1. Leading From The Middle Steve Sassaman VP PLS 717-230-8077 ssassaman@plsweb.com

2. Spheres of Influence

3. Focus Today Making connections and building relationships with those people within your sphere of influence

4. Sources of Power Knowledge Charisma Title/Position Rewards Motivated to Obey Get Respect Cooperate Know Source Big Stick Carrot Title Rapport Book Expert Raven & French coercive

5. Know yourself and the people with whom you are connecting.

6. Kaleidoscope Inventory Sensory Styles KinestheticTactualAuditoryVisual Perceptual Style Organizational Styles Abstract Concrete GlobalSequential Temperament Styles IntuitiveIntuitiveSensingSensing FeelersThinkersJudgersPerceivers

7. Improving Relationships Within The Schoolhouse By: Roland Barth 4 Types of Relationships Parallel Play Adversarial Congenial Collegial

8. “Having an attitude of understanding is the key to all good communications.” - Bob Conklin

9. Resistances IntellectEmotions Pride Support Empathy Approval

10. Primal Leadership Cards Directions 1. Flip through your set of cards with your partner, reading each one. 2. When finished reading, sort your cards in order of importance to you. 3. Tell your partner your top 3 choices. Lay out those three cards. 4. Explain why those were your top choices. 5. Discuss with your partner – What you think the quotes mean in terms of application for you as a teacher and keystone. How does this information apply to you?

11. Resistance: Emotions Skill: Empathy Statement Two steps: 1) empathize (identify feelings) 2) refocus by: a. talking about past/future successes b. point to alternative direction Example: Coachee: “I just don’t know what to do with Tony. He is getting more disruptive everyday.” Coach: Empathy Statement: “Difficulties with our students can really wear us down. Working together, we can come up with ways to work with him.” Practice: Respond to these statements with an Empathy Statement 1. Coachee – “This is the worst class I’ve ever had. Nothing seems to work with them” 2. Coachee – “I just can’t seem to figure out this smart board.”

12. Support Statement Resistance: Intellect Skill: Supporting Statement Two steps: 1) accept opinion as valid then avoid using “but” and “however” 2) give additional information a. unqualified support (agree) b. qualified support (agree with parts) c. support for something else (disagree) Example: Coachee: “With so many students in my classes, it’s impossible to do these computer activities” Coach: Supporting Statement: “Numbers certainly play a role in our strategy decisions. Let’s see if we can set up smaller groups to work on activities simultaneously.” Practice: In each of the situations below, respond with an appropriate Supporting Statement. 1. Coachee – “It’s one thing to plan a great lesson, It’s another to carry it out with these students.” 2. Coachee – “Sure, you can plan to incorporate technology into your lessons. It comes easy to you.”

13. Three Steps for Giving Approval 1. Indicate Approval 2. Personalize the approval to a quality the other person values 3. Cite a specific behavior/example A teacher asked you to observe his class while he attempted to incorporate technology. His good intentions were negated by his classroom management problems Your Approval Statement: Your principle has just informed you about the complaints he is getting from some teachers about new district-wide technology initiatives. Your Approval Statement:

14. People do what they do for their own reasons, to meet their own satisfactions. So Sell it their way!