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Working Collaboratively: Skills and Strategies to Support Middle Grades Teachers

Working Collaboratively: Skills and Strategies to Support Middle Grades Teachers.

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Working Collaboratively: Skills and Strategies to Support Middle Grades Teachers

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  1. Working Collaboratively:Skills and Strategies to Support Middle Grades Teachers

  2. “The most effective way to forge a winning team is to call on the players’ need to connect with something larger than themselves…I’ve discovered that when your free players to use all their resources – mental, physical, and spiritual – an interesting shift in awareness occurs. When players practice what is known as mindfulness – simply paying attention to what’s actually happening – not only do they play better and win more, they also become more attuned with each other.” Phil Jackson, basketball coach and author of Sacred Hopes

  3. “A coach is someone who tells you what you don’t want to hear so that you can see what you don’t want to see so that you can be what you’ve always wanted to be.”Tom Landry, football coach

  4. How Coaching Connects to Teacher Professional Growth Coaching… • Is school-based. • Is a method of onsite staff development versus after school staff development. • Is teacher directed versus “top-down” directives. • Is a collaboration between teachers. • Is based on observation and feedback. • Is a way for teachers to seek suggestions for instructional issues that concern them. • Involves setting goals based on feedback and reflection. “Creating an Instructional Coaching Program, The Video Journal, Program One

  5. What Coaching Is…Blended Coaching Bloom, Castanga, Moir, and Warren (2005) • The coach constructs a relationship based upon trust, respect, and permission. • The coach serves as a different observerof the coachee and the context. • The coach and coachee recognize • that problems are valued learning opportunities. • “Problems are our friends.” Michael Fullan, (1993)

  6. The coach must be prepared to apply a variety of coaching skillsas appropriate to the context and needs of the coachee. • The coach must be prepared to apply a variety of coaching strategies as appropriate to the context and needs of the coachee.

  7. The coach is fully present for and committed to the coachee. • The coach provides emotional support to the coachee. • The coach maintains a fundamental commitment to organizational goals as agreed by the coaches, and appropriately pushes the coachee to attain them. • The coach practices in an ethical manner.

  8. What Coaching Isn’t • Coaching is not training. • Coaching is not mentoring, although effective mentors use coaching skills and strategies. • Coaching is not supervision. • Coaching is not therapy.

  9. Making the Most of The Coaching Relationship “Masterful coaches inspire people by helping them recognize the previously unseen possibilities that lay embedded in their existing circumstances. Robert Hargrave, author of Masterful Coaching

  10. How can you make the most of coaching? • Build uninterrupted time into your schedule for coaching. • Take initiative in asking your coach to observe you in difficult situations. • Be forthcoming about your problems, doubts, and toughest issues. • Be willing to take risks with your coach in dealing with uncomfortable topics and in experimenting with uncomfortable solutions

  11. Between coaching sessions, keep track of goals and action plans you have established with your coach. • Between coaching sessions, note issues and concerns that might be fruitful to discuss with your coach. • Be forthcoming with your coach about anything your coach is doing that is interfering with your ability to get the most out of the relationship.

  12. Bias activity: What are the key factors of your personal background that shape the way you see the world and affect your teaching and coaching potential?

  13. Self-reflection assessment: (1)Quickly brainstorm words that describe positive (+) or negative (-) assessments you make about yourself.

  14. (2) Circle one of the positive assessments you wrote about yourself. What assertions can you make to ground that assessment? (3) Circle one negative assessment. What assertions can you make to ground that assessment? (4) What assertions can you make that do not support the negative assessment? (5) What different assessment would open more possibilities for you?

  15. Foundational Coaching Skills Giving Feedback Listening, Observing, Questioning Relationship Building Coaching Skills Bloom, Castanga, Moir, and Warren (2005)

  16. Foundational Coaching Skills • Building Relationships: Trust is an assessment that one individual makes about another. • Assessment of one’s trust involves: sincerity, reliability, and competence.

  17. Trust Building: Basic Steps Demonstrate sincerity by • Being fully present in the coaching relationship. • Demonstrating personal regard. • Being truthful. • Asking for permission. • Admitting mistakes. • Maintaining confidentiality.

  18. Demonstrate reliability by • Clarifying expectations. • Keeping commitments. • Behaving consistently. • Being available.

  19. Demonstrate competence by • Letting your coachee know about your expectations and experience. • Finding outside expertise in cases where you don’t possess it. • Remembering that your job is to be a competent coach, not a supervisor. • Having high expectations of yourself and the coaching relationship.

  20. Rapport Building: Basic Steps • Discover and share personal and professional connections. • Be fully present in the conversation. • Be aware of your body language. • Listen impeccably. • Communicate acceptance.

  21. FLEX: Guidelines for Listening F ocus on the speaker without judging or formulating your response. L isten using open body language and respond with positive intonation. E mpathize by trying to see through the other person’s eyes. eXamine non-verbal cues and explore words for meaning and feelings. Katzenmeyer,M. & Moller,G.(2001). Awakening the Sleeping Giant: Helping Teachers Develop as Leaders, 2nd edition.

  22. ADS: Providing Feedback A cknowledge differences. D isclose your values and views (in a professional way). S eek to understand and include others. Katzenmeyer,M. & Moller,G.(2001). Awakening the Sleeping Giant:HelpingTeachers Develop as Leaders, 2nd edition.

  23. Potential Protocol and Important Documents for Conversations • T.O.T. S. –Teachers Observing Teachers and Sharing (Reflection Sheet -handout) • Learning-Focused – Content Maps, Acquistion Lesson Plans • Student Work Samples • Learning-Focused Checklist (handout) • McRel Classroom Walkthroughs That Work (handout) • SIOP Lesson Plan format • ACS Mentor Handbook - pages 41 - 53

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