Coaching for Administrators

Norms  Mutually decide on frame of time  Listen to each other  Respect each other  Say what we are thinking  Agree to learn from each other  Promise to keep conversation sacred

Agenda  Welcome & Objectives  Adult Learners  Change and Communication  Generational Differences  Coaching Techniques  Reflection

Objectives  Examine criteria for effective leadership  Learn the characteristics of adult learners  Build skills for effective communication  Listening  Paraphrasing  Inquiry  Feedback  Study generational differences  Learn coaching language and techniques  Practice interactive learning strategies

Effective Leaders/Effective Schools  An effective school:  functions as a learning community  is learner-centered  is learning-centered  is led by learning leaders

Learning Leaders  Servant Leader

Models: If not a workshop, what then?  Training  Observation/Assessment  Improvement Process  Study Groups  Inquiry/Action Research  Individually Guided Activities  Mentoring  Coaching

REALITY IDEAL FUTURE TRANSFORMERS CONNECTOR

Change – Who Wants It?  Assumptions  Your version is not the only one  Individuals must work it out  Conflict is fundamental  People need pressure  Effective change takes time  Do not expect everyone to change  You need a plan  Actions are not always clear  Culture of the institution is agenda

Generational Differences  Veterans – Ages  Baby Boomers – Ages  Gen-Xers – Ages  Nexters – Ages 25 and under  (also called Millennials)

Two Major Themes  Talking with teachers to promote reflection (conversations)  Promoting professional growth (feedback)

Listening – Key to Success  Take the Listening Inventory  Score the inventory  Talk to a learning partner about your areas of improvement

Unproductive Listening  Autobiographical – occurs when the listener associates a colleague’s story with his or her own experiences.  Inquisitive –occurs when a listener becomes curious about something in the conversation that is not relevant to the speaker’s intent  Judgment/Criticism – focus is on flaws in what the listener has said  Solution – occurs when a listener tries to solve a problem for the speaker 13

Talking and Promoting TalkingPromote growth  Make suggestions  Give feedback  Model  Use inquiry  Solicit advice /opinions  Praise  Emphasize study of teaching and learning  Support collaboration  Develop relationships  Encourage and support  Apply principles of adult learning  Use action research to inform decisions

Speak the Truth  Be honest  Don’t judge others

Positive Intent  Purpose  To send verbal messages that show you believe in people.  To set up expectations  To more positively influence thinking

Paraphrasing Communicates that  I am listening  I am interested  I care  I trust that you are valuable  I am trying to fully understand you  I want to be clear about what you said 17

Three types of paraphrasing  Acknowledging  Summarizing  Refocusing 18

Inquiry  Open-ended  Probing  Clarifying 19

References  Stephen Covey Michael Fullan  Jim Knight Thomas Guskey  Dennis Sparks Douglas Reeves  Stephanie Hirsh Robert Marzano  JoEllen Killion Joel Barker  Peter Senge Margaret Wheatly  Mike Schmoker Rick Dufour National Staff Development Council Special thanks to Ginger Tucker Leading Adult Learners