COMMUNICATION, COMPETENCE and COMMUNITY

1. COMMUNICATION,COMPETENCEand COMMUNITY

2. “JUST LIKE ME”

3. OUTCOMES: • Learn and practice constructing productive questioning. • Learn and practice the components of skillful listening • Develop skill in building relational trust • Learn how to facilitate the construction of meaning • Learn how to give, receive, and act upon feedback • Learn how to promote genuine collegiality and collaboration in an environment of learning.

4. AGENDA DAY I • Introductions and overview • Teachers’ Professional Community • Espoused theory/Theory in Use • Ladder of Inference • Identity as a Mediator • Becoming a more skillful listener • Posing Powerful Questions • Practice

5. √

7. STRESSORS: • Isolation/lack of feedback • Top-down mandates • Recipes of teaching • Lack of a sense of efficacy • Lack of institutionalizng of innovations • Having to make a large number of decisions with serious consequences • Evaluation

8. EVALUATION OF PERFORMANCE, MERIT RATING OR ANNUAL REVIEW…..It leaves people bitter, crushed, bruised, desolate, despondent, dejected, feeling inferior, some even depressed, unfit for work for weeks after receipt of rating, unable to comprehend why they are inferior. It is unfair, as it ascribes to the people in a group differences that may be caused totally by the system that they work in. W. EDWARDS DEMINGOUT OF CRISIS

9. WHAT DO YOU KNOW ABOUT THE EFFECTS OF STRESS ON: • Thinking? • Creativity? • Intellectual development? • Social interaction?

10. RESEARCH BY SPRINTHALL AND THEIS-SPRINTHALL: “Educators are the only professionals who remain at the same levels of cognitive, moral, ego, and social development throughout their professional careers.”

11. FROM: DISTRESS TO: EUSTRESS

12. TEACHERS PROFESSIONAL COMMUNITY Five Keys to Success: Shared Norms and Values Collaboration Collective Focus on Student Work Deprivatized Practice Reflective Dialogue Louis, K., Marks, H., and Kruse, S. (1996). “Teacher’s Professional Community in Restructuring Schools.” American Educational Research Journal, 33, (4) 757-798

13. SHARING THE VISION

14. 1. SHARED NORMS AND VALUES

15. 2. A COLLECTIVE FOCUS ON STUDENT LEARNING

16. A COLLECTIVE FOCUS ON STUDENT LEARNING • STANDARDS OF LEARNING • KNOWLEDGE- BASED CONSTRUCTIVISM • EFFORT-BASED LEARNING • HABITS OF MIND Lauren B. Resnick, “Making America Smarter: The Real Goal of School Reform” in Developing Minds: A Resource Book for Teaching Thinking. ASCD 2001

17. Students who are held to low expectations and have not been taught to think and problem solve...accept the judgment that inborn aptitude matters most and that they have not inherited enough of that capacity…..their performance remains low.

18. “...students who …are treated as if they are intelligent, actually become so. If they are taught demanding content and are expected to explain and find connections …they learn more and learn more quickly. They think of themselves as continual/powerful learners. Lauren B. Resnick Making America Smarter: The Real Goal of School Reform 2001

19. 3. COLLABORATION

20. THREE VERSIONS OF GROUP WORK

21. CONGENIAL: HAVING THE SAME TASTES AND TEMPERAMENT; FRIENDLY. SUITED TO ONE’S NEEDS OR DISPOSITION; AGREEABLE COLLEGIAL: SHARING OF AUTHORITY OR POWER AMONG COLLEAGUES. COLLABORATIVE: WORKING TOGETHER FOR A COMMON PURPOSE: TO COMBINE SO AS TO PRODUCE AN EFFECT

22. 4. DEPRIVATIZED PRACTICE Teaching is a lonely profession

23. 5. REFLECTIVE DIALOGUE

24. Your organization functions and growsthrough conversations…… The quality of those conversations determines how smart your organization is. David Perkins, King Arthur’s Round Table 2002 N.Y. Wiley

25. ESPOUSED THEORY/THEORY-IN-USE Espoused theory is “talk” theory- what you say that you do. • Theory-in-use is “walk” theory- what you really do.

26. DYSFUNCTIONAL BELIEFS • What I observe are the facts • What I know is the truth • Any sensible person would see what I see and know the truth as I know it.

27. LADDER OF INFERENCE 7. Your action 6. Your beliefs and values 5. Your conclusion 4. Assumptions attached to your meaning Situation as a video would capture it 3. The meaning you make 2. The data you select

28. BREAK Please return at 11:45.

29. THE MISSION OF COGNITIVE COACHINGSM ………..is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a community.

30. SELF-DIRECTEDNESS • Self-managing • Self-monitoring • Self-modifying

31. SELF-MANAGING: Approaching tasks with clear outcomes, a strategic plan, and necessary data. • Knowing one has the capacity (Competence) to make a difference and being willing and able to do so. (Confidence)

32. SELF-MONITORING: • Consciously evaluating the quality of our own thinking, strategies and behaviors and their effects on others and on the environment.

33. SELF-MODIFYING: • Reflecting on, evaluating, analyzing, and constructing meaning from experiences and making a commitment to apply the learning to future activities, tasks, and challenges.

34. SELF-DIRECTEDNESS • Self-managing • Self-monitoring • Self-modifying Talk at your tables about how these terms compare to what you know about self-directed individuals.

35. A GOAL OF COGNITIVE COACHING TRAINING: To develop one’s identity and capacity as a mediator

36. BUILDING YOU IDENTITIES

37. Paired Reading Use “Say Something” Strategy • Partners read silently • Designated stopping points • “Say Something,” for example: • Ask a Question • Summarize/paraphase • Key point • Make a New Connection • Continue to completion

38. ORIENTATIONS • Protector (Parent) • Instructor (Expert) • Advisor (Friend) • Authority (Boss) • Mediator (Coach)

39. Role Play Directions: • Form into groups of 5 and count off. • Each person will take one identity and respond to a scenario • After everyone has responded, reflect on how each response portrayed that orientation. • Generate other possible responses within that orientation

40. ROLE PLAY: SCENARIO You are mentoring a 1st year teacher whom you think has a great deal of potential. One day she comes to you and says, “I’m quitting teaching. I think I’ve chosen the wrong profession.”

41. LEARNING TO LISTEN WITH SKILL AND EMPATHY

46. THE WAY OF BEING WITH ANOTHER PERSON WHICH IS TERMED EMPATHIC…MEANS TEMPORARILY LIVING IN THER LIFE, MOVING ABOUT IN IT DELICATELY WITHOUT MAKING JUDGMENTS……TO BE WITH ANOTHER IN THIS WAY MEANS THAT FOR THE TIME BEING YOU LAY ASIDE THE VIEWS AND VALUES YOU HOLD FOR YOURSELF IN ORDER TO ENTER THE OTHER’S WORLD WITHOUT PREJUDICE…A COMPLEX, DEMANDING, STRONG YET SUBLTLE AND GENTLE WAY OF BEING. CARL R. ROGERS

47. Pausing: Using wait-time before responding to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making.

48. Paraphrasing: Lets others know that you are listening, that you understand or are trying to understand them and that you care.

49. Probing: Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

50. THINKING AND COMMUNICATING WITH CLARITY AND PRECISION GENERALIZATIONS DELETIONS DISTORTIONS “SURFACE LANGUAGE” DEEP STRUCTURE LANGUAGE