ENHANCING EDUCATIONAL LEADERSHIP THROUGH MENTORING PRINCIPALS.

ENHANCING EDUCATIONAL

LEADERSHIP THROUGH MENTORING PRINCIPALS

PURPOSES ARE TO:

Review and apply what has been learned so far.

Enhance and extend skills of paraphrasing

Review and apply questioning skills to the ACE program tools

Practice coaching skills and receive feedback from a meta-coach.

OUTCOMES:

Learn and practice skillful verbal and non-verbal listening (Pausing, Paraphrasing and Probing)

Learn and practice constructing productive questioning

Experience the power of meta-coaching and non-

judgmental feedback

A MEDIATOR IS ONE WHO:Is alert to the mediational moment—usually when a colleague is faced with a problem, a complex task, dilemma, discrepancy, or conflict. Often, the colleague exhibits tension and anxiety, the resolution of which is not immediately apparent.

A MEDIATOR IS ONE WHO:

Facilitates the mental processes of others as they understand more completely their own challenges, monitor their own strategies, make their own decisions, and generate their own creative capacities.

A MEDIATOR IS ONE WHO:Invites the colleague to reflect on and learn from the problem-resolving process to find applications in future challenges.


Helps others become continuous self-directed learners.


Maintains faith in the human capacity for continuing intellectual, social, and emotional growth.


Possesses a belief in his or her own capacity to serve as an empowering catalyst for others’ growth.

Trust Building

FiltersOf

Perception

RESOURCESIn yourToolbox

CONNECTING WITH OTHERS

Belief Systems

Cognitive Styles

Rep SystemsVisual

Auditory

Kinesthetic

Technologist

AcademicRationalist Self-

Actualizer

CognitiveProcessor

SocialReconstruction

Field DependentField

Independent

REVIEW Trios share: As you listened to and observed others

since last we met, what were you aware of about other’s cognitive styles, representational systems, beliefs?

How did you modify your own styles to be more congruent with others’ styles?

How did your increased awareness of differences in styles and beliefs help you analyze situations of conflict more insightfully?

BUILDING AND MAINTAINING TRUST

RELATIONAL TRUST

Founded on both beliefs and

observed behavior and requires that expectations are validated through behavior.

Judgments are drawn from behavior, how people feel and beliefs about other’s intentions.

Your organization functions and grows through conversations……

The quality of those conversations determines how smart your organization is.

David Perkins,King Arthur’s Round Table

2002 N.Y. Wiley

RELATIONAL TRUST

Personal Regard for Others Interpersonal trust deepens as

individuals perceive that others care about them and will extend themselves beyond what their role might formally require.

Trust: The Search for

Consistency in personal beliefs. Organizational goals, work performance, competence and even-handedness.

Integrity resulting from telling the truth and keeping promises.

Authenticity—accepting responsibility for one’s actions and not distorting the truth to shift blame on another.

INTEGRITY … means consistency between

what people say and what they do.

…..implies a moral-ethical perspective —actions must be perceived as advancing the best interests of students.

Teachers want to know that a leader will keep his/her word.

THINK - PAIR - SHARE

What is the level of trust that exists between you and your mentee(s). What is the evidence? What is the level of trust that exists in the schools in which yu work. What is the evidence?

RAPPORT Rapport Phenomena with mammals Work of Jane Goodall and Diane Fossey

Applicable across all cultures

Mirror Neurons

COMMUNICATING MEANING

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DOWNSHIFT

DEMONSTRATION

Meet with another person. Demonstrate to otherswhat you know about physical rapport

LISTENING WITH UNDERSTANDING AND EMPATHY

Understand others!

Devoting mental energies to understandingothers’ thoughts and feelings.

The way of being with another person which is termed empathic…means temporarily living in their life, moving about in it delicately

without making judgments……to be with another in this way means that for the time being you lay aside the

views and values you hold for yourself in order to enter the other’s world without prejudice…a complex, demanding, strong yet subtle and

gentle way of being.

CARL R. ROGERS

•Pause

•Paraphrase

•Probe• Inquire• Clarify

LISTENING SEQUENCE:

INTENTION MAY BE MORE IMPORTANT THAN SKILLS

Try to understand the meaning the other is making.

Pausing:

Using wait-time before responding

to or asking a question allows time for more complex thinking, enhances dialogue and improves decision making.

WAIT TIME

“After having asked a question, the average teacher waits 1 second before either calling on a student, asking another question or answering the question him/herself.”

Rowe, M. B. "Wait Time and Rewards as Instructional Variables: Their Influence on Language, Logic and Fate Control. "Journal of Research, in Science Teaching 11, 2: 81‑84. (Spring 1974).

Say Something -1. Choose a partner

2. Individually, read the text on pausing p 7

3. When each partner is ready, stop.

4. Speaker: “Say Something” (e.g. an example, a connection to your work, a significant point)

5. Listener: (count 3,2,1)

6. Paraphrase

7. Repeat process changed roles.

LEARNING TO WAIT

Gauging how long to wait - Count backward from 3.

LEARNING TO WAIT Gauging how long to wait - Try This. . .Ask a “provocative question”….

(“What might happen if….”)(“As you reflect upon……”)

Watch your partner’s eyes!

PAUSING:

IN TRIOS--SHARE:What are your new

understandings about pausing?

Use what you have learned.

Paraphrasing:

Lets others know that you are listening, that you understand or are trying to understand them and that you care.

REFLECT,REFLECT,

REFLECT,REFLECT,

REFLECTREFLECT

PARAPHRASING--aligns the listener and speaker and creates a

safe, trusting environment for “higher level” thinking.

reflects the speaker’s content and emotions about the content and frames a logical level for holding that content. reflects content back to the speaker for further consideration and, in group settings, connects that response to the flow of discourse emerging within the group.

creates permission to probe for details and elaboration. Without the paraphrase,

probing may be perceived as interrogation.

KEY IDEAS/ KEY CONCEPTS

Pairs:

Read The Structure and flow of Effective Paraphrasing in the handout.

When both are finished, share what you found tobe key ideas or key concepts.

THREE FORMS OF PARAPHRASING

1. Acknowledge and Clarify

2. Summarize and Organize

3. Shift Conceptual Focus

ACKNOWLEDGE AND CLARIFYa brief statement in the listeners’ own words

• You’re concerned about.....

• You would like to see....

• You’re feeling bad about.....

SUMMARIZE AND ORGANIZEa statement that offers themes or containers

o You have two goals here: one is about ______ and the

other is about ______.

o We’re struggling with three themes:

where to _____________.how to _______________.and who should _______.

SHIFT CONCEPTUAL FOCUS:a statement that focuses on a higher or lower logical level

Chevrolet, Chrysler, Ford, Toyota, Honda

Automobiles

Automobile, bus, train, airplane, ship

Transportation

Mustang, Windstar, Escape, Explorer, Ranger

FORD:

SHIFT CONCEPTUAL FOCUSa statement that focuses on a HIGHER logical level

So a _______ here is . . .• value

• belief

• goal

• assumption

• concept

• intention

ADVANCED PARAPHRASING

Identity: “So you’d like to be seen as…”Value: “So, it’s important to you that….”Belief: “So, a strong belief for you is…”Goal: “So, you’d like to accomplish…..”Assumption: “An assumption your holding is…”Concept: “So, the concept your holding is…” Intention: “So, your intent is to…..”

SHIFT CONCEPTUAL FOCUSa statement that focuses on a LOWER logical level

So an _______is . . • example• indicator• data• evidence• step • part• illustration

ADVANCED PARAPHRASING

Example: “So, an example of what you’d see might be…”Indicator: “So, an indicator of achievement might be…”Data: “So some data you might generate would

include…”Evidence: “So, some evidence that would convince you might be…”Step: “So, a first step in your strategy might be..” Part: “So your strategy is in three parts…”Illustration: “To illustrate what you mean…..”

Scenarios practice:

In table groups;1. First person reads a scenario on pp.19-202. Each person composes a response3. Whip around the table while

listening to each response. Identify the level (identity, beliefs, values, concepts assumptions, etc)

4. Repeat

Probing:

Increases the clarity and precision of the group's thinking by refining understandings, terminology and interpretations.

THINKING AND COMMUNICATING WITH CLARITY AND PRECISION

GENERALIZATIONSDELETIONS

DISTORTIONS

DEEP STRUCTURE LANGUAGE

“SURFACE LANGUAGE”

“That isn’t what I meant when I said strip and wax the floor”.

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PROBING P. 22

IN PAIRS:1.Make a statement using

non-specific language

2. Probe

Paying attention to self and others:

Awareness of what you are saying, how it is said and how others are responding; attending to learning styles; being sensitive to your own and others' emotions.

? WHAT METACOGNITIVE STRATEGIES DID YOU EMPLOY TO MONITOR AND MANAGE YOUR LISTENING SKILLS?

PARAPHRASE WHAT

YOU’VE LEARNED ABOUT THE, IMPORTANCE,

EFFECTS AND MENTAL PROCESSES OF LISTENING

WITH UNDERSTANDING AND EMPATHY

QUESTIONING TO ENGAGE AND TRANSFORM

Having an attitude if interest and inquiry.Developing strategies to produce needed data. Finding problems to solve.

QUESTIONING WITH INTENTION

UNPRODUCTIVE QUESTIONS:1. Verification questions the answers to that are already known to you or to the student:

“What is the name of...........?”“How many times did you .......?”


UNPRODUCTIVE QUESTIONS:2. Closed questions that can be answered "yes", "no" , or "I can".

“Can you recite the poem?”

“Can you tell us the name of .....?”

“Who can remember.....?”

QUESTIONING WITH INTENTIONUNPRODUCTIVE QUESTIONS:

3. Rhetorical questions in which the answer is given within the question:

"In what year was the War of 1812?" "Since when has Mikhail Gorbachev

had his birth mark?" "So how much is 3 x 4: twelve. OK?" "Who can name the three basic parts of

a plant? Root, stems and leaves, right?"


UNPRODUCTIVE QUESTIONS:4. Defensive questions that cause

justification, resistance and self-protection:

"Why didn't you complete your homework?"

"Why would you do a thing like that?" "Are you misbehaving again?"


UNPRODUCTIVE QUESTIONS:5. Agreement questions the intent of

which is to seek agreement with your opinion or answer

"This is really the best solution, isn't it? "Let's do it my way, O. K.?” "We really should get started now,

shouldn't we?”

Questioning with Intention:1. Are invitational:

Approachable voice, Plurals,

Tentativeness, Invitational

stems2. Positive presuppositions3. Complex levels

CHOICE OF VOICE

Your voice pattern (paralanguage):

Tone, Pace,Rhythm, etc

Signals your intention more morepowerfully than your words!

A Credible Voice

An Approachable Voice

CHOICE OF VOICE

Credible Approachable

Even Voice Melodic

Still Head Tilted/nods

Straight; feet together, chin down

Body Fluid

Informing/Commanding

Intentions Seeking/inquiring

CHOICE OF VOICE

First with a credible voiceSecond with an approachable voice

“Good Morning.Today is our second day of in-service on language tools that engage and transform.”

Think of a question you asked or were asked over the past few days.

Write it down.

SUBSTITUTING SYNTAX

The,a,an Some

Is Seems

Why What

Explanations Hunches

Are Might be

PLURALS

"What are some of your goals?” "What ideas do you have?" "What outcomes do you seek?""What alternatives are you considering?

TENTATIVENESS

“What might be some factors that would cause……?”

“In what other ways could you solve this problem?”

"What hunches do you have that may explain this situation?”

Invitational Stems:

“As you recall….” “As you anticipate…….” “As you envision……” “Given what you know

about…….”

The Three Story IntellectThere are one-story intellects, two story intellects, and three-story intellects with skylights. All fact collectors, who have no aim beyond their facts, are one-story men.

Two-story men compare, reason, generalize, using the labors of the fact collectors as well as their own.

Three-story men idealize, imagine, predict--their best illumination comesfrom above, through the skylight.

Oliver Wendell Holmes

The Three Story Intellect

Compare Distinguish Analyze

ProcessContrast Explain Synthesize

Classify Infer Make analogies

Sort Sequence Reason

Complete Identify Observe

InputCount List Recite

Define Match Select

Describe Name Scan


Evaluate Predict Hypothesize

Output

Generate Speculate Forecast

Imagine If/then Idealize

Judge Apply a principle

Compare Distinguish Analyze

ProcessContrast Explain Synthesize

Classify Infer Make analogies

Sort Sequence Reason



Define Match Select

Describe Name Scan

ENGAGE SPECIFIC COGNITIVE OPERATIONS

INPUT PROCESS OUTPUTÿ RECALLÿ DEFINEÿ DESCRIBEÿ IDENTIFYÿ NAMEÿ LIST

ÿ COMPAREÿ CONTRASTÿ INFERÿ ANALY ZEÿ SEQUENCEÿ SYNTHESIZE

ÿ PREDICTÿ EVALUATEÿ SPECULATEÿ IMAGINEÿ ENVISIONÿ HYPOTHESIZE

Three Linguistic Components

INVITATIONAL STEMS

COGNITIVEOPERATIONS

CONTENT

As you.....What are some of..How might you.....What led to....What possible....What might.....How might......How should......

Input Recall Define Describe Identify Name ListProcessCompareContrast Infer Analyze Sequence Synthesize SummarizeOutput Predict Evaluate Speculate Imagine Envision Hypothesize

Internal Reaction Feelings Thoughts EmotionsExternal Project Other Students Group Event Goals Lesson

PRESUPPOSITIONS: Hidden meanings below the surface of language.

For example:

“Even Mary could get passing grade in that class.”

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LIMITING PRESUPPOSITIONS

“DO YOU HAVE AN OBJECTIVE?”“WHY WERE YOU UNSUCCESSFUL?”“IF ONLY YOU HAD LISTENED.”

EMPOWERING PRESUPPOSITIONS

“WHAT ARE SOME OF THE GOALS THAT YOU HAVE IN MIND FOR THIS MEETING?”


“AS YOU CONSIDER YOUR ALTERNATIVES WHAT SEEMS MOST PROMISING?”


“WHAT PERSONAL LEARNINGS OR INSIGHTS MIGHT YOU CARRY FORWARD TO FUTURE SITUATIONS?”

BREAK

Please return at 2:10.

Using the LPR template, (p.33) compose questions

intended to invite performance of each

criterion. Use :

Invitational StemsPlurals

Tentative LanguagePositive Presuppositions

Complex levels of thinking

GIVE A QUESTION

GET A QUESTION

MEET WITH THREE OTHERSFILL IN YOUR CHARTEXCHANGE AND MODIFY

THE PLANNING CONVERSATION MAP

THE REFLECTING CONVERSATION MAP




Define Match Select

Describe Name Scan

The Use of Data

External feedback decreases our ability to self-assess.

A more effective means to develop self-directed learners who are self-monitoring and self-modifying is to use data to support mediation of thinking.

--Carol Sanford

The Meta-Coach

The role of the Meta-CoachThe role of the meta-coach is an accelerated learning strategy. Meta-coach means coaching the metacognition of the coach. It is an opportunity to coach the coach’s thinking.

Guidelines for the Meta-Coach* Be nonjudgmental * Paraphrase and

listen* Ask questions to promote coach’s thinking* Gather data * Seek clarity

Meta-Coach Model

What did you notice?

What questions do you have for the coach? For the reflector?

Round 1

Meta-coach: ask coach on what to collect data

Coach: be specific about what data to collect

Meta-coach: write legibly

Coaching—10 minutes

Meta-coaching—5 minutes

Round 1

Round 2

Meta-coach place your data on your chair and exchange places with the Meta-coach in another

group.

Round 3

What are you learning about the role of data?

What are you learning about the reflecting conversation?

FORMING HABITS

Levels of Competence—

Unconscious Incompetence

Conscious Incompetence

Conscious Competence

Unconscious Competence

MENTORS: Which communication skills do you wish to consciously practice, employ and perfect?

Take 5 minutes to write a personal action plan in your Learning Guide.

As you reflect on our

work so far, paraphrase what you’ve learned

about verbal and non-verbal language tools

intended to build trust, engage thinking and enhance self-esteem.

HOMEPLAY

Describe to others what you are learning.

Observe non-verbal rapport behavior in yourself and others during interaction.

Isolate and practice listening, questioning skills.

Apply your learning to a specific (problem) situations and pay attention to results.

Data and Self-Directed Learning

Quartets: Do a Paired Reading/Say Something strategy with the 4 content chunks on p. 65.

Read one section silently, simultaneously. After reading, each person in the quartet says something.

Continue the same pattern with the other 3 sections

Quartets

Write a synthesizing statement representing the key ideas about the use of data.

YOUR MENTEE SAYS:

“Our faculty is a good one but we rally seem to be in two different camps when it comes to an approach to teaching.”

YOUR MENTEE SAYS:

“We’re not making it with a lot of these students. They’re just not achieving as well as they could despite the fact that each of us is working very hard. “

YOUR MENTEE SAYS:


YOUR MENTEE SAYS:

“Everyone in my department does his or her own thing.”

YOUR MENTEE SAYS:


YOUR MENTEE SAYS:

“Our departmental groups are slowing us down. Because of their disagreements with this project , we’re unable to complete our tasks.”

ENHANCING EDUCATIONAL LEADERSHIP THROUGH MENTORING PRINCIPALS.

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