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Managing Reluctance

Managing Reluctance. May 8, 2012. Joellen Killion Senior Advisor Learning Forward 10931 W 71st Place Arvada , CO 80004- 1337 Joellen.Killion @ learningforward.org. Outcomes. Develop an understanding of the rationale behind reluctance to engage with a learning coach

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Managing Reluctance

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  1. Managing Reluctance May 8, 2012 Joellen Killion Senior Advisor Learning Forward 10931 W 71st Place Arvada, CO 80004-1337 Joellen.Killion@learningforward.org

  2. Outcomes Develop an understanding of the rationale behind reluctance to engage with a learning coach Acquire strategies for engaging reluctant teachers in productive learning conversations

  3. Roles of Coaches Reasons for Reluctance • Change-related • The change is unattractive • The destination looks worse than where I am now • I do not understand what is being proposed

  4. Roles of Coaches Reasons for Reluctance • Self-related • The journey there looks painful • I do not want to invest the energy

  5. Roles of Coaches Reasons for Reluctance • Organization-related • I don’t trust those who are asking me to change • I don’t know if I’ll get support to make the change • I don’t know if the organization has the resources to support the change

  6. Roles of Coaches Reasons for Reluctance • Outcome-related • I do not trust that the change will help me or my students • I don’t know what the change looks like

  7. Roles of Coaches Which reasons for reluctance are most evident in your school or district? • Change-related • Self-related • Organization-related • Outcome-related

  8. ALBERTA LEARNING COACH DEFINITION Strategies for Change • Pause • Listen • Acknowledge • Reframe

  9. Pausing • 4 Places to Pause • 1. After a question is asked • 2. After someone speaks • 3. Waiting before answering • 4. A collective pause

  10. Committed Listening • Listen without • Formulating a response • Finding fault • Piggybacking • Developing advice • Giving a solution • Changing the speaker’s direction 10

  11. Acknowledge • Recognize the dissonance • Appreciate the challenge • Accept the feelings 11

  12. Reframe • Reframing takes a situation and a set of circumstances and then gives those "facts" a different meaning. This different meaning allows us to take a different approach and gives us new possibilities for the action that we might take and the responses we might make.

  13. ALBERTA LEARNING COACH DEFINITION Problem Opportunity Weakness Strength Impossibility Goal

  14. ALBERTA LEARNING COACH DEFINITION Applying Strategies • Consider one teacher that you sense is reluctant to engaging with a learning coach. • Identify one strategy that might work with this teacher. • Share the strategy and the reason you think this strategy might work.

  15. Take Aways • What are you taking away from our session today?

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