1. Learning-Focused Interactions
Common Core Leadership in Mathematics (CCLM ^2)
October 2, 2012
This material was developed for use by participants in the Common Core Leadership in Mathematics (CCLM^2) project through the University of Wisconsin-Milwaukee. Use by school district personnel to support learning of its teachers and staff is permitted provided appropriate acknowledgement of its source. Use by others is prohibited except by prior written permission

2. Learning Intention To become aware of communication styles
To develop an understanding of the Three Stances to support a colleague’s thinking: consult, collaborate and coach.

3. Communication Style Friend: Share stories, secure relationship
Expert: Give information, tell opinion
Boss: Set expectation, impart advice
Parent: Protect & shield, offer guidance
Other: (Explain this style)
I can’t believe how fast time flies. It seems like we just started school and I felt so motivated. I am already overwhelmed. Just in two weeks, I realize I have 25 kids with 25 different levels of understanding in math. I am doing my first unit on fractions and I don’t even know where to begin with differentiation or whole group instruction.

4. Pie Graph Representation
In your journal, create a pie graph showing the proportions of the communication styles that you use. Include “other” if appropriate.

5. Self Reflection Questions
How do I see myself?
How do I want to see myself?
How do I think others see me?
How do I see others?
How do I want others to see me?

6. Who we believe we are at any given moment will drive our…
Perceptions
Behaviors
Interactions

7. Learning-Focused Interactions
Operate along a continuum of interaction to support collegial learning.
Consult: Imparts information
Collaborate: Shared analyses, problem solving, reflection, decision-making
Coach: Supports a colleagues thinking, problem solving and goal clarification.
Consult: Here is what I pay attention to in situations like this; here is why that is important, and here are some ways to do it. (What, Why, and How)
Offers a menu (three ideas) , shares an idea bank (created proactively), providing a model,
Collaborate: brainstorming together, co planning, study buddies, “WE”
Coach: Maintain a non judgmental stance, Inquiries about successes and concerns, reflects on goals. Purpose is to increase expertise in planning, reflecting on practice, and instructional decision making.
Many strategies can be aligned to ech stance on the continuum. For example, let’s say you were looking at students work.
A consultative stance you might point out what is noticed or recognized in the student work
From a collaborative stance you might brainstorm strategies that would most likely produce qualities in student work
As a coach you might ask your colleague to find similar examples in other student’s work, or determine some cause effect relationships regarding student performance.

8. Consult Offer advice about processes, protocols, choices, and actions
Gap analysis that emerges regarding goals and outcomes or teacher actions and student behaviors
Reflecting on behaviors of a consult, share with your partner when you consulted with a colleague.

9. Collaborate
Shared analysis, problem –solving, decision-making, and reflection.
Share idea development or gap analysis
Supports mutual learning, mutual growth, and mutual respect.
Reflecting on behaviors that support a collaborator, share with your partner when you collaborated with a colleague.

10. Coach Why would you coach?
What do you pay attention to if you decide to coach?

11. Learning Intention To become aware of communication styles
To develop an understanding of the Three Stances in supporting a colleagues thinking: consult, collaborate and coach.
Homework: A time to clarify!