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    2. In what ways do you lead or mentor others in your school? Write down a leadership challenge or dilemma you are currently facing? Telemachus consulting with Mentor Telemachus consulting with Mentor

    3. Today’s Topics Leadership Roles and Challenges Communication Skills for Your Toolbox Leading Others through Coaching

    4. Leadership and the Mars Rover

    5. What features of the Rover kept it from burning up in the Mars atmosphere and allowed it to land safely? Entry and Landing

    6. Heat Shield

    7. Parachutes Rockets Airbags

    9. Sending Pictures Home The Rover uses three basic kinds of cameras. What are their names and/or purposes?

    12. Analyzing Rocks The robot arm carries three basic kinds of tools for analyzing rocks. What are their names and/or purposes?

    13. Spectrometer

    14. Rock Abrasion Tool

    15. Drill

    16. How is being the manager of the Rover Mission like your leadership role?

    17. Challenge Stress Data Team Behavior Control

    18. Here is Edward Bear, coming downstairs now, bump, bump, bump on the back of his head behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels there really is another way, if only he coupld stop bumping for a moment and think of it….. AA MilneHere is Edward Bear, coming downstairs now, bump, bump, bump on the back of his head behind Christopher Robin. It is, as far as he knows, the only way of coming downstairs, but sometimes he feels there really is another way, if only he coupld stop bumping for a moment and think of it….. AA Milne

    19. Winnie the Pooh or Mars Rover?

    21. Change Levers Data Accountability Relationships

    25. Leading change is like herding cats

    33. A master communicator at work… Insert videoInsert video

    34. Communication is an effort to build credibility. Communication builds relationships.

    35. Communicating by: Listening Asking questions Using responsive turns

    36. Shallow, superficial listening vs. Deep, objective listening

    37. Listening strategies: Developing inner silence Listening for what contradicts our assumptions Clarifying Communicating our understanding Practicing every day Practicing with terrible listeners Developing a listening routine LET THE OTHER PERSON HAVE THE CONVERSATION ASK "Is it worth it?" before you say something

    38. What is the communication/leadership dilemma or challenge you identified? Find your summer partner and talk about this dilemma or challenge for 90 seconds. Just listening... no advice.

    39. Asking Questions Clarifying Probing Reflecting

    40. Responsive turns help you change the dynamics taking place in an encounter. They represent different levels of challenge and varying potential for creating learning. -Kolb & Williams (2000) The shadow negotiation

    41. Responsive Turns - Kolb & Williams (2000) The shadow negotiation Interrupt an encounter to change its momentum Name an encounter to make its nature and consequences more obvious Correct an encounter to provide an explanation for what is taking place and to rectify understandings and assumptions Divert an encounter to the interaction in a different direction

    42. Responsive Turns

    43. Your chance to play “stop the gossip” Team up with a partner One of you gets to be the gossip One of you gets to be the good guy or girl The gossip starts with an innocent conversation and then slides in some very interesting gossip The good person practices using responsive turns to move out of the gossip

    44. WHAT IS COACHING?

    46. A skilled coach helps individuals align what they think, believe and do

    48. My job as a coach is to have people do what they do not want to do…….. so they can be what they want to be. Tom Landry

    49. Partnership Principles (Jim Knight) EQUALITY: Leaders and teachers are equal partners CHOICE: Teachers have choice regarding what and how they learn (partners have the right to say no) VOICE: The views and voices of teachers are sought out and respected (your job as a leader is sometimes to help someone else find their voice) DIALOGUE: Engaged conversation; conversation that makes things happen (no winning or losing) PRAXIS: Thinking about shaping and applying new ideas (what would this look like in my classroom?) RECIPROCITY: When you give a lot, you can expect a lot. (each partner give, each partner benefits)

    53. CONSTRUCTIVE PRESSURE comes from inside each of us. It keeps us learning, improving, achieving. DESTRUCTIVE PRESSURE comes from others in the form of threats, mandates we don’t understand, and “visions” we don’t share. EFFECTIVE SUPPORT combines what teachers say they need with what the data suggest are needed. We are supporting teachers and school-wide goals simultaneously.

    54. Too Much Pressure

    55. Not Enough Pressure (or the wrong kind)

    56. CASE STUDY QUESTIONS 1. What combination of pressure and support do you want to communicate? 2. What is the main message you believe this teacher needs to hear from you? 3. How do you plan to begin the conversation? 4. What behavior or action will you look for from this teacher after this conversation? 5. How might you follow up?

    57. Note to Laurie: Move to the left when 1) teacher asks for advice 2) your ? Are not successful in generating options 3) you ask permission WHAT DO COACHES DO? Help teachers meet their goals. Work with teachers to plan and implement lesson Work with teachers to hone specific strategies Develop/find materials and resources Work with new teachers as a mentor Encourage teachers to think and talk about their practice analytically and reflectively Observe classes and provide feedback Teach “demonstration” lessons Assist in organizing, analyzing & interpreting data Recommend strategies Provide lesson plans Answer questions Give advice Share resources Plan together Brainstorm lesson ideas Offer alternatives Clarify Listen Help to establish a goalNote to Laurie: Move to the left when 1) teacher asks for advice 2) your ? Are not successful in generating options 3) you ask permission WHAT DO COACHES DO? Help teachers meet their goals. Work with teachers to plan and implement lesson Work with teachers to hone specific strategies Develop/find materials and resources Work with new teachers as a mentor Encourage teachers to think and talk about their practice analytically and reflectively Observe classes and provide feedback Teach “demonstration” lessons Assist in organizing, analyzing & interpreting data Recommend strategies Provide lesson plans Answer questions Give advice Share resources Plan together Brainstorm lesson ideas Offer alternatives Clarify Listen Help to establish a goal

    58. Resistant

    59. What is coaching all about? Listening more than talking Looking for clues and cues Asking questions, not giving directions Being a colleague Provoking self reflection and problem solving Giving encouragement, being optimistic Building confidence Gentle guidance It is not about the coach Patience/Wait time Lowell is going to use and elaborate on these points to illustrate what coaching looks and sounds likeLowell is going to use and elaborate on these points to illustrate what coaching looks and sounds like

    60. Here Lowell is going to insert a slide that compares and contrast supervision with coaching; and in the presentation, will remember to make the point that it is the supervisor who determines the climate or mode of operation.Here Lowell is going to insert a slide that compares and contrast supervision with coaching; and in the presentation, will remember to make the point that it is the supervisor who determines the climate or mode of operation.

    61. The coaching conversation…… Here, Laurie will pick an unsuspecting volunteer from the audience and demonstrate.Here, Laurie will pick an unsuspecting volunteer from the audience and demonstrate.

    62. No blame, judgment, or prejudice Not evaluative Not directive Focused on facts, data, information, and experience of the teacher being coached Neutral Language Here and in the following four slides, Lowell will use the demo as well as other examples to “walk through” the phases of a coaching conversation and the language used (Lowell- do you think these are in the right order? I wonder if we want to move the “phases” slide in front of this one, so that we would get the framework first, and then all of the stuff about language. OR, what might be better is to put the “phases” last, after all the language and question examples. It is likely the neutral language and questions that people will notice from the demo and be able to relate to immediately, more than the phases--- maybe that is a summary (?)Here and in the following four slides, Lowell will use the demo as well as other examples to “walk through” the phases of a coaching conversation and the language used (Lowell- do you think these are in the right order? I wonder if we want to move the “phases” slide in front of this one, so that we would get the framework first, and then all of the stuff about language. OR, what might be better is to put the “phases” last, after all the language and question examples. It is likely the neutral language and questions that people will notice from the demo and be able to relate to immediately, more than the phases--- maybe that is a summary (?)

    63. Tell me more about………….. What would happen if………? How can you tell if……..? Could you clarify what you mean by……..? So are you saying that………? How might I help you………? What are some ways you might……? When should we talk again? Coaching Language

    64. Coaching Questions What would you like for us to address today? How will this strategy contribute to student learning? What resources do you need? What difficulties do you anticipate? What can I do that would be most helpful to you? Can you think of other options?

    65. Coaching Questions How are your students responding? Which skills are you seeing emerge? Which strategy interests you that you have not tried yet? What has frustrated you?

    66. Factors that Increase the Likelihood of Coaching Success: Sufficient time with Teachers Proven research-based interventions Professional development for coaches Protected coaching relationships Productive partnership with the principal The right person for the job

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