Coaching for Administrators. Norms Mutually decide on frame of time Listen to each other Respect...
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Transcript of Coaching for Administrators. Norms Mutually decide on frame of time Listen to each other Respect...
THE LEARNING EDUCATOR
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 62-73
Baby Boomers – Ages 45-61
Gen-Xers – Ages 25-44
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
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Talking and Promoting
Talking Promote 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
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Three types of paraphrasing
Acknowledging
Summarizing
Refocusing
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Inquiry
Open-ended
Probing
Clarifying
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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 CouncilSpecial thanks to Ginger Tucker Leading Adult Learners