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Blended Coaching Training

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Professional Development workshop materials for a group of people who coach turnaround school principals. …

Professional Development workshop materials for a group of people who coach turnaround school principals.

The structure for this presentation was adapted from the webpage: http://blendedcoachingwkshp.com/recursive-listening.html

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  • 1. 1 Aspiring Principals Program Directors Community of Practice In-Person Training 9 July 2014 | 8:30a - 5:00p | Boston University Designed and Presented by: Nicole Williams, Sr. APPD
  • 2. 2 Session Outcomes By the end of the session, APPDs will have a shared understanding of: ! how to identify and practice active listening skills including identifying roadblocks to listening, biases in listening and recognizing the implications in individual coaching ! how to identify and effectively utilize four types of feedback connected to Resident Practice ! Improved trust and relationships amongst Directors by sharing practice around coaching work ! our shared practice about how decisions are made regarding how and when in a Residents’ growth cycle to deliver various forms of feedback
  • 3. 3 Norms Check Practice active listening ! Be open and honest about how things are going ! Ask for clarity ! Keep Residents and students in mind ! Proactively share resources and best practices with the community ! Work with a sense of transparency ! Engage relevant stakeholders in critical decision-making !
  • 4. 4 On site Norms for Intensive and SummerFun Maintain focus on Resident Learning ! Assume positive intent and operate with generosity of spirit ! Ensure that relevant attendees give input before decisions are made; redirect to the appropriate team members ! Maintain a solution orientation; be resolution-driven ! Honor the power of pushback ! One Team! One Goal! One Voice!
  • 5. 5 Morning Agenda IMAGE 1. Blended Coaching Principles 2. Building our Resident Principal’s toolkit 3. Listening to Words 4. Roadblocks to Active listening 5. Guess the Roadblock - Game 6. Building a Model 7. Recursive Listening 8. Lunch
  • 6. 6 Blended Coaching
  • 7. 7 at the start Applying the Skills Think of a Resident that you struggled with coaching in the past year. If you could do the year over, what would you change to further support the Resident.
  • 8. 8 IMAGE Building Relationships Providing Feedback Listening, Observing, and Questioning Blended Coaching Strategies
  • 9. 9 IMAGE ! We will dive into:! ! ! Listening, Observing, and Questioning ! Providing Feedback
  • 10. 10 Building on our ! Resident Principals’ ! Toolkits
  • 11. 11 AskingObserving Telling Coaching advocacy inquiry
  • 12. 12 Situational Leadership Model 11
  • 13. 13 S3 Asking S4 Observing S1 Telling S2 Coaching directive supportive
  • 14. 14 S3 Asking S4 Observing S1 Telling S2 Coaching Development Level of the Individual Developing Developed
  • 15. 15 S3 Asking S4 Observing S1 Telling S2 Coaching Development Level of the Individual low competence / high commitment Developing Developed
  • 16. 16 S3 Asking S4 Observing S1 Telling S2 Coaching Development Level of the Individual low to some competence / variable commitment Developing Developed
  • 17. 17 S3 Asking S4 Observing S1 Telling S2 Coaching Development Level of the Individual moderate to high competence / variable commitment Developing Developed
  • 18. 18 S3 Asking S4 Observing S1 Telling S2 Coaching Development Level of the Individual high competence / high commitment Developing Developed
  • 19. 19 Development Level of the Individual S3 Asking S4 Observing S1 Telling S2 Coaching Developing Developed
  • 20. 20 Situational Leadership Model 11 Telling ! Tell people what to do and how how to do it. Coaching ! Provide information and direction with communication with “followers.” Delegating ! Pass most of the responsibility onto the follower or the group. Supporting ! Focus more on the relationship and lesson direction.
  • 21. 21 Writing Prompt - !
  • 22. 22 What type of listening! and coaching feedback is ! needed for the various stages! of Resident development?
  • 23. 23 Active Listening IMAGE “To listen fully means to pay close attention to what is being said beneath the words. You listen not only to the ‘music’, but to the essence of the person speaking. You listen not only for what someone knows, but for what he or she is. Ears operate at the speed of sound, which is far slower than the speed of light the eyes take in. Generative listening is the art of developing deeper silences in yourself, so you can slow your mind’s hearing to your ears’ natural speed, and hear beneath the words to their meaning.”! —Peter Senge
  • 24. 24 Listening to Words
  • 25. 25 Listening to Words Joan’s Story I think things are going well overall. I do have a bunch of older teachers who are constantly saying that things aren’t fair. They want me to make the decisions but only the decision that they agreed with and not the ones they do not agree with. They want me to be like the last assistant principal - a bit top down and directive.
  • 26. 26 Listening to Words Joan’s Story What do Joan’s words tell you about her way of thinking and interacting? " ! Share Out!
  • 27. 27 Listening to Words “Joan has constructed a story about her school, a story that is built upon a set of judgements. If she is like most people, she has confused her interpretations with reality.” ! “She will proceed to interact with her staff under the illusion that her story is the story.” Blended Coaching, pg. 35
  • 28. 28 Listening to Words assertions assessments
  • 29. 29 Listening to Words assertions facts that can be corroborated by a witness. They are either true or false and are measured by a commonly held standard. ! They do not represent the speaker’s opinion or judgement and describe an objective reality. ! “It is 85 degrees outside.”
  • 30. 30 Listening to Words assessments Judgements and opinions that reside in the speaker. ! They are speaking acts that change our experience of reality, shape our future actions, and impact the way in which we behave. ! They are the fabric from which our interpretations are constructed. ! “It is hot in this room!”
  • 31. 31 IMAGEJoanJO Joan, who are these teachers, and what is their complaint? “Sandy, a teacher who has been here for a long time, told me she and a couple of the other veteran teachers are not happy here because we are changing the reading program. She says they invested a lot time in developing their literature-based program, and they don’t want to give it up. #sigh Let’s peek into Joan’s! 1:1 coaching session Listening to Words
  • 32. 32 IMAGE“An effective coach might help Joan to unpack her statement and arrive at new interpretations.” So we are talking about a small group of teachers who are hesitant to give up on a program that they have made a personal investment in. Have you thought about ways in which you can harness their experience w i t h a n d i n t e r e s t i n literature-based programs to help you to move them t o w a r d y o u l i t e r a c y initiative? Blended Coaching, pg. 37 Listening to Words
  • 33. 33 Listening to Words • Listening for situations in which the coachee is confusing assessments with assertions. • Helping the Resident ground and reevaluate assessments by asking three questions: ! ! ! ! ! ! ! • Pointing out self-assessments the Resident may make that are not well grounded and therefore are likely to limit possibilities Assessment for the sake of what? ! Assessment against what standard? ! Assessment based on what assertions? Coaches can guide their Residents to an awareness of assessments and assertions by:
  • 34. 34 IMAGE Let’s observe for this behavior in a coach’s practice! ! As you watch this feedback conversation, capture instances in which the COACH is confusing assessments with assertions. Listening to Words
  • 35. 35
  • 36. 36 Upgrade his practice.! With your critical friend, help build the coach’s practice by upgrading his assessments. IMAGE Choose three assessments that he made during his coaching session. ! Reframe the assessments by crafting questions that he could ask his coachee to help improve her practice? ! What data sources can he request to support his assertions and assessments to have an effective coaching session?
  • 37. 37 IMAGE Let’s share out! Listening to Words
  • 38. 38 Listening to Words Coaching John to Action Read the case study provided in your handouts packet. See if you can distinguish between John’s assertions and assessments. Divide your answers into two parts, one listing his assertions and the other listing his assessments.
  • 39. 39 Listening to Words Coaching John to Action As you read, ask yourself: ! What do my word’s and actions tell you about my way of thinking and interacting? Read the case study provided in your handouts packet. See if you can distinguish between John’s assertions and assessments. Divide your answers into two parts, one listing his assertions and the other listing his assessments.
  • 40. 40 Listening to Words Coaching John to Action Read the following possible response for John. How does this assist or not assist John in terms of helping him get clarification about his next steps?
  • 41. 41 Listening to Words IMAGE Connect to Practice:! ! Where is John along the Resident Development timeline. What does the coach need to do to move his practice to be more effective? ! As you reflect on your own coaching practices, how often do you use assertions when coaching Residents? What is one thing you can begin to implement in your practice to leverage assertions to support Resident leadership development?
  • 42. 42
  • 43. 43 Roadblocks to ! Active Listening
  • 44. 44 Roadblocks to Active Listening IMAGE
  • 45. 45 Roadblocks to Active Listening
  • 46. 46 Roadblocks to Active Listening Let’s split our lovely community into two groups and count off! A B! All B’s please exit stage right and wait for the signal to re-enter the classroom.
  • 47. 47 Roadblocks to Active Listening While you all are listening to your partners, every time that your partner says something that invokes your inner voice* put your hand up for five seconds and then put it back down. ! inner voice = you want to ask a question, makes you think of something, or you want to respond in some way.
  • 48. 48 Roadblocks to Active Listening Three Rules to Abide By! ! 1. You must do this for the entire conversation. 2. You are not allowed to interact in the discussion with the B’s. 3. You must remain silent, only raising you hand when your inner voice kicks in.
  • 49. 49 Roadblocks to Active Listening What are some of the key behaviors and actions you engaged in whenever you’ve been at your own best as a leader?! ! How has this impacted your coaching of New Leader Resident Principals?
  • 50. 50 Roadblocks to Active Listening SWITCH!! ! Same prompt! ! B’s, as you are listening, feel free to engage in the conversation with your partner.! !
  • 51. 51 Roadblocks to Active Listening What are some of the key behaviors and actions you’ve demonstrated whenever you’ve been at your own best as a leader?! ! How has this impacted your coaching of New Leader Resident Principals?
  • 52. 52 Roadblocks to Active Listening Let’s Debrief!! ! How did the conversations feel during the first rotation? ! What about during the second rotation? ! How do these inner thoughts impact your active listening during coaching during coaching conversations.
  • 53. 53 GUESS THE ROADBLOCK!
  • 54. 5454 Roadblocks to Active Listening GUESS THE ROADBLOCK Take about three minutes to review the Roadblocks to Active Listening page in your handouts. Be prepared ! to engage in a game at the end of your review!
  • 55. 5555 IMAGE Anna, let other people have their say before you make your points - don’t talk so much, please. IMAGE roadblock one Roadblocks to Active Listening
  • 56. 5656 IMAGE Why do you have to hog the discussion so much and interrupt everyone? IMAGE roadblock eleven Roadblocks to Active Listening
  • 57. 5757 IMAGE You act like a know-it-all in our meetings. IMAGE roadblock eight Roadblocks to Active Listening
  • 58. 5858 IMAGE It is simple, common courtesy to let people finish what they say before breaking in. IMAGE roadblock three Roadblocks to Active Listening
  • 59. 5959 IMAGE If you keep interrupting everyone in our meeting, Anna, you’re going to have everyone shut you out. IMAGE roadblock two Roadblocks to Active Listening
  • 60. 60 IMAGE I think you’re using our meetings to show off your vast experience. IMAGE roadblock nine Roadblocks to Active Listening
  • 61. 61 IMAGE Anna, you’re really discourteous in our staff meetings. IMAGE roadblock six Roadblocks to Active Listening
  • 62. 62 IMAGE God gave us two ears and one mouth so we would listen twice as much as we talk. IMAGE roadblock five Roadblocks to Active Listening
  • 63. 63 IMAGE Anna, you’re going to have to do something about your shyness in our meetings - we never hear your opinions. IMAGE roadblock twelve Roadblocks to Active Listening
  • 64. 64 IMAGE I’m sure you can curb you habit of interrupting very easily. IMAGE roadblock ten Roadblocks to Active Listening
  • 65. 65 IMAGE Anna, I know you’re very bright and you always have good ideas but give others a break in our discussions. IMAGE roadblock seven Roadblocks to Active Listening
  • 66. 66 Roadblocks to Active Listening Building A Model! active listening in action
  • 67. 67 Roadblocks to Active Listening IMAGE Team Goal: Be the first team to create an exact replica of a tangram picture within a given time frame.! ! Materials: tangram pieces Time: 10 minutes (two rounds ea. round) Group Size: 3 - 4 people
  • 68. 68 Roadblocks to Active Listening The Building Team PERSON A! LEADER You will own the building blocks. You are the only person allowed to see the model building. It is your job to give clear instructions to the Runner. ! PERSON B! RUNNER You listen to the leader’s instructions and run the directions to the builder. It is your job to deliver, without looking at the blocks, instructions on how to build the building to the Builder. PERSON C! BUILDER You will listen to the runner’s instructions and build the object from the set of building blocks. It is your job to accurately recreate the structure from the directions given to you by the Runner. ! PERSON D! OBSERVER You observe the game and make notes about what works, what doesn’t work, and how the team behaved. It is your job to give the team insight on how they communicate.
  • 69. 6969 Roadblocks to Active Listening prize
  • 70. 70 Lunch Break!
  • 71. 71 Roadblocks to Active Listening The Building Team PERSON A! LEADER You will own the building blocks. You are the only person allowed to see the model building. It is your job to give clear instructions to the Runner. ! PERSON B! RUNNER You listen to the leader’s instructions and run the directions to the builder. It is your job to deliver, without looking at the blocks, instructions on how to build the building to the Builder. PERSON C! BUILDER You will listen to the runner’s instructions and build the object from the set of building blocks. It is your job to accurately recreate the structure from the directions given to you by the Runner. ! PERSON D! OBSERVER You observe the game and make notes about what works, what doesn’t work, and how the team behaved. It is your job to give the team insight on how they communicate.
  • 72. 72 Roadblocks to Active Listening The Building Team Let’s Debrief! THE GAME How well was your team able to replicate the given picture? ! What roadblocks to effective communication did you all encounter? How did you team navigate around these challenges? ! What similarities do you feel this communication game has to the communication that takes place between you, your Residents and the Mentor Principals?
  • 73. 73 Recursive Listening
  • 74. Recursive Listening IMAGE From Blended Coaching:! ! Gary Bloom describes Recursive listening as “the act of listening to listening… Coaching requires the ability to focus completely upon the coachee and his or her environment. As coaches, we must be fully present as listeners and observers.”
  • 75. Recursive Listening In the kind of simple 1:1 coaching interaction, the coach must ask: ! • What do I hear and observe from the Resident (a)? • How is the Resident listening and observing me (b)? • What can I learn from observing my own listening (c) ! A B C In listening to your own listening, you must! ask yourself: What is my emotional reaction to ! this Resident? Does she make me like her and want ! to engage with her? If I am reacting to her in this way, ! how might others react?
  • 76. Recursive Listening When engaging in multi-level listening, your listening and observing skills must extend through five dimensions: ! • What do I hear and observe from the Resident (a)? • What do I hear and observe from the Mentor (b)? • What is the Resident hearing and observing from the mentor (c)? • What is the Mentor hearing and observing from the Resident (d)? • What can I learn from observing my own listening (e)? ! E A C D B
  • 77. Recursive Listening Future Community of Practice Work! ! Videotape (or audio record) a coaching conversation with a Resident that who will need additional support at the onset of the Residency. Using the recording and reflection questions found on the Recursive Listening worksheet, answer questions about your own practice. Be prepared to share your reflections on a future CoP call.
  • 78. 78 Afternoon Agenda IMAGE 1. Ladder of Inference 2. Listening for Bias 3. Feedback Introduction 4. Break 5. Feedback Card Sort - Game 6. Coaching in Action videos 7. Coaching John 8. Closing the Day
  • 79. 79 Bias in Listening
  • 80. 80 Bias in Listening IMAGE
  • 81. 81 Bias in Listening Round One" How do you teach or reinforce the concepts of the Ladder of Inference with Residents? !
  • 82. 82 Bias in Listening Round Two" How do you teach or reinforce the concepts of the Ladder of Inference with Residents? !
  • 83. 83 Bias in Listening Round Three" How do you teach or reinforce the concepts of the Ladder of Inference with Residents? !
  • 84. 84 Bias in Listening WHERE BIAS CAN SNEAK INTO OUR PRACTICE!
  • 85. 85 Bias in Listening What is half of thirteen? 6.5 XI / II 2.2 5.5
  • 86. 86 Bias in Listening Why are manhole! covers round?
  • 87. 87 Bias in Listening What’s in a Bic?
  • 88. 88 Bias in Listening
  • 89. 89 Bias in Listening How many people are ! left on the bus?
  • 90. 90 Bias in Listening How many total miles ! did the bus travel?
  • 91. 91 Bias in Listening Can you describe the! bus route?
  • 92. 92 Bias in Listening Could you draw a map! of where the bus went or where it will end up?
  • 93. 93 Bias in Listening Final Question
  • 94. 94 Bias in Listening Every leadership coach brings personal points ! of view to the coaching role. Gender, culture,! age, and experience all shape the way we perceive! others and their contexts.
  • 95. 95
  • 96. 96 Bias in Listening IMAGE ! ! Meet Mary! ! !
  • 97. 97 Bias in Listening IMAGE ! ! ! ! Mary is very thin. ! She walks with her head down. ! Her hair is long and straight and she wears it pulled back in a ponytail. ! She has green nail polish on her toes. ! She wears a tee shirts with spikes on them. ! She bites her fingernails.
  • 98. 98 Bias in Listening IMAGE ! ! ! ! She is in her 20s. ! She has three children aged 5, 3, and 2. ! She has an AA degree from a local community college. ! She speaks two languages. ! She has been married twice. ! She does not wear makeup.
  • 99. 99 Bias in Listening IMAGE ! ! ! ! She sits with her legs crossed. ! She does not make eye contact. ! Her voice is very soft. ! She does not smile. Ever.
  • 100. 100 Bias in Listening IMAGE ! ! ! ! Without thinking too much, develop a quick ! narrative as to who Mary is as a person. Values? Emotions? Mood? Reaction to Feedback?
  • 101. 101 Bias in Listening IMAGE ! ! ! ! Did you also know that Mary:
  • 102. 102 Bias in Listening IMAGE ! ! ! ! Would Mary’s narrative change based on this ! additional information?
  • 103. 103 Bias in Listening Use the Bias worksheet in your packet to reflect on your practice. ! ! At the end of the three minutes, share with your table instances when your life experiences have influenced how you have coached Residents.
  • 104. 104 Feedback
  • 105. 105 Giving Feedback As a coach, what makes giving feedback difficult?
  • 106. 106 Giving Feedback IMAGE The Power of Feedback! ! !
  • 107. 107 Giving Feedback IMAGE ! ! We need FOUR volunteers to! leave the room.! ! VOLUNTEER ONE SILENT VOLUNTEERTWO NEGATIVE VOLUNTEERTHREE POSITIVE BUT GENERAL VOLUNTEER FOUR SPECIFIC
  • 108. 108 Giving Feedback IMAGE Your Goal:! FIND THE CUSH
  • 109. 109 Giving Feedback IMAGE Your Goal:! FIND THE CUSH
  • 110. 110 Giving Feedback IMAGE Your Goal:! FIND THE CUSH
  • 111. 111 Giving Feedback IMAGE Your Goal:! FIND THE CUSH
  • 112. 112 Giving Feedback How did you feel while looking for the ball? ! What did you think/feel as a result of the feedback you received? ! How did the feedback impact your performance? ! What did the feedback you received prompt you to think/feel about the other folk in the room who were giving it?
  • 113. 113 Giving Feedback Discuss at your table! ! •How important is it to “keep in touch” with looking at different types of feedback, so see how it impacts the receiver? Why is it important? ! •What effect does frequent positive feedback have on Resident performance? ! •What challenges have you experienced with giving feedback to Residents? !
  • 114. 114 Giving Feedback The focus for the remainder of the session is to look at leveraging a more powerful form of positive feedback in our coaching practice - pure feedback.
  • 115. 115 Giving Feedback If the intent of the giver is not well informed, the emotion of the receiver will predominate. Drea Zigarmi
  • 116. 116 Types of Feedback PURE POORPERSONALIZED nonjudgmental, descriptive information about past performance or behavior that enables improvement judgmental information (positive or negative) about past performance or behavior designed to encourage or extinguish future behavior nonspecific, evaluative feedback information about performance that creates defensiveness rather than a commitment to development
  • 117. 117 Giving Feedback pure personalized pure how ! pure what praise ! disapproval
  • 118. 118 Giving Feedback IMAGE card sort activity With your partner, sort the examples of feedback given to Residents into four piles - how, what, praise, and disapproval.
  • 119. 119 How did your team do? how what praise disapproval
  • 120. 120 Giving Feedback S3 and S4 ! feedback on what S1 and S2 ! feedback on how
  • 121. 121 Giving Feedback ! Development Level 1 (D1) Enthusiastic beginner—low competence, high commitment Development Level 2 (D2) Disillusioned learner—some competence, low commitment ! Development Level 3 (D3) Reluctant contributor—moderate to high competence, variable commitment Development Level 4 (D4) Peak performer—high competence, high commitment.
  • 122. 122 Giving Feedback IMAGE match to Resident needs Once you’ve sorted all of the feedback, tape each card under the appropriate Situational Leadership module based on where you think the Resident’s need are.
  • 123. 123 Giving Feedback Give feedback on things that can be changed - ! not traits or personalities things you can see someone doing or hear someone saying Be specific and descriptive - don’t generalize Control the context
  • 124. 124 IMAGE What are the guidelines for giving feedback? Giving Feedback
  • 125. 125 IMAGE Is this feedback: ! focused on behavior? ! specific? ! context controlled?
  • 126. 126 IMAGE Is this feedback: ! focused on behavior? ! specific? ! context controlled? `
  • 127. 127 do over Applying the Skills Based on the activities and discussions we engaged in today, think of what you would have done differently if you gave feedback to your model Resident again.
  • 128. 128 Thoughts! INSIGHTS INTENTIONSIDEAS Applying the Skills
  • 129. 129 RESIDENT! NORMS
  • 130. 130 2014 APPD! Community of Practice! Call Time
  • 131. 131 Preparing for! SummerFun
  • 132. 132 Preparing for! SummerFun
  • 133. 133
  • 134. 134
  • 135. 135 Image and Video Credits Community of Practice Logo http://www.agilebuddha.com/wp-content/uploads/2013/08/community.jpg ! Situational Leadership Matrix Illustration http://2.bp.blogspot.com/-2uSe5Zy6hH0/Ti8pROL1i9I/AAAAAAAAABg/iy7ykqK- tU8/s1600/sit_apply_leadership.jpg ! Quick Write Logo http://stocklogos.com/sites/default/files/styles/logo-medium/public/logos/ image/1382874493-1d318afd7a48449f0984d7d84706196e.png?itok=jsRKldPD ! Take a Break Photo http://designyoutrust.com/wp-content/uploads/2012/11/Take-a-Break-1.jpg ! Bird Singing Cartoon http://www.lifering.dk/wp-content/uploads/2013/11/listening-cartoon1.jpg ! Thomas Gordon Photo http://www.gordontraining.com/wp-content/themes/gordon/images/gordon- page.jpg ! Ladder of Inference Youtube Video http://www.youtube.com/watch?v=KJLqOclPqis ! Modern Shoe Store http://archinspire.org/wp-content/uploads/2013/02/modern-shoes-store- interior-idea-elegant-cheerful1.png ! Questions graphic http://www.barbara-wilson.com/wp-content/uploads/2014/01/Question- mark.jpg ! ! !
  • 136. 136 Aspiring Principals Program

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