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Dr Lesley Murrihy Principal Amesbury School - Keep the light shining! Presented at ELF12
 

Dr Lesley Murrihy Principal Amesbury School - Keep the light shining! Presented at ELF12

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Dr Lesley Murrihy Principal Amesbury School, Wellington explores leadership for 21st century learning including the supports and structures that need to be put in place to enhance capabilities and ...

Dr Lesley Murrihy Principal Amesbury School, Wellington explores leadership for 21st century learning including the supports and structures that need to be put in place to enhance capabilities and capacity at the personal professional and organisation levels and enable the ongoing involvement in cycles of growth, development and innovation.

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    Dr Lesley Murrihy Principal Amesbury School - Keep the light shining! Presented at ELF12 Dr Lesley Murrihy Principal Amesbury School - Keep the light shining! Presented at ELF12 Presentation Transcript

    • COACHING
    • THESISi. Coaching does create the kind of growth and development that paves the way to the development of 21st century pedagogies and 21st century leadership aptitudes.ii. Those same capacities that enable ongoing change over time, also increasingly empower individuals to nurture their own spirits and take responsibility for their own well-being.
    • MULTI-LAYERED PROFESSIONAL DEVELOPMENT INTERVENTION-Coaching and being coached-Learning and practicing the skills of coaching-Understanding the theory-Reflecting on experiences-Facilitated-Implementing coaching via action research in own institutions. Participants became the facilitators and teachers-Assignments – high motivation for involvement-Year long
    • 21ST C EDUCATIONAL LEADERSHIP*Broad range of leadership styles – but mostly a coaching, democratic style*Both/and – not either/or binary thinking*Ability to cultivate distributed/shared leadership*Occasional leadership – in complex times knowledge cannot be held by one person – students, parents, teachers and leaders can all show leadership*”Get out of the way” leadership*Ideas able to travel up the organisation*Freedom and accountability/control
    • GET OUT OF THE WAY OR GET BOWLED OVER – THE MILLENNIALS ARE HERE!*Born early 80s or later*Searching for genuine satisfaction and meaning from their work*Need to feel as though they are personally making a difference*Looking for opportunities to lead – don’t want to wait in line for ten years*Strong passionate beliefs*Optimistic and highly pragmatic*Work with others to solve problems*Bring great energy to the workforce and get things done*Generate change from the bottom up
    • HINTMillennials: will present enormouschallenges for positional leaders who whothink this is a place where you control whathappens and supervise closely
    • “Leadership thus becomes a rather fluid concept, focusing on those behaviours which propel the work of the group forward.”John Mirenberg (1993, p. 198)
    • 21ST C EDUCATIONAL LEADERSHIP CONT’D*Diversity – ability to derive value from human difference is a core leadership skill – cultural diversity and diversity of ideas.*Development of supple, agile cultures in which the “way we do things around here” are emergent and always evolving*Deploying resources for learning (teachers, parents, peers, ICT, time, buildings etc) flexibly*Continually open to learning – continuous learner – embracing permanent beta mode.*Profoundly human-centred
    • COACHING AND MENTORING RESEARCH“Does coaching assist the growth and development of educators?Growth and development = transformational change in multiple dimensions (the “whole” person) -emotional -social -spiritual -cognitive
    • FINDINGSThere was evidence of significant growth and development across all the dimensions. For example:*Put others before themselves*Increased empathy and ability to see things from others persepctives*Changed from making decisions based on personal preference to making decisions based on strong rationales and principles*Increasingly their espoused theories equated with their theories- in-action - authenticity*Greater knowledge of their weaknesses and propensities - as well as their strengths – and they were able to laugh at themselves*Greater emotional self-control and ability to self-manage
    • FINDINGS CONT’D*Realised that they needed others and had shifted from individualism and isolation to interdependence*Thinking took on a richer and more fuller form as multiple ways of viewing the world became integrated into a more coherent narrative*Greater sense of agency/empowerment – of being able to make a difference in their institutions and sectors.*Taking more strategic, politicised and even subversive action*They were increasingly distributing leadership and sharing power.
    • FINDINGS CONT’D*More able to make decisions about where to place themselves in interactions and to make choices about which action or response was appropriate – acts of leadership*No longer needed to be the experts or the ones who always showed initiative*Involved in on going cycles of growth and development*They exhibited more joy and excitement
    • NURTURING SELF*Involved in continual cycles of growth and development*Each participant had developed multiple relationships with aspects of coaching: - Reciprocal - For particular purposes. - Found in unexpected places.*Involved in challenging projects with others that they were confident would make a difference
    • HEIGHTENED CONSCIOUSNESS1. It assisted the participants to see “who I want to be” or “how I want to be different”.2. Secondly, they came to understand much more clearly “who I am now”.3. Knowledge of how to be different on a very “micro level” – skills and practices of coaching4. The consciousness that “I can be different” “I can do it” – experiencing small wins
    • COACH – A HORSE DRAWN CARRIAGE THAT CONVEYS A VALUEDPERSON FROM WHERE HE OR SHE IS TO WHERE HE OR SHEWANTS TO BE.
    • COACHING DEFINITIONCoaching as presented in this book, is a special, sometimes reciprocal relationship between (at least) two people who work together to set professional goals and achieve them. The term depicts a learning relationship where participants are open to new learning, engage together as professionals equally committed to facilitating each other’s leadership learning development and well being (both cognitive and affective)” (p. 24 – Coaching Leadership)
    • What is the nature or characteristics of the coaching relationship?
    • A COACH DOES NOT:*tell another person what to do*give advice*tell another people where they need to go*have power over the coachee*know better/more than the coachee (it is not an apprentice/expert relationship)*act as a teacher
    • A COACH DOES ASSIST A COLLEAGUE TO:*Reflect critically on his/her practice*Problem pose*Problem solve*Think creatively*Think laterally*Construct new knowledge*Get underway
    • Coaching is not a deficit model of learningCoaching does not blameCoaching is not a transmission model of learning (e.g. that coachees are empty vessels who need filling)Coaching is constructivist in its approach to learningCoaching is about coachees having the answers.Coaching treats teachers as knowing and knowledgeable peopleCoaching believes that people can be trustedCoaching believes that people are the solution and not the problem
    • ACTIVE LISTENING*Focus on the speaker*Give full attention*Maintain regular eye contact*Use facial expressions and verbal encouragement to display interest*Show empathy*do not break in with war stories*Do not give advice*Do not ask questions*Listen with an open mind*Listen to the end*Do not move into conversation
    • DESCRIPTIVE FEEDBACKWrite down only what you see…*Observable events*No judgements or interpretations of behaviour*Key quotations*Non verbal communication*Description of relevant physical environment*Watch your body language – keep it neutral
    • DESCRIPTIVE FEEDBACK TASKThe teacher is introducing Shakespeare to his class. He is aware that there is some resistance among students to studying Shakespeare. His goal for the lesson is to engender enthusiasm among his students for the study of Shakespeare and he wants feedback on the effectiveness of the strategies he uses.
    • REFLECTIVE QUESTIONING: LEVELSLevel 1: Clarifying questionsLevel 2: Questions to clarify purpose, reasons and intended consequencesLevel 3: Questions to explore underpinning ideas/thinking/theoretical perspectives