WISCONSIN S.M.A.R.T. Coach Academy

WISCONSIN S.M.A.R.T. Coach Academy
Date: November 1, 2012 Presented by: Anne Conzemius, Ron Dayton, Kathy Larson and Leslie Steinhaus Purpose: Defines the session. FACILITATOR NOTE: Today’s participants are representatives from each S.M.A.R.T. Leadership Team; the principal and a data facilitator (optional). FACILITATOR NOTE: Check that the School District Name, Date of Workshop and Presenter are accurate. Lecture Notes: Activity Notes: Use this slide as an opportunity to meet and greet the participants before the session starts. A district contact person will introduce you and share their commitment to the S.M.A.R.T. Goal Process. Introduce yourself and co-facilitator (if appropriate). In your introduction share why this work in important to you. FACILITATOR TIP: Play music as audience members enter the room. Resources Required: Not in Participant Manual. Audience Reaction: Audience feels welcomed and an environment for learning is beginning to be built.

Agenda Purpose Objectives
Purpose: Review the Objectives, Essential Question and Agenda for the day Lecture Notes: See Objectives (click), Essential Question (click) and Agenda (click) details in Participant Manual. FACILITATOR TIP: Show the 4MAT agenda model. Explain how the workshop was designed to honor different learning styles and to stretch each of us in new learning strategies. Have you experienced any stretching thus far? Activity Notes: Resources Required: Participant Manual, pages 2-3 Audience Reaction:

Learning by Design :Learning by doing, active engagement, project team, learning community, support between sessions.

Design Elements Multiple Learning Styles Collaborative Learning
Practice, Application and Support Resources Mutual Agreements Standards for Professional Learning

Standards for Professional Learning
Learning communities Leadership Resources Data Learning design Implementation Outcomes

Best hopes… Worst fears…

Personal Reflection How do you define “Community?”
What is a “Community of Learners?” What are Teacher and Learner Roles in creating a “Community of Learners?” Purpose: Reflect on opening experiences Lecture Notes: Much has happened since we first met today. I want to provide you with time to reflect on the workshop experiences and your personal connections to community, community in your grade level or department teams (click) and community with your students (click). Feel free to write, draw or use both mediums. Activity Notes: Provide 4-5 minutes for the audience to personally reflect on what they have experienced from the start of the workshop. FACILITATOR TIP: Turn to your neighbor and share some of your thoughts and feelings. Resources Required: Participant Manual, page vi. Reflective music playing while they are writing. Audience Reaction: Explosion of ideas, thoughts, actions for continuous improvement within a system.

Team Norms “Norms can help clarify expectations, promote open dialogue, and serve as a powerful tool for holding member accountable.” (Lencioni, 2005) “Teams improve their ability to grapple with the critical questions when they clarify the norms that will guide their work. These collective commitments represent the ‘Promises we make to ourselves and other’, promises that underpin two critical aspects of teams—commitment and trust.” (Katzenbach and Smith, 1993, p. 60)

Guidelines for Working Together
Listen Actively- Respect Others When They Are Talking Bring Your Voice into the Conversations Be Engaged- Leave Your Technology At the Door Start on Time, Stay on Time, End on Time Celebrate Your Learning Take Care of Your Comfort

Others

I’ve seen that there is no more powerful way to initiate significant change than to convene a conversation. When a community of people discovers that they share a concern, change begins. There is no power equal to a community discovering what it cares about. ~ Margaret Whetley Turning to One Another: Simple Conversations to Restore Hope to the Future, page 22 Purpose: Promotes audience interest Lecture Notes: Move the participants into the first tab of the participant manual. Introduce the audience to Anne and Jan and their philosophy about data analysis. Activity Notes: Resources Required: Participant Manual, page 1 Audience Reaction: Conversation may be sparked about the quote.

Collaborative Reading
Framework for Shared Responsibility (Pages 11-13) Define S.M.A.R.T. (Pages 13-17) S.M.A.R.T. Goals Process (24-27) 5 Key Questions (35-38) Read your assigned section and identify main points you will share with your home teams. Purpose: Set a climate of trust and support Lecture Notes: See Instructor Glossary of Terms for a detailed explanation of each guideline. Activity Notes: 1) Choose one sentence/phrase/word from the Learning Philosophy that represents your personal intent. 2) Click through each guideline with short explanations. Ask the audience for clarifications or additional guidelines. Acknowledge each are designed to support their work for the day. FACILITATOR TIP: Document “Guidelines for Work Together” in the S.M.A.R.T. Tool mind map. Resources Required: Feathers on the table tops (optional). Participant Manual, page iv Audience Reaction: Usually quite thankful for the parameters. A way to honor many styles of learners.

Define framework AND process…
Framework n. - 3. A basic arrangement, form or system; a design. Process n. – 1. A systematic series of actions directed to some end The American Heritage Dictionary, Houghton Mifflin Purpose: Clarify how a framework supports a system Lecture Notes: Draw a large triangle on a piece of chart paper. This is a simple framework. We use a triangle for a couple of reasons. First, the equilateral triangle is the most stable structure in the universe - it provides strength to the system. The triangle is also a symbol of change – delta means change. You might be saying to yourself, isn’t that an oxymoron – stability and change? How can a stable structure support change? FACILITATOR TIP: Use the triangle to reinforce the lecture coming up. The visual will become a great reference for you as a facilitator and one for the audience to refresh their new understanding of this framework. Activity Notes: Resources Required: Participant Manual, page 4 Audience Reaction:

The Framework for Shared Responsibility
Purpose: Lecture Burst Lecture Notes: There are three essential elements of this Framework – FOCUS, REFLECTION and COLLABORATION – all of which combine to build LEADERSHIP CAPACITY. In our work, we refer to that as “shared responsibility”; the DuFour’s refer to it as “professional learning community”. Regardless of what you call it, the intention is the same – to create the conditions, the culture and the expectation that everyone in the system shares responsibility for improving student learning results. Each point of the triangle supports a key component of the S.M.A.R.T. Goal Process: When we look at FOCUS (click), we’re talking about what the S.M.A.R.T. Goal does to bring clarity, direction and a sense of priority to your work. FOCUS answers the question “Where do we want to be?”. We find our vision, mission, values and beliefs also in this point of the framework. 2. REFLECTION (click) is all about our data. All types of data which has been recorded overtime. When we look at the data initially, we can answer the question, “Where are we now?” As we reflect on data throughout the course of the year, we are watching for movement toward our S.M.A.R.T. goals. That’s why formative data sources are so important to this process. We must continually ask, “What are we learning?” “What’s working?” “What’s not working?” “How should we adjust?” These are all reflection questions. 3. Obviously, one could do goal setting and reflect on data alone – actually, you’ve probably done it that way for years. COLLABORATIVE, data-driven goal setting is a little more difficult, but the pay-offs in terms of broad-based improvement, is dramatic. Teamwork (click) enhances creativity. It is the way in which we create new strategies, develop new assessment tools and test our own thinking and practices as we learn what’s working or not working with our plan. Teamwork is an essential component to this framework. FACILITATOR NOTE: Where have you personally experienced this framework during the workshop? [Kinesthetic representation] Activity Notes: Tables self organize into pairs. 1. Each pair takes one of the three points of the triangle and answers the question, “What if this is the only part of the triangle we do?” (E.g. What if we only set goals but do not look at data or use teamwork?) 2. Each pair then shares what they talked about with the rest of the table. 3. Debrief with the entire group. FACILITATOR SUMMARY: How does a stable framework (structure) support change? FACILITATOR TIP: Document the “Framework for Shared Responsibility” in the S.M.A.R.T. Tool mind map. Resources Required: Participant Manual, page 4; Building Shared Responsibility for Student Learning (a chapter describes each point); and The Handbook for SMART School Teams, pages 7-14. Audience Reaction:

The Data – Logic Chain LEARNING & ACTION are embedded in the process.
At this level we’re using system level assessments and monitoring progress toward a school wide goal and applying improvements via the school wide RTI plan. THE PROCESS IS WHAT FUELS CONTINUOUS LEARNING. Logic Data 15

Correlate with Current Practices Research Professional Development
School S.M.A.R.T. Goal Process BEGIN AGAIN! Meeting(s) #5 Analyze and Refocus Meeting(s) #4 Plan PD Between Meeting(s) Implement PD Meeting(s) #3 Correlate with Current Practices Between Meeting(s) Research Professional Development Meeting(s) #2 Identify School S.M.A.R.T. Goal Between Meeting(s) Research Best Practices Purpose: Refresh the School S.M.A.R.T. Goal Process Lecture Notes: Yesterday we introduced the School S.M.A.R.T. Goal Process. As a reminder, the process is built upon the data-logic chain. Let’s look at the continuum in terms of the process definition at the top of the page. Each meeting is built upon a series of action that bring about an end result. As you click through the process each meeting brings about some type of result aligned to the School S.M.A.R.T. Goal. What has been added (last click) are the questions which wrap around the Framework for Shared Responsibility. Each question is answered as you move throughout the process. These are questions you want to answer as you move through the School S.M.A.R.T. Goal Process. Our new dilemma is finding out how all these meetings can be accomplished? It seems overwhelming. The next activity will provide answers to this question. FACILITATOR TIP: The Framework for Shared Responsibility was introduced the end of Day 1. Think of this refresher as another slice of understanding the Framework for Shared Responsibility. Activity Notes: Resources Required: Participant Manual, page 42 Audience Reaction: Meeting(s) #1 Isolate Need Between Meeting(s) Gather and Analyze Data To Verify Need

S.M.A.R.T. Specific + Strategic Measurable Attainable Results oriented
Time bound

Where should we focus next? How can we get to where we want to be?
School S.M.A.R.T. Goal Process Where should we focus next? BEGIN AGAIN! Meeting(s) #5 Analyze and Refocus What are we learning? Meeting(s) #4 Plan PD Between Meeting(s) Implement PD Meeting(s) #3 Correlate with Current Practices Between Meeting(s) Research Professional Development Where do we want to be? How can we get to where we want to be? Meeting(s) #2 Identify School S.M.A.R.T. Goal Between Meeting(s) Research Best Practices Purpose: Refresh the School S.M.A.R.T. Goal Process Lecture Notes: Yesterday we introduced the School S.M.A.R.T. Goal Process. As a reminder, the process is built upon the data-logic chain. Let’s look at the continuum in terms of the process definition at the top of the page. Each meeting is built upon a series of action that bring about an end result. As you click through the process each meeting brings about some type of result aligned to the School S.M.A.R.T. Goal. What has been added (last click) are the questions which wrap around the Framework for Shared Responsibility. Each question is answered as you move throughout the process. These are questions you want to answer as you move through the School S.M.A.R.T. Goal Process. Our new dilemma is finding out how all these meetings can be accomplished? It seems overwhelming. The next activity will provide answers to this question. FACILITATOR TIP: The Framework for Shared Responsibility was introduced the end of Day 1. Think of this refresher as another slice of understanding the Framework for Shared Responsibility. Activity Notes: Resources Required: Participant Manual, page 42 Audience Reaction: Meeting(s) #1 Isolate Need Between Meeting(s) Gather and Analyze Data To Verify Need Where are we now?

Self-Reflection How skillful am I as a S.M.A.R.T. Goals Coach?

Establish Mind Set for Coaching
Work with your 12:00 partner to discuss: Common uses for coaches Personal experience with a coach Effective strategies of the coach Your reaction to being coached Key learning about coaching 15 min. What are common uses for coaches? What is your personal experience with a coach? How did the coach work with you to become effective? How did you respond to the experience? What did you learn about coaching?

S.M.A.R.T. COACHING

QLD S.M.A.R.T. Coaching Overview
Put one idea in 1 box Collect one: Share one Fill all your boxes Return to table Literature: prior reading min BINGO: Blank paper make 6 squares Review pre-reading on coaching Fill in one square with a concept of coaching that “popped” for you while you were reading What are the characteristics of coaches?

S.M.A.R.T. Goals Coaching Overview
With your table group: Timekeeper = 10 min Share 1 key point from your reading assignment. State importance personally Relate to role as S.M.A.R.T. Goals Coach Share key points from the BINGO exercise Explain the role of a SMART Goals coach working with leadership team. Mini-Presentation on what coaching is now and how it is used. Fist of 5: Knowledge of coaching, formal coaching classes, experience as a coach, experience being coached

Coaching Distinctions: Public Speaking
Therapist Consultant Collaborator COACH 5 min – WG Bike riding metaphor>>>

Your Turn How does this metaphor apply to coaching a S.M.A.R.T. Goals leadership team? What questions does this metaphor bring up for you in terms of your role as Coach? 5 min w/partner 5 min WG Make a distinction between individual and team coaching….more complex dynamic as you are working with a team. Coaching a winning team: bike race…

Coaching Roles for Developing Clients
Professional Developer (Trainer) Consultant-Mentor Collaborator Reflective Coach 10 min total: Evolution of a Learning Process: Ownership of the process Two dynamics: Master Coach will model & ask questions Coach interacting with the team The Team interacting with the SMART process Use the levels of performance: Unconscious/Conscious/Comp/ Introduce roles AS SMART coaches. Staff Developer – presenter in front of groups Consultant-Mentor: gives advice (Lombardi): customized by the person’s need for help Collaborator – co-constructs w/others; no personal agenda or attachment to the outcome Reflective Coach – inquiry, reflective dialogue, open-ended; least directive with inquiry Clock partner conversations & Whole group discuss.

Master Coach Role Coach S.M.A.R.T. Goal Process (Hard Skills)
Coach to be a S.M.A.R.T. Goal Coach (Soft Skills) Model/Coach 4 Coaching roles Model/Coach in the Academy Model/Coach at symposiums Coach 4 team sessions Understand process Use process with team Set PD plan with team Debrief process & strategies Provide reflective experiences & feedback

Core Coaching Proficiencies
What S.M.A.R.T. Coaches Need to Know and Be Able to Do Whole group popcorn? What should SMART COACHES now and be able to do? Roles are developmental: at the beginning, it is more instructional but as the teams experience more of the process, the coach Roles are listed in order of most direct approach with the SMART PROCESS. Chart with 3 roles: Use sticky dots to rate yourself in each of the roles on chart paper for comfort level. Go through the roles on slide

4 Core Coaching Proficiency Domains
Set the Foundation for Coaching Communicate Effectively & Cleanly Focus on Goals, Results & Data Facilitate Learning Give overview of each domain. Session 1 Pg Jig Saw? Divide the room into 4 group and create a visual graphic of each proficiency. Think of a metaphor for each of the categories. Use as a resource as you coach the coaches. When you coach with me, I will be referring back this. Have people reflect on each and get ready for the self-assessment. Ask participants to use sticky dots to assess their skills on large chart of coaching skills on wall.

Jig Saw for Learning Competencies
Assign 1 competency to each 12:00 partner Pairs identify & describe skills (1 min) Pairs describe differences between “Developing”, “Emerging”, & “Mastery” (1) Other insights (1)

Self Assessment of Core Competencies
Rate yourself 1-3 on each competency Average your score Place a dot on your self-chart for baseline

LUNCH Purpose: Indicates lunch time Lecture Notes:
Activity Notes: Play music or use timer (optional). Sound the reminder, 5 minutes before returning. Resources Required: Audience Reaction:

Listening Actively… Looks like… Sounds like…
Focusing on Domain D: listening actively What does ACTIVE mean? Engagement, conscious, etc… Create a T-Chart: Look like-Sound-like (10 min) Build towards the Lab of Grace (1.5 hr) Coaching language: Norms of Collaboration Pausing Paraphrasing Putting Ideas on the Table

Laboratory of Grace: Reflection and Preparation
Self-reflect on prior exercises on coaching. Select a topic as focus for sharing Write your focus in 2-3 Sentences Building block working with the team: Although you are only working with an individual. Just a practice. CONTENT: Related to SMART process or Coaching proficiencies. Write down the situation and why it is important for you and what would make this successful for you? What is something you are concerned about as you step into your role as a SMART Goals coach? What coaching proficiencies are you hesitant about? Why? What questions do you have related to SMART Goals coaching?

Laboratory of Grace: Active Listening Triad Practice
Form triads Assign A, B, or C to each The roles are: A: speaker B: listener C: observer 1 minute to form groups of 3 of people with whom they are not familiar. Gathering data with active listener NOT coaching or advice giving.

Active Listening: Triad Practice
3 rounds of conversation – roles change after each round. A: Speaker: Talks to the Listener using Topic B: Listener: Use active listening skills C: Observer: Records observations Remind the observer not to engage in the conversation but watch

Round 1 Debrief Each person shares observations with triad partners in this order: Observer Speaker Listener

Round 2 Speaker becomes Listener Listener becomes Observer
Observer becomes Speaker

Round 3 Speaker becomes Listener Listener becomes Observer
Observer becomes Speaker

Reflective Coaching Questions: Quick-Write
What are some key ideas about Active Listening that are important to you? What strengths do you have that will support you in this competency area? What aspects of Active Listening would you like to develop?

What’s My Coaching Style
Self-Assessment & Action-Planning

Coaching Skills + Style = Coaching Style
A person’s unique way of working with another to help him or her improve performance and reach his or her potential.

Knowing Coaching Styles
Develops relationship & rapport. Rapport = the ability to relate in a way that creates a climate of trust and understanding. There is not one style…it depends on how you navigate and assist the team to ultimate performance. How will you coach individuals and how will you coach the personality of the team??? Teams take on a “normed” personality!!! What is yours??? Check on this later in the training. Activity: Think about who are you in the car? If you are in the car, are you the driver? Navigator? Back-seat? Bathroom breaks?

Scoring My Coaching Style
Step 1: Slip a finger or pencil between the Response Form and Scoring Form underneath to separate the pages. Step 2: Add the points assigned to each style and place those totals in the corresponding shapes. Step 3: Copy the Coaching Style Totals into the corresponding style shapes on Chart 1: My Coaching Style Profile.

Draw this on chart paper – have people write their dominant and secondary styles on chart.
Share with your table and look at the manual. 20 minutes Put your name on a sticky note and place it where your dominant style…. Source: HRDQ

Four Coaching Styles Direct: Coaches by taking charge. Spirited: Coaches by inspiring. Considerate: Coaches by facilitating. Systematic: Coaches by planning carefully. Mini-Lecture

Group Exercise p 6-9 in Guide
Divide into “Like” Coaching Styles Create the following on chart paper: Symbol for your group (or song) Strength of that style (6-7) When it may be challenging (p 8-9 Role play example (1 min)

Direct Coaching Style “Don’t ever give up!” This coach focuses on:
taking charge of projects emphasizing the deadline starting a project immediately This coach relates to his/her coachee by: providing candid feedback telling him/her how to get the job done offering solutions to problems

Spirited Coaching Style
“The only way to discover the limits of the possible is to go beyond them into the impossible.”-- Unknown This coach focuses on Visualizing the big picture Using creativity Working on issues as they present themselves This coach relates to his/her coachee by: Offering inspiration Generating excitement Striving for the best

Systematic Coaching Style
“One step at a time.” The Systematic Coach focuses on: Planning carefully Analyzing the project Looking closely at the details This coach relates to his/her coachees by: Requesting all the facts Wanting things to run smoothly Models logical thinking

Considerate Coaching Style
“When things go wrong, as the sometimes will When the road you travel, seems all uphill And you want to smile, but you can’t When care is pressing you down a bit Rest if you must, but don’t quit Success is failure turned inside out; Success may be near when it seems out of sight So, stick to the fight when things seem hardest. It’s when things go wrong that you mustn’t quit.” --Unknown The Considerate Coach focuses on: Creating a comfortable environment Using empathy Encouraging positive solutions This coach relates to her/his coachee by: Encouraging learning Listening for understanding Showing patience

Impact of Your Style on Others
DIRECT SPIRITED SYSTEMATIC CONSIDERATE Four Corners: Strengths Frustrations Contributions Name on a sticky note and where are they on the chart with the domain Sponge activity: How do we revisit and apply this to the work.

Reflecting on Coaching Styles
Use the quadrant handout to dialogue on your team’s different styles. In what ways do your coaching styles match, complement, or conflict with your school leadership team members’ styles? What will you need to consider when coaching a team member whose style is not like yours? Four corners

Add Insights to Your Journal

Break Time Purpose: Indicates a break Lecture Notes:

Symposia Sign-Up Symposium Tuesday Date Thursday Date December 13
Finding the GAN December 13 December 15 Elements of Research and Discerning Effective Practices January 15 January 17 Challenges of Peer Leadership March 12 March 14 Implementation Issues and Barriers May 7 May 9 Celebration of Successes TBD Purpose: Closure Lecture Notes: Activity Notes: 1. Read quotes in the participant manual silently, round robin, or whole group and identify the one that speaks to you and why. Pair/Share. 2. Ask the audience to complete the feedback form. If possible, ask for the tables to take on the roles of: - Delivering the feedback forms to the front; - Clearing the tables; - Arranging the table tops for tomorrow; - Making sure the chairs are arranged for tomorrow. 3. Also have each person sign out by placing a “dot” on their criteria for success (documented earlier in the day). 4. After all are back at their tables, end with an appreciation: Today I learned that… FACILITATOR TIP: Have participants tear feedback form out of participant manual and turn in. Summarize the feedback comments and insert them into tomorrow’s PowerPoint. Resources Required: Participant Manual, pages 36 and 38. Appreciations are from research of Jean Gibes in her book “Tribes A New Way of Learning Together”. Audience Reaction:

Homework Assignment SMART SCHOOLS SELF-ASSESSMENT FOCUS REFLECTION
COLLABORATION LEADERSHIP ____________________ Purpose: Closure Lecture Notes: Activity Notes: 1. Read quotes in the participant manual silently, round robin, or whole group and identify the one that speaks to you and why. Pair/Share. 2. Ask the audience to complete the feedback form. If possible, ask for the tables to take on the roles of: - Delivering the feedback forms to the front; - Clearing the tables; - Arranging the table tops for tomorrow; - Making sure the chairs are arranged for tomorrow. 3. Also have each person sign out by placing a “dot” on their criteria for success (documented earlier in the day). 4. After all are back at their tables, end with an appreciation: Today I learned that… FACILITATOR TIP: Have participants tear feedback form out of participant manual and turn in. Summarize the feedback comments and insert them into tomorrow’s PowerPoint. Resources Required: Participant Manual, pages 36 and 38. Appreciations are from research of Jean Gibes in her book “Tribes A New Way of Learning Together”. Audience Reaction:

Our School Self-Assessment
Focus Reflection Collaboration Leadership Capacity

Journal Entries What I learned today that affirmed my prior knowledge and skills? What I learned today that furthered my prior knowledge and skills? What I learned today that challenged my thinking and raised questions in my mind? What I learned today that excited me most? Purpose: Closure Lecture Notes: Activity Notes: 1. Read quotes in the participant manual silently, round robin, or whole group and identify the one that speaks to you and why. Pair/Share. 2. Ask the audience to complete the feedback form. If possible, ask for the tables to take on the roles of: - Delivering the feedback forms to the front; - Clearing the tables; - Arranging the table tops for tomorrow; - Making sure the chairs are arranged for tomorrow. 3. Also have each person sign out by placing a “dot” on their criteria for success (documented earlier in the day). 4. After all are back at their tables, end with an appreciation: Today I learned that… FACILITATOR TIP: Have participants tear feedback form out of participant manual and turn in. Summarize the feedback comments and insert them into tomorrow’s PowerPoint. Resources Required: Participant Manual, pages 36 and 38. Appreciations are from research of Jean Gibes in her book “Tribes A New Way of Learning Together”. Audience Reaction:

Feedback Forms Individually complete your feedback form.
Runner returns all feedback forms to your facilitator. Tidy your table. Thank you for your time and energy today! Purpose: Closure Lecture Notes: Activity Notes: 1. Read quotes in the participant manual silently, round robin, or whole group and identify the one that speaks to you and why. Pair/Share. 2. Ask the audience to complete the feedback form. If possible, ask for the tables to take on the roles of: - Delivering the feedback forms to the front; - Clearing the tables; - Arranging the table tops for tomorrow; - Making sure the chairs are arranged for tomorrow. 3. Also have each person sign out by placing a “dot” on their criteria for success (documented earlier in the day). 4. After all are back at their tables, end with an appreciation: Today I learned that… FACILITATOR TIP: Have participants tear feedback form out of participant manual and turn in. Summarize the feedback comments and insert them into tomorrow’s PowerPoint. Resources Required: Participant Manual, pages 36 and 38. Appreciations are from research of Jean Gibes in her book “Tribes A New Way of Learning Together”. Audience Reaction:

Thank you S.M.A.R.T. People! www.smartlearningcommunity.net
THE place to connect with others who have discovered the power of S.M.A.R.T. Purpose: Show as the participants leave the room Lecture Notes: Activity Notes: Resources Required: Not in Participant Manual Audience Reaction:

Welcome Back Purpose: Bring audience back Lecture Notes:

WISCONSIN S.M.A.R.T. Coach Academy

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