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Coaching New School Leaders

Coaching New School Leaders. Delaware’s Sixth Annual Policy and Practice Institute by NYC Leadership Academy June 24, 2008. NYC Leadership Academy: CC BY-NC-SA 3.0. Overview. Frame and learning goals What is hard about coaching? Leverage points for individuals Mental models

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Coaching New School Leaders

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  1. Coaching New School Leaders Delaware’s Sixth Annual Policy and Practice Institute by NYC Leadership Academy June 24, 2008 NYC Leadership Academy: CC BY-NC-SA 3.0

  2. Overview • Frame and learning goals • What is hard about coaching? • Leverage points for individuals • Mental models • Learning styles • Language: Listening for leverage • Experiential learning

  3. What is hard about coaching? What is hard about coaching for you?

  4. Leverage Points for Individuals Leverage Points for Individuals Mental Models Learning Styles Language

  5. Ladder of Inference/Mental Models Take Actions based on beliefs Adopt Beliefs about the world Draw Conclusions The reflexive loop (Our beliefs affect what data we select next time) Make Assumptions based on the added meanings Add Meanings (cultural and personal) Select “Data” from observations Observable “data” and experiences

  6. Adult Learning Styles Sensory Preferences Perceptual and Organizational Styles Adapted from: Kaleidoscope profile: A tool to discover an educator’s learning and working styles. (1997) Nevada city, CA: Performance learning Systems.

  7. Language • Word choice • Labels • Education-ese • Framing • Agency • Active • Passive • Individual • Plural • Emphasis • Hyperbole • Body language

  8. Who Owns the Work? • Two role plays about the same thing • Who asks the questions? • What types of questions does the coach ask in both role plays? • Debrief • How do we coach so the coachee owns the work?

  9. Preparation • As in the previous activity, explore the mental model, learning style, and language of one of your coachees whose behavior/decision-making puzzles you • Walk yourself and your coachee up the ladder of inference • Try to assess her/his learning style based on the evidence you have • Recall how the person uses language (active/passive tense, labels, etc.)

  10. Activity • Fishbowl: Coaching so the coachee owns the work • Quick-write • Rotating triads with low-inference observer • Play the person you are struggling with • Do not make person into a caricature • Provide sufficient detail for colleagues to practice • Debrief

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