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ENHANCING EDUCATIONAL LEADERSHIP THROUGH MENTORING PRINCIPALS.

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Presentation on theme: "ENHANCING EDUCATIONAL LEADERSHIP THROUGH MENTORING PRINCIPALS."— Presentation transcript:

1 ENHANCING EDUCATIONAL LEADERSHIP THROUGH MENTORING PRINCIPALS

2 PURPOSES ARE TO: Review and apply what has been learned so far. Enhance and extend skills of paraphrasing Review and apply questioning skills to the ACE program tools Practice coaching skills and receive feedback from a meta-coach.

3 OUTCOMES: Learn and practice skillful verbal and non-verbal listening (Pausing, Paraphrasing and Probing) Learn and practice constructing productive questioning Experience the power of meta- coaching and non-judgmental feedback

4 A MEDIATOR IS ONE WHO: Is alert to the mediational momentusually when a colleague is faced with a problem, a complex task, dilemma, discrepancy, or conflict. Often, the colleague exhibits tension and anxiety, the resolution of which is not immediately apparent.

5 A MEDIATOR IS ONE WHO: Facilitates the mental processes of others as they understand more completely their own challenges, monitor their own strategies, make their own decisions, and generate their own creative capacities.

6 A MEDIATOR IS ONE WHO: Invites the colleague to reflect on and learn from the problem-resolving process to find applications in future challenges.

7 A MEDIATOR IS ONE WHO: Helps others become continuous self-directed learners.

8 A MEDIATOR IS ONE WHO: Maintains faith in the human capacity for continuing intellectual, social, and emotional growth.

9 A MEDIATOR IS ONE WHO: Possesses a belief in his or her own capacity to serve as an empowering catalyst for others growth.

10 Trust Building Filters Of Perception RESOURCES In your Toolbox CONNECTING WITH OTHERS Belief Systems Cognitive Styles Rep Systems Visual Auditory Kinesthetic Technologist Academic Rationalist Self- Actualizer Cognitive Processor Social Reconstruction Field Dependent Field Independent

11 REVIEW Trios share: 4As you listened to and observed others since last we met, what were you aware of about others cognitive styles, representational systems, beliefs? 4How did you modify your own styles to be more congruent with others styles? 4How did your increased awareness of differences in styles and beliefs help you analyze situations of conflict more insightfully?

12 BUILDING AND MAINTAINING TRUST

13 RELATIONAL TRUST ÜFounded on both beliefs and observed behavior and requires that expectations are validated through behavior. ÜJudgments are drawn from behavior, how people feel and beliefs about others intentions.

14 Your organization functions and grows through conversations…… The quality of those conversations determines how smart your organization is. David Perkins, King Arthurs Round Table 2002 N.Y. Wiley

15 RELATIONAL TRUST Personal Regard for Others 4Interpersonal trust deepens as individuals perceive that others care about them and will extend themselves beyond what their role might formally require.

16 Trust: The Search for 4Consistency in personal beliefs. Organizational goals, work performance, competence and even-handedness. 4Integrity resulting from telling the truth and keeping promises. 4Authenticityaccepting responsibility for ones actions and not distorting the truth to shift blame on another.

17 INTEGRITY … means consistency between what people say and what they do. …..implies a moral-ethical perspective actions must be perceived as advancing the best interests of students. Teachers want to know that a leader will keep his/her word.

18 THINK - PAIR - SHARE 4What is the level of trust that exists between you and your mentee(s). What is the evidence? 4What is the level of trust that exists in the schools in which yu work. What is the evidence?

19 RAPPORT Ù Rapport Phenomena with mammals Work of Jane Goodall and Diane Fossey Ù Applicable across all cultures Mirror Neurons

20 COMMUNICATING MEANING

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25 DOWNSHIFT

26 DEMONSTRATION Meet with another person. Demonstrate to others what you know about physical rapport

27 LISTENING WITH UNDERSTANDING AND EMPATHY Understand others! Devoting mental energies to understanding others thoughts and feelings.

28 The way of being with another person which is termed empathic…means temporarily living in their life, moving about in it delicately without making judgments……to be with another in this way means that for the time being you lay aside the views and values you hold for yourself in order to enter the others world without prejudice…a complex, demanding, strong yet subtle and gentle way of being. CARL R. ROGERS

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32 P ause P araphrase P robe Inquire Clarify LISTENING SEQUENCE :

33 INTENTION MAY BE MORE IMPORTANT THAN SKILLS Try to understand the meaning the other is making.

34 Pausing: Using wait-time before responding to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making.

35 WAIT TIME ÜAfter having asked a question, the average teacher waits 1 second before either calling on a student, asking another question or answering the question him/herself. Rowe, M. B. "Wait Time and Rewards as Instructional Variables: Their Influence on Language, Logic and Fate Control. "Journal of Research, in Science Teaching 11, 2: (Spring 1974).

36 Say Something - 1. Choose a partner 2. Individually, read the text on pausing p 7 3. When each partner is ready, stop. 4. Speaker: Say Something (e.g. an example, a connection to your work, a significant point) 5. Listener: (count 3,2,1) 6. Paraphrase 7. Repeat process changed roles.

37 LEARNING TO WAIT Gauging how long to wait - Count backward from 3.

38 LEARNING TO WAIT Gauging how long to wait - Try This... Ask a provocative question…. (What might happen if….) (As you reflect upon……) Watch your partners eyes!

39 PAUSING: IN TRIOS--SHARE: What are your new understandings about pausing? Use what you have learned.

40 Paraphrasing: Lets others know that you are listening, that you understand or are trying to understand them and that you care.

41 REFLECT,REFLECT,REFLECT

42 PARAPHRASING-- aligns the listener and speaker and creates a safe, trusting environment for higher level thinking. reflects the speakers content and emotions about the content and frames a logical level for holding that content. reflects content back to the speaker for further consideration and, in group settings, connects that response to the flow of discourse emerging within the group. creates permission to probe for details and elaboration. Without the paraphrase, probing may be perceived as interrogation.

43 KEY IDEAS/ KEY CONCEPTS Pairs: Read The Structure and flow of Effective Paraphrasing in the handout. When both are finished, share what you found to be key ideas or key concepts.

44 THREE FORMS OF PARAPHRASING 1. Acknowledge and Clarify 2. Summarize and Organize 3. Shift Conceptual Focus

45 ACKNOWLEDGE AND CLARIFY a brief statement in the listeners own words Youre concerned about..... You would like to see.... Youre feeling bad about.....

46 SUMMARIZE AND ORGANIZE a statement that offers themes or containers oYou have two goals here: one is about ______ and the other is about ______. oWere struggling with three themes: where to _____________. how to _______________. and who should _______.

47 SHIFT CONCEPTUAL FOCUS: a statement that focuses on a higher or lower logical level Chevrolet, Chrysler, Ford, Toyota, Honda Automobiles Automobile, bus, train, airplane, ship Transportation Mustang, Windstar, Escape, Explorer, Ranger FORD:

48 SHIFT CONCEPTUAL FOCUS a statement that focuses on a HIGHER logical level So a _______ here is... value belief goal assumption concept intention

49 ADVANCED PARAPHRASING Identity: So youd like to be seen as… Value: So, its important to you that…. Belief: So, a strong belief for you is… Goal: So, youd like to accomplish….. Assumption: An assumption your holding is… Concept: So, the concept your holding is… Intention: So, your intent is to…..

50 SHIFT CONCEPTUAL FOCUS a statement that focuses on a LOWER logical level So an _______is.. example indicator data evidence step part illustration

51 ADVANCED PARAPHRASING Example: So, an example of what youd see might be… Indicator: So, an indicator of achievement might be… Data: So some data you might generate would include… Evidence: So, some evidence that would convince you might be… Step: So, a first step in your strategy might be.. Part: So your strategy is in three parts… Illustration: To illustrate what you mean…..

52 Scenarios practice: In table groups; 1.First person reads a scenario on pp Each person composes a response 3. Whip around the table while listening to each response. Identify the level (identity, beliefs, values, concepts assumptions, etc) 4. Repeat

53 LUNCH

54 Probing: Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

55 THINKING AND COMMUNICATING WITH CLARITY AND PRECISION GENERALIZATIONS DELETIONS DISTORTIONS DEEP STRUCTURE LANGUAGE SURFACE LANGUAGE

56 That isnt what I meant when I said strip and wax the floor.

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58 PROBING P. 22 IN PAIRS: 1.Make a statement using non- specific language 2. Probe

59 Paying attention to self and others: Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.

60 ? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

61 PARAPHRASE WHAT YOUVE LEARNED ABOUT THE, IMPORTANCE, EFFECTS AND MENTAL PROCESSES OF LISTENING WITH UNDERSTANDING AND EMPATHY

62 QUESTIONING TO ENGAGE AND TRANSFORM Having an attitude if interest and inquiry. Developing strategies to produce needed data. Finding problems to solve.

63 QUESTIONING WITH INTENTION UNPRODUCTIVE QUESTIONS: 1. Verification questions the answers to that are already known to you or to the student: What is the name of ? How many times did you ?

64 QUESTIONING WITH INTENTION UNPRODUCTIVE QUESTIONS: 2. Closed questions that can be answered "yes", "no", or "I can". Can you recite the poem? Can you tell us the name of.....? Who can remember.....?

65 QUESTIONING WITH INTENTION UNPRODUCTIVE QUESTIONS: 3. Rhetorical questions in which the answer is given within the question: 4"In what year was the War of 1812?" 4"Since when has Mikhail Gorbachev had his birth mark?" 4 "So how much is 3 x 4: twelve. OK?" 4 "Who can name the three basic parts of a plant? Root, stems and leaves, right?" z

66 QUESTIONING WITH INTENTION UNPRODUCTIVE QUESTIONS: 4. Defensive questions that cause justification, resistance and self-protection: 4"Why didn't you complete your homework?" 4"Why would you do a thing like that?" 4"Are you misbehaving again?"

67 QUESTIONING WITH INTENTION UNPRODUCTIVE QUESTIONS: 5. Agreement questions the intent of which is to seek agreement with your opinion or answer 4"This is really the best solution, isn't it? 4"Let's do it my way, O. K.? 4"We really should get started now, shouldn't we?

68 Questioning with Intention: 1. Are invitational: Approachable voice, Plurals, Tentativeness, Invitational stems 2. Positive presuppositions 3. Complex levels

69 CHOICE OF VOICE Your voice pattern (paralanguage): Tone, Pace, Rhythm, etc Signals your intention more more powerfully than your words!

70 A Credible Voice An Approachable Voice

71 CHOICE OF VOICE CredibleApproachable EvenVoiceMelodic StillHeadTilted/nods Straight; feet together, chin down BodyFluid Informing/ Commanding IntentionsSeeking/ inquiring

72 CHOICE OF VOICE First with a credible voice Second with an approachable voice Good Morning. Today is our second day of in- service on language tools that engage and transform.

73 Think of a question you asked or were asked over the past few days. Write it down.

74 SUBSTITUTING SYNTAX The,a,anSome IsSeems WhyWhat ExplanationsHunches AreMight be

75 PLURALS "What are some of your goals? "What ideas do you have?" "What outcomes do you seek?" "What alternatives are you considering?

76 TENTATIVENESS What might be some factors that would cause……? In what other ways could you solve this problem? "What hunches do you have that may explain this situation?

77 Invitational Stems: 4As you recall…. 4As you anticipate……. 4As you envision…… 4Given what you know about…….

78 The Three Story Intellect There are one-story intellects, two story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men. Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own. Three-story men idealize, imagine, predict--their best illumination comes from above, through the skylight. Oliver Wendell Holmes

79 The Three Story Intellect CompareDistinguishAnalyze Process ContrastExplainSynthesize ClassifyInferMake analogies SortSequenceReason CompleteIdentifyObserve Input CountListRecite DefineMatchSelect DescribeNameScan

80 The Three Story Intellect EvaluatePredictHypothesize Output GenerateSpeculateForecast ImagineIf/thenIdealize JudgeApply a principle CompareDistinguishAnalyze Process ContrastExplainSynthesize ClassifyInferMake analogies SortSequenceReason CompleteIdentifyObserve Input CountListRecite DefineMatchSelect DescribeNameScan

81 ENGAGE SPECIFIC COGNITIVE OPERATIONS

82 Three Linguistic Components INVITATIONAL STEMS COGNITIVE OPERATIONS CONTENT As you..... What are some of.. How might you..... What led to.... What possible.... What might..... How might How should Input Recall Define Describe Identify Name List Process Compare Contrast Infer Analyze Sequence Synthesize Summarize Output Predict Evaluate Speculate Imagine Envision Hypothesize Internal Reaction Feelings Thoughts Emotions External Project Other Students Group Event Goals Lesson

83 PRESUPPOSITIONS: Hidden meanings below the surface of language. For example: Even Mary could get passing grade in that class.

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85 LIMITING PRESUPPOSITIONS 4DO YOU HAVE AN OBJECTIVE? 4WHY WERE YOU UNSUCCESSFUL? 4IF ONLY YOU HAD LISTENED.

86 EMPOWERING PRESUPPOSITIONS WHAT ARE SOME OF THE GOALS THAT YOU HAVE IN MIND FOR THIS MEETING?

87 EMPOWERING PRESUPPOSITIONS AS YOU CONSIDER YOUR ALTERNATIVES WHAT SEEMS MOST PROMISING?

88 EMPOWERING PRESUPPOSITIONS WHAT PERSONAL LEARNINGS OR INSIGHTS MIGHT YOU CARRY FORWARD TO FUTURE SITUATIONS?

89 BREAK Please return at 2:10.

90 Using the LPR template, (p.33) compose questions intended to invite performance of each criterion. Use : 4Invitational Stems 4Plurals 4Tentative Language 4Positive Presuppositions 4Complex levels of thinking

91 GIVE A QUESTION GET A QUESTION MEET WITH THREE OTHERS FILL IN YOUR CHART EXCHANGE AND MODIFY

92 THE PLANNING CONVERSATION MAP

93 THE REFLECTING CONVERSATION MAP

94 The Three Story Intellect CompleteIdentifyObserve Input CountListRecite DefineMatchSelect DescribeNameScan

95 The Use of Data External feedback decreases our ability to self-assess. A more effective means to develop self- directed learners who are self-monitoring and self-modifying is to use data to support mediation of thinking. --Carol Sanford

96 The Meta-Coach The role of the Meta-Coach The role of the meta-coach is an accelerated learning strategy. Meta-coach means coaching the metacognition of the coach. It is an opportunity to coach the coachs thinking. Guidelines for the Meta-Coach * Be nonjudgmental* Paraphrase and listen * Ask questions to promote coachs thinking * Gather data* Seek clarity

97 Meta-Coach Model What did you notice? What questions do you have for the coach? For the reflector?

98 Round 1 zMeta-coach: ask coach on what to collect data zCoach: be specific about what data to collect zMeta-coach: write legibly zCoaching10 minutes zMeta-coaching5 minutes Round 1

99 Trios

100 Round 2 Meta-coach place your data on your chair and exchange places with the Meta-coach in another group.

101 Trios

102 BREAK

103 Round 3 What are you learning about the role of data? What are you learning about the reflecting conversation?

104 FORMING HABITS Levels of Competence Ü Unconscious Incompetence Ü Conscious Incompetence Ü Conscious Competence Ü Unconscious Competence

105 MENTORS: Which communication skills do you wish to consciously practice, employ and perfect? Take 5 minutes to write a personal action plan in your Learning Guide.

106 As you reflect on our work so far, paraphrase what youve learned about verbal and non-verbal language tools intended to build trust, engage thinking and enhance self-esteem.

107 HOMEPLAY Describe to others what you are learning. Observe non-verbal rapport behavior in yourself and others during interaction. Isolate and practice listening, questioning skills. Apply your learning to a specific (problem) situations and pay attention to results.

108 Data and Self-Directed Learning zQuartets: Do a Paired Reading/Say Something strategy with the 4 content chunks on p. 65. zRead one section silently, simultaneously. After reading, each person in the quartet says something. zContinue the same pattern with the other 3 sections

109 Quartets Write a synthesizing statement representing the key ideas about the use of data.

110 YOUR MENTEE SAYS: Our faculty is a good one but we rally seem to be in two different camps when it comes to an approach to teaching.

111 YOUR MENTEE SAYS: Were not making it with a lot of these students. Theyre just not achieving as well as they could despite the fact that each of us is working very hard.

112 YOUR MENTEE SAYS: Our faculty is a good one but we rally seem to be in two different camps when it comes to an approach to teaching.

113 YOUR MENTEE SAYS: Everyone in my department does his or her own thing.

114 YOUR MENTEE SAYS: Our faculty is a good one but we rally seem to be in two different camps when it comes to an approach to teaching.

115 YOUR MENTEE SAYS: Our departmental groups are slowing us down. Because of their disagreements with this project, were unable to complete our tasks.


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