: New Faculty Coach: Mentor Describe a lesson/situation/event in the last week that went well.

24. Modeling a Planning Conversation Assignment: New Faculty—Script Coach’s Language Mentor—Collect Reflector’s BMIR’s

25. Coaching Model Reflecting Map Planning Map Problem Solving What’s clearer now than at the start of our session?

26. Next Steps Next Meeting: Friday, November 6 at West Campus Focus will be on problem-solving conversations Homeplay: Before we next meet, complete at least one observation with supporting conversations (planning before and reflecting after). If the reflector is a new faculty member, he/she should focus on at least one of the instructional strategies discussed this morning.