1. Crucial Conversations Coaching Julie Christensen Kris Ewert Stacey Phelps

2. Agenda Coaching Essentials Praxis Crucial Conversations Survey Results Goal Setting Planning Time Camcorder How To’s

3. Coaching Essentials…

4. Why do teachers leave the profession?

5.  Lack of support  Disenchantment with teaching assignments  Difficulty in balancing personal and professional demands  Excessive paperwork  Inadequate time  Inadequate classroom management  Inadequate discipline and poor student motivation  Large class size  High stress  Poor salary

6.  Each teacher who leaves the profession within the first three years can cost over $50,000.  The indirect costs in reduced teacher effectiveness and lost student productivity are hard to measure in dollar amounts.

7.  Provides the novice teacher with school, district, and state support for a three-year period.  The goal of EYE is to encourage Level 1 teachers to develop successful teaching skills and strategies  The end result is the teacher qualifying for the Level 2 Professional Educator License

8.  Work with a trained coach  Achieve certified teacher status by earning a score of 160 or higher on the Praxis II – Principles of Learning and Teaching Test #20522 K-6, 20524 7-12  Achieve highly qualified status- Praxis content test(s)  Successfully satisfy district evaluations  Complete a portfolio review

9.  Every new teacher can learn and succeed  Every new teacher is a valued human resource who has invested time and money into preparing for a life dedicated to helping young people  We have a responsibility to ensure these new teachers will succeed.  New teachers must be trained if we want them to succeed.  A coaching program is the best way to let your teachers know you value them and want them to succeed and stay.

10. Training Training Steps Steps Knowledge Knowledge Mastery Mastery Skills Skills Acquisition Acquisition On the Job On the Job Application Application Theory Theory 60-80% 60-80% 10% 10%2-5% Demonstration Demonstration 80% 80% 10-40% 10-40%2-5% Practice with Practice with feedback feedback 80% 80% 80% COACHING COACHING 90% 90% 90%

13. Principles of Partnership Learning equalitychoicevoicedialoguereflectionpraxisreciprocity

14. Offering Support Creating Challenge Facilitating a Professional Vision

15. Emotional Physical Instructional Institutional

16. Goal-driven Data-focused Thought-provoking

17. High expectations for self and students Lifelong learning Professional identity

18. Coaches’ Job Responsibilities Meet with 1 st year new teachers (NT) at least weekly Meet with 2 nd year teachers 2x a month Meet with 3 rd year teachers 1x a month Do a minimum of 1 observation per month Fill out mentor logs. Give copy to new teacher and principal Attend meetings and any additional trainings Have new teachers videotape themselves. New teacher watches and takes data. Watch it 2 nd time with coach. Provide verbal and written feedback on areas of improvement. Communicate with principal(s) about NT progress and goals Modeling – instructional and behavioral strategies Send NT out on a “one day class” visit in their 1 st year

20. Objective: What is your objective?Impression: How did your lesson go? Objective: To what degree did your students meet the objective? Teacher Behavior: What will you be doing? Lesson Sequence: Did your lesson go as planned? Student Behavior: What will the student be doing? Student Behavior: What did you see the students doing? Assessment: How will you know that the students have reached the objective? Assessment: How do you know the were understanding the lesson? Problems: What problems do you forsee? Transfer: If you taught this lesson again, what would you do the same? Differently? Data: As another set of eyes in your classroom, what would you like your coach to look for today? Review Data: What are your next steps? Coaching Conversation Name ________________________Date ______________ Pre-observation Post -observation Conference Conference

24. Data dialogue Collaborative Exploration of Data Teacher Coach

25.  Praxis II – Principles of Learning and teaching is designed to assess a beginning teacher’s pedagogical knowledge  It assesses a teacher’s understanding of such areas as human growth and development, classroom management, instructional design and delivery techniques, and evaluation and assessment.  It is provided through Educational Testing Service at www.ets.org

26. www.ets.org  Get on the website soon with your new teacher to find out:  The schedule for the test  How often it can be taken  What to study  Location of test sites

27. Crucial Conversations Authors: Kerry Patterson Joseph Grenny Ron McMillian Al Switzler

28.  What do you think of when you hear “crucial conversation?”  Why do we hesitate having a crucial/hard conversation?  What happens when we don’t speak up?

29. The void created by the failure to communicate is soon filled with poison, drivel, and misrepresentation. C. Northcote Parkinson

30. A crucial conversation is… a day-to-day conversation that affects your life a conversation about a tough issue defined in book(pg.3) as Discussion between 2 or more people where: 1. stakes are high 2. opinions vary 3. emotions run strong

31. How do we typically handle crucial conversations? Avoid them Face them and handle poorly Face them and handle it well

32. When talking turns “tough” do we… Pause Take a deep breath Pay close attention Put on our best behavior OR Are usually on our worst behavior. Why?

33. We are on our worst behavior because We’re designed wrong flight or fight We’re under pressure spontaneous conversations We’re stumped making it up as we go along We act in self-defeated ways get caught in a continuing loop

34. What are crucial conversations we might have as coaches?

35. When it comes to risky, controversial, and emotional conversations, skilled people find a way to get all the relevant information(from themselves and others) out in the open. This skill is called… DIALOGUE

36. Dialogue is “The free flow of meaning between two or more people.” When we enter a conversation we each come in with our own opinions, feelings, theories, and experiences.

37. The key to establishing a dialogue is to have a shared pool of meaning. A shared pool of meaning is accomplished by a person making it safe for everyone to add their meaning to the shared pool for the topic being discussed. In other words… the environment has been made safe so all involved feel comfortable sharing their thoughts, opinions, feelings, and experiences.

38. Having a shared pool of meaning enables people and/or groups to:  Make better decisions  Provides a faster more committed actions  Solves pressing problems  Makes changes

39. How do we learn the dialogue skills necessary to obtain a “shared pool of meaning” and be successful during Crucial Conversations with our new teachers?

40. This year we will focus on the 7 skills that will enable us to have those “crucial conversations” successfully; Start With the Heart – how to stay focused on what you really want Learn to Look – how to notice when safety is at risk Make It Safe - how to make it safe to talk about almost anything Master My Stories - how to stay in dialogue when you’re angry STATE My Path - how to speak persuasively, not abrasively Explore Others’ Paths - how to listen when others blow up or clam up Move to Action – how to turn crucial conversations into action and results

41. “To Improve Is To Change; To Be Perfect Is To Change Often” Winston Churchill Until next time we will Start with the heart – work on you first. You are the only person you can control. 1.What do I really want for myself and my new teacher? 2.How do I behave to get those results?

42. Survey Results a. What does data tell us? b. What are ways we can improve through our new teacher development sessions? c. What are ways I can improve when working indivudaully with my new teachers?

43. Development Session Planning Time

44. Video Training and Checklist

45. Evaluate Reflect Wrap-Up