*Examining Mentoring with Critical Conversations

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This is a workshop for returning BTSA support providers about how to have critical conversations.

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*Examining Mentoring with Critical Conversations

  1. 1. Examining Mentoring with Critical Conversations Coaching for Induction 11: Returning Support Providers Presented by Darren Battaglia & Gita Stowe December 12, 2013
  2. 2. Unified School District BTSA program provides high quality induction through culturally responsive mentoring, formative assessment, and inquiry to empower newly credentialed teachers to eliminate the opportunity gap and shepherd all students in the mastery of 21st century skills.
  3. 3. Critical conversations reinforce the continuum of learning focused interactions. Calibrate Consult Collaborate Information & Analysis Critical Conversations Coach
  4. 4. Four assumptions differentiate adult learning from children’s learning. 1 Adults move toward increasing levels of self- direction. 2 Adults bring a wealth of experience to learning. 3 What it means to learn changes during our lifetime. 4 As we mature, learning becomes less subject centered and more project-centered.
  5. 5. critical conversation (noun) /ˈ kritikəl ˈ känvərˈsāSHən / Any conversation that is uncomfortable or emotional
  6. 6. Examining Patterns & Cultural Assumptions Facilitating Self-Directed Growth Planning Difficult Conversations
  7. 7. The structure of a learning focused relationship is to provide support, challenge, and vision. Role of the mentor • Offering support • Creating challenge • Facilitating a professional vision
  8. 8. The structure of a learning focused relationship is to provide support, challenge, and vision. Role of the mentor • Offering support • Creating challenge • Facilitating a professional vision
  9. 9. The structure of a learning focused relationship is to provide support, challenge, and vision. Role of the mentor • Offering support • Creating challenge • Facilitating a professional vision
  10. 10. The structure of a learning focused relationship is to provide support, challenge, and vision. Role of the mentor • Offering support • Creating challenge • Facilitating a professional vision
  11. 11. Our mentoring work is part of a system of support, stresses, and growth. Collabo ration SP Growth Mentorin g w/i a School System Common Core Evaluatio n Creden -tial Comm u-nity Growth in Practic e Universit y Mentorin g as Individual Activity Lives of the Mentee Admin Suppor t Parents Class. Mgmt EDI Salary & Benefit s Children
  12. 12. Look for patterns in the work you do.
  13. 13. What are some of the patterns your noticing in your mentoring work? Brainstorm & Categorize 1. Identify a recorder 2. Brainstorm as many successes and challenges in your mentoring as you can (5 min) 3. After brainstorming, discuss & create categories for the list you’ve created (2 min) 4. Choose a representative to explain your categories to the group.
  14. 14. Noticing patterns begins critical conversations. • Our teachers at the higher poverty elementary schools tend to have fewer years of experience. • 51% of our district is Latino students, but 81% of the Plus students are Latino. • At our high SES schools, average 10th Grade GPA for Latinos (2.17) is a full point below their White (3.20) classmates.
  15. 15. Talking to children about race: The importance of inviting critical conversations • Read pages 1-3 individually ✔ I agree with this ? I have a question about this ! New thought to ponder
  16. 16. Talking to children about race: The importance of inviting critical conversations • Read pages 1-3 individually • What patterns did the authors notice? • How can we gather data and find patterns in our mentoring work? • What were your thoughts when you read this article?
  17. 17. Talking to children about race: The importance of inviting critical conversations 3 – 3 things you can take away from the article or conversation to improve conversations with your PT 2 – 2 patterns are you aware of in your classroom 1 – 1 thing you might do differently now that you read the article and participated in the triad discussion
  18. 18. Break
  19. 19. Examining Patterns & Cultural Assumptions Facilitating Self-Directed Growth Planning Difficult Conversations
  20. 20. Formative assessment of our mentoring skills is a risk-taking activity.
  21. 21. Self-assessing on mentor continuum reflection is a process 1.1 Uses reflective conversation skills to engage the teacher in collaborative problem solving and reflective thinking to promote self-directed learning that results in student learning.
  22. 22. Self-assessing on mentor continuum reflection is a process 2.3 Facilitates the teacher’s self-examination of their own understandings of the culture and diversity of the school and community to advance practice and ensure high levels of learning for all students.
  23. 23. Self-assessing on mentor continuum reflection is a process 4.4 Differentiates professional learning based on adult learning principles and assessed needs and interests of teachers to advance practice.
  24. 24. Self-assessing on mentor continuum reflection is a process ABC protocol 1. A speaks about their reflective thoughts (2 min) 2. Others can ask questions (1min) 3. All can discuss what person A spoke about (1min) 4. Repeat now with person B 5. Repeat now with person C
  25. 25. Examining Patterns & Cultural Assumptions Facilitating Self-Directed Growth Planning Difficult Conversations
  26. 26. Other people’s perceptions of themselves are often inaccurate.
  27. 27. stress
  28. 28. During Reflect on practice Monitor your need to know. Manage curiosity When stuck, move Before Check negative predictions at the door Address stress of conflict. Positive Presuppositions Arrange physical space Overprepare Progressive Relaxations Breathe Process for critical conversations After Maintain Your Identity as a Mentor Adapted from Lemons to Lemonade
  29. 29. Planning a critical conversation can be brief, but should include key points. • Make sure you have sufficient time to see the conversation through to the end (1 min). • Be realistic about what you can and cannot achieve with a last minute conversation (1 min). • Make sure the conversation is focused on facts and why the facts are important, not just opinion (4 min). • Practice your key sentence (2 min). • Understand you have a good chance to resolve an issue rather quickly with a conversation (2 min). • Breathe.
  30. 30. Planning a critical conversation can be brief, but should include key points. • Make sure you have sufficient time to see the conversation through to the end (1 min). • Be realistic about what you can and cannot achieve with a last minute conversation (1 min). • Make sure the conversation is focused on facts and why the facts are important, not just opinion (4 min). • Practice your key sentence (2 min). • Understand you have a good chance to resolve an issue rather quickly with a conversation (2 min). • Breathe.
  31. 31. Planning a critical conversation can be brief, but should include key points. • Make sure you have sufficient time to see the conversation through to the end (1 min). • Be realistic about what you can and cannot achieve with a last minute conversation (1 min). • Make sure the conversation is focused on facts and why the facts are important, not just opinion (4 min). • Practice your key sentence (2 min). • Understand you have a good chance to resolve an issue rather quickly with a conversation (2 min). • Breathe.
  32. 32. Planning a critical conversation can be brief, but should include key points. • Make sure you have sufficient time to see the conversation through to the end (1 min). • Be realistic about what you can and cannot achieve with a last minute conversation (1 min). • Make sure the conversation is focused on facts and why the facts are important, not just opinion (4 min). • Practice your key sentence (2 min). • Understand you have a good chance to resolve an issue rather quickly with a conversation (2 min). • Breathe.
  33. 33. Planning a critical conversation can be brief, but should include key points. • Make sure you have sufficient time to see the conversation through to the end (1 min). • Be realistic about what you can and cannot achieve with a last minute conversation (1 min). • Make sure the conversation is focused on facts and why the facts are important, not just opinion (4 min). • Practice your key sentence (2 min). • Understand you have a good chance to resolve an issue rather quickly with a conversation (2 min). • Breathe.
  34. 34. Planning a critical conversation can be brief, but should include key points. • Make sure you have sufficient time to see the conversation through to the end (1 min). • Be realistic about what you can and cannot achieve with a last minute conversation (1 min). • Make sure the conversation is focused on facts and why the facts are important, not just opinion (4 min). • Practice your key sentence (2 min). • Understand you have a good chance to resolve an issue rather quickly with a conversation (2 min). • Breathe.
  35. 35. Planning a critical conversation can be brief, but should include key points. • Make sure you have sufficient time to see the conversation through to the end (1 min). • Be realistic about what you can and cannot achieve with a last minute conversation (1 min). • Make sure the conversation is focused on facts and why the facts are important, not just opinion (4 min). • Practice your key sentence (2 min). • Understand you have a good chance to resolve an issue rather quickly with a conversation (2 min). • Breathe.
  36. 36. What are some of the critical conversations we encounter? Colleague who is: • Unfocused • Know-it-all • Resistant • Overwhelmed • Ill-informed
  37. 37. Planning a Critical Conversation 1. In your triad, each brainstorm a critical conversation you may have had or need to have with a PT (3 min). 2. Choose one & using the 10 Minutes to a Critical Conversation guide, plan your conversation (10 min). 3. Be prepared to share about the process with the group (not the conversation).
  38. 38. Examining Patterns & Cultural Assumptions Facilitating Self-Directed Growth Planning Difficult Conversations
  39. 39. • Advice and Assistance Meetings Jan 15 – February 15 • Bus your tables
  40. 40. Image References Baird, M. (2009). Shadow patterns on drifting sand dunes before sunset on Morro Strand State Beach, Morro Bay, CA. Also characteristic of Montana de Oro area to the south. Retrieved from http://www.flickr.com/photos/mikebaird/3464803900/ Futami, M. (2013). Secret Conversation (B/W). Retrieved from http://www.flickr.com/photos/masahiko_futami/8567162971/ Hedlund, P. (2013). UVA Women’s Soccer Defeats UMD. Retrieved from http://www.flickr.com/photos/57943984@N00/10657164844/ Leigh, D. (2008). Migraine Barbie has Snapped! Retrieved from http://www.flickr.com/photos/migrainechick/2189803492/ Lewis, L. (2011). “It’s All A Matter of Perception” I. Retrieved from http://www.flickr.com/photos/lauralewis23/7515146490/ Oskay, W. (2007). Chocolate. Retrieved from http://www.flickr.com/photos/oskay/1256122113/ Prouten, L. (2006). social committee. Retrieved from http://www.flickr.com/photos/whyswomen/143360770/ Scott, D. (2009). The Conversation. Retrieved from http://www.flickr.com/photos/danielle_scott/3918802986/ Wathieu, M. (2008). Graphic Conversation. Retrieved from http://www.flickr.com/photos/marcwathieu/2945339106/ Wilton, J. (2012). Diego Rivera mural in the National Palace, Mexico City. Retrieved from http://www.flickr.com/photos/guerillagrrl/8185829539/ Wood, S. L. (2010). puzzle time. Retrieved from http://www.flickr.com/photos/sherriwood/4908275621/ R. N. (2007). Paradise. Retrieved from http://www.flickr.com/photos/rnugraha/2003147365/
  41. 41. Materials References Copenhaver-Johnson, J. (2006). Talking to Children About Race: The Importance of Inviting Difficult Conversations. Childhood Education, 83(1), 12–22. Garmston, R. J., & Zimmerman. (2013). Lemons to lemonade: resolving problems in meetings, workshops, and PLCs. Lipton, L., Wellman, B. M., & Humbard, C. (2003). Mentoring matters: a practical guide to learningfocused relationships. Sherman, CT: MiraVia, LCC. Weeks H. (2001). Taking the stress out of stressful conversations. Harvard business review, 79(7).

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