1. Culturally Responsive Leadership: A Culturally Responsive Cognitive Coaching Approach Elizabeth B. Kozleski January 6 & 7, 2010

2. The Agenda  Coaching is Part of a Learning, Improving Culturally Responsive System  Culturally Responsive Leadership – Essential for 21 st Century  Research Foundations of Culturally Responsive Coaching  Brass Tacks

3. http://www.niusileadscape.org/

4. Systemic Change Coaching is Part of a Learning, Improving Culturally Responsive System

5. Systemic Change Framework

6. Practitioners

7. School

8. District

9. Coaching: An Integral Part of the School Improvement Process

10. Culturally Responsive Leadership: A 21 st Century Essential

11. School leaders often engage in coaching in order to respond to a problem or react to a specific incident. 1 Marzano, R. J., Walters, T. & McNulty, B.A. (2005). School Leadership that Works. Alexandria, VA: Association for Supervision and Curriculum Development. These kinds of conversations are necessary to manage school operations, but they do not address the type of “deep change” necessary to transform school practices to be inclusive of all students. 1 Why this kind of coaching?

12. Critical Knowledge Contextual Knowledge Technical Knowledge Cultural Tools Communi- cation Identity Culturally Responsive Leadership

13. Learning Sciences Third Space Dialogue Multicultural Research Cultural Historical Activity Theory Foundations of our Coaching Approach

14. How People Learn, Learning occurs when we teach (tell) people how to Learning results from how individuals actively make meaning, engage, resist, contest, and build their own mental schemas about the world around them and their role in it Learning scientists concur: Deeper conceptual understanding comes from active participation in one’s own learning (Sawyer, 2005)

16. Perception

17. Culturally Responsive: ThirdSpace CoachCoachee ThirdSpace

18. Respect, Reciprocity, and Responsiveness ThirdSpace

19. Dimensions of the Culturally Responsive Matrix Contributi ons Diversity Additive Trans- formation al Social Action From Understanding Cultural Contributions to Action for Equity

20. Understanding Culture as a Variable

21. Understanding Culture as the Dynamic Ingredient in Human Interaction What people bring with them What’s already there What’s already there The work people do together The work people do together Cultural Histories The Institutional Culture The Culture We Create

22. Down to Brass Tacks: How To Do It!! Steps to : TechnicalContextualCritical

23. Components of a Coaching Conversation Engage Create ThirdSpace Develop Insights Reframe Practice Scripts Set Goals

24. Coaching Discussion Critical prompts guide the coachee to examine underlying beliefs and practices that maintain and sustain the status quo in power and privilege and the coachee’s role in that process. Critical Technical coaching conversations support coachees in solving specific and direct problems of practice in their schools. Technical Contextual prompts reveal underlying beliefs and cultural practices of a school that afford and/or constrain culturally responsive practices. Contextual Three ways of entering coaching discussions

25. Progress Monitoring Identify Current Practice Assess Current Practice Identify Specific Changes Identify What Needs to be Learned What will be practiced When practice will be initiated Who will coach Technical coaching conversations support addressing changes in practice

26. Example of Technical Prompts The significant problems we face cannot be solved at the same level of thinking we were at when we created them. – Albert Einstein Focus Identify Practices Assess Effective- ness Determine Changes Identify Role Plan Moves Assess Progress Difficulty implementing co- teaching practices In what ways have you ensured that your teaching team works together during shared planning time? How are your planning sessions helping to differentiate lessons with students. What procedures need to be established to make these sessions more effective? What will your role be in establishing these procedures? What actions are needed? When and how will you determine if the new procedures are effective?

27. Identify contextual factors Identify historical patterns Surface institutional values Identify coachee’s goal Plan moves/ activities to initiate change Establish how progress will be monitored Contextual coaching conversations help to make school culture transparent

28. Example of Contextual Prompts We don’t see things as they are, we see them as we are. – Anaïs Nin

29. Identify critical issue Probe for deeper reflection Expand awareness Identify coachee’s goal Plan moves/ activities to initiate change Establish how progress will be monitored Critical prompts guide the coachee to examine her own beliefs and practices in supporting CR practices. Critical coaching dialogues examine power and privilege, who benefits from school practices, and how to bring students who have been marginalized into the “center” of school culture Plan moves/ activities to initiate change Expand awareness

30. Example of Critical Prompts He who cannot change the very fabric of his thought will never be able to change reality, and will, therefore, never make any progress. – Anwar Sadat

31. Critical, Contextual, or Technical? How are divergent viewpoints honored and shared in your staff culture? In what ways do you consciously infuse awareness of power and privilege in your team discussions? In what ways are your IEP meetings structured to encourage team discussion and sharing of ideas?

32. Items DiscussedStatus/Progress Next Steps  Hot Topic : Budget cuts Bob concerned about losing paraprofessional support for inclusion Address in team planning week of 4/5/10  Focus topic: Supporting students with severe disabilities in Mathematics classes Bob concerned that support sometimes looks like “doing for” rather than adapting for students with high needs. Discuss shared expectations in team meeting, identify shared goal. Prompts Used: Access Points : (Critical, Contextual, Technical) In what ways do you and Ms. Merino communicate to plan for support of your students with high needs? Contextual, identify context 5. Summary of Issues: A place for your reflections on: 1) the development of inclusive practices in this class; 2) changes in the coachee’s understanding of inclusive practices, and 3) The relationships among the coachee and other team members. Bob seems frustrated with Ms. Merino’s approach, but hasn’t clearly communicated his own high expectations for students with disabilities. He is more comfortable doing it all by himself than spending the time to establish common ground with her. 6. Next Steps: Bob will initiate a conversation with Ms. Merino during Friday’s planning time to express his own expectations and hopes for the students and elicit hers in order to establish a common goal.

33. Coaching for Culturally Responsive Practices includes... establishing cognitive, reflective frameworks for action... ThirdSpace CoachCoachee Developing a culturally responsive ThirdSpace... where you can work together to target equity outcomes!

34. Use ThirdSpace to develop a shared understanding of inclusive practice Collaborate to create shared expectations of collaboration, participation, and differentiated instruction Use cognitive strategies to help others broaden their perspectives Don’t spend all of your time in a problem-solving space!

35. If there is any great secret of success in life, it lies in the ability to put yourself in the other person’ s place and to see things from his point of view as well as your own. – Henry Ford

36. Download from our website: http://www.niusileadscape.org/docs/FrameworkCulturally_Web_031810.pdf

40. For more information about NIUSI- LeadScape’s community of inclusive, equity- minded school leaders http://www.niusileadscape.org/application/LS_Application.pdf

41. Summary  Coaching is Part of a Learning, Improving Culturally Responsive System  Culturally Responsive Leadership – Essential for 21 st Century  Culturally Responsive Coaching builds on learning sciences, CHAT, Third Space Dialogues, and Multicultural Research  Brass Tacks

42. Thank You!!