The NIUSI-LeadScape Principal

Coaching Guide

Elaine MulliganJanuary 21, 2009

Systemic Change Framework

How do we get high quality practice – at the leadership level and at the practitioner level?

Vision + Skills + Incentives + Resources + Action Plan =

CHANGE ______ + Skills + Incentives + Resources + Action Plan = CONFUSION Vision + ______ + Incentives + Resources + Action Plan = ANXIETY Vision + Skills + _________ + Resources + Action Plan = RESISTANCE Vision + Skills + Incentives + __________ + Action Plan = FRUSTRATION Vision + Skills + Incentives + Resources + ___________ = TREADMILL

Essential Variables for Leading Inclusive Schools

Processes for developing high quality, inclusive

practices

Coaching: An Integral Part of the School Improvement Process

Cognitive

ThirdSpace

Th

ird

Sp

ace

Inclusive Outcomes

NIUSI-LeadScape Coaching Process

How is this like what I’m already doing?

How is this different from what I’m currently doing?

Cognitive

Cultural

Inclusive

NOT Just Problem Solving!

 

The Coachin

g Process

Thirdspace – What it looks like

Th

ird

Sp

ace

Components of a Coaching Conversation

NIUSI-LeadScape Strategic Coaching Questions

• To what degree and in what ways are we

ensuring that selected assessment and

instructional materials, procedures, activities &

strategies reflect the diverse languages, values,

beliefs and behaviors that define the identities

of the students involved?

• To what degree and in what ways do materials,

procedures, activities and strategies – as well as

our own interpretations – support the notion of

“spectrum” rather than “continuum” (i.e.,

disallow an “either-or” perspective)?

• To what degree and in what ways are we

seeking information on the contexts that sustain

and give meaning to students’ values, beliefs

and behaviors as compared to the contexts

within which we are assessing/teaching?

• How are we dealing with contradictions

between students’ values, beliefs and behaviors

and the values, beliefs and behaviors underlying

the materials, procedures, strategies and

activities we are using to assess/teach?

• To what degree and in what ways are we being

responsive rather than reactive; that is, using

assessment/instructional materials that reflect

shared understandings generated through deep

empathy, attention and curiosity rather than

familiar prescribed scripts and answers?

• To what degree and in what ways are we

creating ThirdSpace in our daily practice (i.e.,

developing assessment and/or instructional

options that integrate students’ perspectives and

strengths with desired academic goals and

outcomes)?

What Will It Look Like for You?

Regroup!

• In what ways did you have to change your language to be able to do this?

• In what ways did you have to challenge your own thinking?

• What would help you to be able to suspend your own perspective with the other person?

Some questions about application:Is everyone coachable?What are the conditions for coaching that

need to be established?In what ways can teachers coach each other?Why is this notion of MEDIATED experience

so important? How does it support knowledge building?

Why is it critical to establish a culturally responsive coaching approach?

What expectations should we have of changes in the coach?

How will you include the NIUSI-LeadScape coaching process in your school?

Who

When

Where

What

How

Establishing cognitive, reflective frameworks for action . . .

to develop a culturally responsive “ThirdSpace” . . .

where you can work together to target inclusive outcomes!

NIUSI-LeadScape Coaching is . . .

Th

ird

Sp

ace