For many new teachers, many aspects of teaching are terrifying, and it is often only after considerable experience that some of those fears begin to subside. By addressing and working to mitigate these fears, we are able to create a more positive and welcoming environment for teachers and students alike. This presentation discusses recent research on the fears and needs most frequently reported by new teachers as well as best practices in mentoring for new teachers. Participants will be encouraged to consider how they can establish or improve new teacher mentoring at their own schools or programs.
Speaker Information:
STEADMAN, Angel
Angel Steadman is the Teacher Training Coordinator at the Center for English as a Second Language with the University of Arizona, USA. She has taught writing and ESL in a variety of nonprofit organizations and educational settings, and she currently oversees ESL/EFL teacher training courses in the US as well as parts of Asia and Latin America. She has published on topics including using video for English teaching and strategies for teaching students to use strong verbs in writing.
LEE, Jeremy
Jeremy Lee is the Student Activities Coordinator at the Center for English as a Second Language with the University of Arizona, USA, where he teaches in both the intensive English and teacher training programs. He has taught EFL in Japan and has trained teachers in Mexico and China. His interests include teacher training and strategies for encouraging language learning through extracurricular activities.
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
For many new teachers, many aspects of teaching are terrifying, and it is often only after considerable experience that some of those fears begin to subside. By addressing and working to mitigate these fears, we are able to create a more positive and welcoming environment for teachers and students alike. This presentation discusses recent research on the fears and needs most frequently reported by new teachers as well as best practices in mentoring for new teachers. Participants will be encouraged to consider how they can establish or improve new teacher mentoring at their own schools or programs.
Speaker Information:
STEADMAN, Angel
Angel Steadman is the Teacher Training Coordinator at the Center for English as a Second Language with the University of Arizona, USA. She has taught writing and ESL in a variety of nonprofit organizations and educational settings, and she currently oversees ESL/EFL teacher training courses in the US as well as parts of Asia and Latin America. She has published on topics including using video for English teaching and strategies for teaching students to use strong verbs in writing.
LEE, Jeremy
Jeremy Lee is the Student Activities Coordinator at the Center for English as a Second Language with the University of Arizona, USA, where he teaches in both the intensive English and teacher training programs. He has taught EFL in Japan and has trained teachers in Mexico and China. His interests include teacher training and strategies for encouraging language learning through extracurricular activities.
Organization Development Network of Western New York.
Learning and Performance through Peer Coaching
By: Philip LeNir, President CoachingOurselves
http://odofwny.com/
Teacher Leadership Analysis in Action EmilySousa10
Forming leadership groups within a school can help establish norms, set goals, and analyze what in the school could help or hinder efforts. “Fostering a sustainable learning community depends in part on the leaders’ ability to create conditions in which teachers learn to recognize and challenge the usefulness of their existing beliefs and practices in order to improve their student’s education” (Cherkowski, 2012, p. 59). This leadership action plan shows how my leadership team selected a leadership initiative and a collaborative leadership framework for facilitating our work. We laid the groundwork to successfully achieve the leadership initiative, to provide leveled math support/intervention/enrichment to assess if more students are making progress and are appropriately challenged. This analysis allowed our community of practice team to ensure students at various levels are being challenged appropriately, improve student achievement through differentiated instruction, evaluate if work stations can help students become independent/collaborative learners, and create assessments that will monitor progress and help determine where support is needed.
References
Cherkowski, S. (2012). Teacher commitment in sustainable learning communities: A new
“ancient” story of educational leadership. Canadian Journal of Education, 35(1), 56-68
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
Mentoring 360 for ASCB MAC slides and handoutSteve Lee
This workshop on Mentoring 360 was presented for the American Society of Cell Biology's Minority Affairs Committee (ASCB MAC) during their Junior Faculty and Postdoctoral Fellows Career Development Workshop in Seattle, WA on July 15-17, 2017.
Building coaching through a mentorship programDan Neumann
Building agile coaching skills isn't the exclusive domain of a multi-day training session. In fact, the best way to build a new skills is to gradually introduce them over time and use intentional practice to build those new skills into a habit. This presentation is based on running coach mentorship programs that spread the learning and practice over a period of months.
The report on corporate mentorship reveals why most companies are failing to unlock the potential of their employees through mentorship. This report identifies where most companies are failing and provides insight on best practice to make mentorship better. The study was conducted across more than 50 leading North American companies
There have been signs the job market is rebounding, which means you’re going to have to start bringing your A-game again. But perhaps your organization’s financial situation is not quite keeping up with the national job reports. Learn the best ways to welcome entry-level hires and attract new ones. This presentation will give you and your organization the tools needed to start building a better, more cohesive work environment.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Group Formation".
Teacher Leadership Analysis in Action EmilySousa10
Forming leadership groups within a school can help establish norms, set goals, and analyze what in the school could help or hinder efforts. “Fostering a sustainable learning community depends in part on the leaders’ ability to create conditions in which teachers learn to recognize and challenge the usefulness of their existing beliefs and practices in order to improve their student’s education” (Cherkowski, 2012, p. 59). This leadership action plan shows how my leadership team selected a leadership initiative and a collaborative leadership framework for facilitating our work. We laid the groundwork to successfully achieve the leadership initiative, to provide leveled math support/intervention/enrichment to assess if more students are making progress and are appropriately challenged. This analysis allowed our community of practice team to ensure students at various levels are being challenged appropriately, improve student achievement through differentiated instruction, evaluate if work stations can help students become independent/collaborative learners, and create assessments that will monitor progress and help determine where support is needed.
References
Cherkowski, S. (2012). Teacher commitment in sustainable learning communities: A new
“ancient” story of educational leadership. Canadian Journal of Education, 35(1), 56-68
This is a presentation I made in 2008 proposing a peer coaching project to improve collaboration between teachers delivering Vocational Training Opportunities Schemes to adults in County Wicklow.
Mentoring 360 for ASCB MAC slides and handoutSteve Lee
This workshop on Mentoring 360 was presented for the American Society of Cell Biology's Minority Affairs Committee (ASCB MAC) during their Junior Faculty and Postdoctoral Fellows Career Development Workshop in Seattle, WA on July 15-17, 2017.
Building coaching through a mentorship programDan Neumann
Building agile coaching skills isn't the exclusive domain of a multi-day training session. In fact, the best way to build a new skills is to gradually introduce them over time and use intentional practice to build those new skills into a habit. This presentation is based on running coach mentorship programs that spread the learning and practice over a period of months.
The report on corporate mentorship reveals why most companies are failing to unlock the potential of their employees through mentorship. This report identifies where most companies are failing and provides insight on best practice to make mentorship better. The study was conducted across more than 50 leading North American companies
There have been signs the job market is rebounding, which means you’re going to have to start bringing your A-game again. But perhaps your organization’s financial situation is not quite keeping up with the national job reports. Learn the best ways to welcome entry-level hires and attract new ones. This presentation will give you and your organization the tools needed to start building a better, more cohesive work environment.
The “Course Topics” series from Manage Train Learn and Slide Topics is a collection of over 4000 slides that will help you master a wide range of management and personal development skills. The 202 PowerPoints in this series offer you a complete and in-depth study of each topic. This presentation is on "Group Formation".
Last year 2013 I was studying about Attitude, then this year 2014 I discovered that is not about 'Attitude' BUT 'Ego'; Hence I was very interested to study about Ego, I came across one very interesting Theory developed by Dr. Erick Berne in 1958 known as 'Transactional Analysis'. The theory outlines how we have developed and treat ourselves, how we relate and communicate with others, and offers suggestions and interventions which will enable us to change and grow. Many times we think that its because of our attitudes that we can't relate well with others, NO it is because of our Ego. In case you need practical tests to discover your EGO, don't hesitate to write to me Through my Email address: kvndhillon@gmail.com.
These are the slides from a workshop I am running, it definitely doesn't quite translate to self paced online, but you get an idea of some of the stuff. Please provide comments if you have any feedback!
Dealing with difficult conversations at work Richard Riche
Difficult conversations can be challenging in the workplace and can lead to conflict if handled poorly. Tips on how to prepare for these conversations, get the right mindset and build an Engaged workforce using Emotional Intelligence and the Neuroscience of the brain.
Managing Difficult Conversations:9 Questions to Ask YourselfBarbara Greene
Do you avoid difficult conversations? There is no need to avoid them if you focus on the constructive possibilities. Start by asking yourself these 9 critical questions.
Shifting Paradigms in Teacher Development for the Next Generation - Tesol 2014Isabela Villas Boas
This presentation describes a number of CPD projects carried out in a Binational Center in Brazil, aimed at dfferentiating professional development and moving away from traditional TD, towards innovative TD.
Guiding Change Impacting Quality: Understanding Coaching and TALisa Sullivan
Guiding Change, Impacting Quality: Understanding Coaching/Technical Assistance designed around the Massachusetts’ Department of Early Education and Care’s newly developed Technical Assistance competencies, strengthens and enhances the early childhood professional's TA and coaching practices through foundational coaching skills, practical hands-on experiences, peer networking, reflection, and self-awareness.
Module 5: TA Processes
Module 6: The Role of Evaluation in the TA Process
Incept Education has developed the Education Leadership Dialogue, a model that provides exciting 2 day intensive programs for professional learning and futuring processes. It is built on the understanding that education leadership needs to be visible and purposeful across all school and university contexts and that effective learning leadership necessarily involves personnel from across all education roles within institutions.
MGMT 1001 Managing Organisations and People Session DioneWang844
MGMT 1001
Managing Organisations
and People
Session 2 2016
Dr Lynn Gribble
Today is about
Getting started
Understanding what is in the course overall
and your learning over the next 12 weeks
Understanding your role, our role as
lecturers and your tutor’s role
Some things to note about uni
This is not year 13, it will be different than
high school
No one will chase you, you have to be
independent learners
Its less specific than high school
Remember it’s a first year course
Depth and breadth, analysis and critique
What happens in MGMT 1001?
Success comes from reading before the lecture and being prepared
The Role of Students
– Lectures are designed to challenge your thinking. Sometimes they are funny
(laugh & enjoy), interactive, 2-way communications, curious, mind
expansion, critical thinking, constructive feedback, and we celebrate
diversity!
The lectures are focussed Learning
– Each lecture will have learning objectives. By the end of the lecture, you
should ask yourself whether you have achieved the learning
objectives of the lecture. These match the course information in the text
book but look to make connections and explanations. These aer to expand
upon what you have read.
Do not expect to be Spoon-Fed
– These are lectures – each lecturer will explore the content with you. These
form the framework to facilitate students’ further in-depth learning of the
topics of MGMT 1001.
– You will need to read the text each week. Attend your tutorial each week to
apply what you have been learning. The tutes are not substitute lectures.
You will need to do more than come to lectures, tutes and read your text.
You need to ENGAGE with the management literature
More about MGMT 1001
The lectures explore content. The tutorials
explore application and experience of that
content
Questions? Go to the discussion board, or
ask your tutor in their consult.
Make sure you identify yourself in emails by
name student number and course
Getting started
Why are you studying Managing
organisations and people?
Everything you do involves both
organisations and people
Reflective Questions to guide this lecture
Part 1:Important things about this course
1. How can you be successful in this course
2. What important time lines and processes will assist me to be more successful
in this course?
3. Who does what and what can I expect during this course?
Part 2: Organisations and Management
1. What is an organisation?
2. Understanding the changing context of organisations today
3. What are the challenges of managing in today’s organisations?
Why study organisations and
management?
Most important selection criteria when recruiting graduates 2011
1. Interpersonal and communication skills (written and oral)
2. Passion/Knowledge of industry/Drive/Commitment/Attitude
3. Critical reasoning and analytical skills/Problem solving/Lateral
thin ...
By Kevin Burns at ProductCamp Twin Cities 2016
We've heard of agile coaches but what about product coaches? We'll talk about what makes a great coach and how you might apply coaching concepts to leading product teams.
This talk will includes concepts related to:
• Child vs adult learning styles
• Four Types of Learners
• Socratic Method
• Scientific Management vs Servant Leadership
• The Zen Master, Phil Jackson
• Shu Ha Ri
• Edward Deming
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
4. About the Participants
Years in your current position?
> 1 year 3%
1-5 years
62%
6-10 years 21%
11-15 years 3%
< 16 years 12%
Experience with coaching?
>1 year 6%
1-5 years 53%
6-10 years 18%
11-15 years 9%
<16 years 15%
4
5. What are you
interested in
learning from the
course?
“I am interested in how to change or modify
the behaviors of teachers who have not or
minimally have changed their practices in early
childhood education.”
“How Guide can be used given the different
types of coaching we are hired to do, i.e.
some are limited to group coaching and /or
10-12 hours per year”.
“Putting a professional conferencing process into
action - planning, observation, feedback, and
reflective practice”.
5
6. Course Overview
Module 1: Introducing the Guide to TA and Self-Assessment Tool
Module 2: The Role of the TA Provider
Module 3: TA Approaches
Module 4: A Closer Look at TA Approaches (Online)
Module 5: TA Processes
Module 6: The Role of Evaluation in the TA Process
6
7. Learning Goals
Describe the structure and uses of the TA Guide and Self-Assessment Tool
Summarize roles, responsibilities & expectations of coaches
Create TA plans based on the needs and interests of teachers
Assess strength-based and culturally competent approaches to reflective inquiry
Demonstrate the structure of a coaching conversation
Apply the steps in the professional conferencing process
Analyze and use data to inform TA planning and changes in teacher practice
7
16. Mentoring - relationship-based process where a respected
experienced person supports and nurtures professional
growth of a less experienced person.
Coaching - a relationship-based process with a person with
expertise in a specific area offers assistance to another person
in identifying and achieving skill development.
Consultation –a relationship-based process where a person
facilitates the resolution of specific work related issues
pertaining to individuals, clients or programs.
16
Targeted, customized support
by a professional(s). Includes
guided self-reflection, resulting
in the application of theories,
information and new ideas into
professional practice.
Technical Assistance
17. User Groups
EC Workforce or PD
Providers
As a guide to effective
practice
As a tool to gauge current
level of competence
As a resource for PD
planning
Program Managers,
Administrators
Inform mentoring and staff
supervision
Develop criteria for hiring
staff or PD providers
Develop PD Plans
PD Networks, IHE
As a lens into the skills
necessary to be an effective
practitioner
Develop courses, advise
students
17
18. Users Provide TA in Different Systems,
Sectors & Settings
18
Regulations
Administrative
Structures
Community/
Social Norms
Programs,
Classrooms &
Homes
23. Exercise: TA Guide & Self Assessment
Tool
Divide into small groups.
Each member of the group gets a Letter.
Locate the TA competencies assigned to your Letter
in the TA Guide and locate them in the Self-
Assessment Tool.
Review the competencies and share them back with
others in your group.
23
Infants and Toddlers Preschoolers Out-Of-School Time
4.1 A
4.2 B
4.3 C
4.1 D
4.2 E
4.1 F
4.2 G
24. Module 2:
THE ROLE OF THE TA PROVIDER
DOMAIN 1; SUBDOMAIN 1.1, P.13 TA GUIDE
24
25. Role of the TA Provider
Exploring Ethical Dilemmas
Understanding the Needs of Teachers and the Context in Which TA Occurs
Establishing a TA Focus
Creating a TA Agreement
Completing the “Role of the TA Provider” Self-Assessment Section
25
26. NAEYC Code of Ethical
Conduct
Conduct and practices that guide and unify
the early childhood profession
Spells out responsibilities to children,
families, colleagues & communities
Informs judgment when working in
professional relationships
26
27. Ethical Dilemma: Scenario #1
You are a teacher in a child care center with a large staff. You hear
staff members talking negatively about colleagues who are not
present. You feel uncomfortable listening, and are becoming
increasingly concerned because this kind of talk occurs frequently.
The director is always busy and only willing to discuss issues that
involve children.
What is the teacher’s ethical responsibility?
27
28. Code of Ethics Guidance
Section 3 in the Code:
When we have a concern about the professional behavior of a co-
worker, we shall first let that person know about our concern in a
way that shows respect for the personal dignity and for the diversity
among staff members and then resolve the matter collegially.
Response:
Express concerns to the Colleague before approaching the Director.
28
29. Ethical Dilemma: Scenario #2
Amanda has been caring for four year old Jamie in her family child
care home for the past six months. While, Jamie is a great kid,
when things don’t go his way he gets really angry. He throws things
and can be destructive. It is getting to the point that Amanda feels
she is ignoring other children while trying to handle Jamie. Amanda
has been trying to be consistent in her discipline of Jamie, but she is
starting to wonder if she should ask Jamie’s parents to find another
place for him.
What should Amanda do?
29
30. Code of Ethics Guidance
Section 1 in the Code:
We shall strive to build individual relations with each child; make individualized
adaptations in teaching strategies and curriculum, and consult with families so
that each child benefits from the program. If after such efforts have been
exhausted, …collaborate with the child’s family and other specialists to determine
if additional services are needed and/or other placement options are warranted.
Response:
Amanda should think of ways to modify teaching strategies, learning environment
and curricula to support and engage Jamie and consult with the family about
these changes. She should keep careful documentation about the child so that
she will have appropriate indicators to share with the parents to determine the
best solution.
30
35. A Typical TA Agreement
Describes roles and responsibilities
Outlines outcomes for the work
Defines how the work will be measured
Specifies how individuals/team will work together
Describes what is needed from each other to be successful
Discusses the role confidentiality plays in the coaching/TA process.
35
37. Guiding Questions for TA Agreements
What do you want to accomplish in our work together?
What services can I provide that will help you accomplish this end?
What are the best ways for us to work together?
What resources will be helpful in our work?
What is our time frame?
When and how long should our meetings be?
Should we involve anyone else in this work?
How will we know if we are successful?
37
39. First, the conversation...
The problem is...
I heard... Can you tell me what, where, when?
Here's more information...
{Probing questions.} Why? How come?
I think... maybe...
What is most important? How will it get better?
I agree to...
Great. When? What steps? How will we know?
39
40. GROW: Shared Coaching Plan
How would you fill out this form if someone was
coaching you to improve?
40
G-
R-
O-
W-
Goal Setting
Reality
Obstacles. Options
Way Forward
41. Observe, Reflect, Apply
In what ways does this form facilitate you to...
-Get to know and build a respectful relationship with the teacher?
-Learn about the teacher and the early childhood program by listening, observing, and
exploring together?
-Explore what the teacher was wondering about?
-Encourage information gathering and documentation of a teacher identified problem or
focus of inquiry before giving advice?
-Problem-solve through dialogue and reflective feedback?
-Encourage and challenge the teacher’s professional development through use of open-
ended and reflective questions?
-Evaluate your work together and leave with ideas for next steps?
41
45. Stepping into the Afternoon
Move with the music.
When the music stops, turn to someone near you.
Introduce yourself and share a key take-away from the morning.
45
50. Why Start with Strengths?
The more we
know about our
strengths, the
better our
changes will be.
50
51. Reflection
Think of a high point moment in your coaching from the past 3 months.
What happened that made you aware of your strengths?
How did working with that strength impact your motivation, your
productivity?
If mentees think of coaching as an opportunity to amplify and build on
their strengths, how likely are they to get excited about coaching?
48
52. Video Viewing
Powerful Interactions Video- Watch Tychawn
help a teacher see her own strengths.
52
53. Case Study
Read about Joan, a coach, and veteran teacher, Andy,
who works with 4 year olds.
53
54. Reflection
How does a strength based approach look different from or similar to your
current coaching practices?
How could you elevate this approach in your own coaching practice?
Share your ideas with a table partner.
54
55. Cultural Competence
“Having an awareness of one’s own cultural identity and views about difference and the
ability to learn and build on varying culture and community norms of children and
families. It is the ability to understand the within group differences that make each child
unique while celebrating the between group variations that make our country a tapestry.
This understanding informs and expands our teaching practices..” (NEA 2013)
55
56. Reflection
Do I demonstrate an open attitude by avoiding quick judgments, tolerating ambiguity and
complexity and exhibiting patience and inquiry?
How well do I tolerate ambiguity and difference? What situations make me uncomfortable?
Do I challenge assumptions and consistently recognize the values, attitudes, beliefs and
behaviors of others?
Do I realize that others may have needs and expectations that are not expressed directly?
Do I know enough about other cultures that I am engaged with to understand their social
interactions?
Do I have resources to get this information?
56
57. Principles of Cross Cultural Coaching
Relationships
Study the Culture
Know Yourself
Context above Content
Put it in Writing
Manage the Dynamics of Difference
Engage in Frequent Celebrations
Trust the Process, your Mentees and your Own
57
61. Key Concepts
Change elicits a variety of responses from people.
Change requires time, ongoing learning, trail and error, continuous
refinement and support.
Change is personal.
How people think about change influences how they approach it.
61
62. Scenarios for Managing Difficult
Situations
Divide into groups.
Choose 1 scenario to review.
After reading the scenario, discuss if it is similar to any the group has
experienced.
Think of other examples of coaching experiences in which group members
have encountered difficulty or resistance.
What did you do?
62
63. Engaging the Difficult to Engage Mentee
Refer to Change Fatigue and Resistance to Change Handout
Every change reaches a point where it runs out of energy
Try to understand why the mentee is resistant to change
Other initiatives or priorities?
Introducing coaching at too fast a pace?
Paying enough attention to Mentee needs before introducing the change?
Expectations of what coaching entails clear?
63
64. A Change Curve
Component
Launch Phase
Mid-Course Phase
Completion Phase
Characteristics
Most enthusiasm and support
Stall tends to occur most frequently
General Acceptance
64
65. Mid-Course Corrections
Resistance Who is opposing the change and why?
Focus What other initiatives or priorities are diverting attention from
embracing the change?
Energy- How can we renew people’s enthusiasm for change?
Casualties What are the possible side effects of the change? How can we
acknowledge and minimize?
Speed of Change How can we accelerate or slow down the change?
Communication How can we ask for feedback and input about this change?
Impact How can we focus on the difference this change will make?
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66. Refocusing the Relationship
Have a clear, collaboratively developed TA
plan
Change goals and expectations and speed in which coaching occurs
Engage mentees in conversations of what would be most helpful to support
his/her work
Make sure coaching conversations are relevant to what is happening in the
classroom.
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67. Reframing
Reframing occurs when coach helps mentee broaden his/her perspective
or see things in a different light.
Pose a hypothesis
Question an assumption
Offer new information
Suggest an alternative path of action.
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68. Reframing Strategies
Refer to Reframing Strategies Handout.
Metaphors
Analogies
Role Plays
Envisioning the Future
Multiple Perspectives
Reflection
Time Stretching
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70. Coaches’ Interaction Changes
From
Directing
Correcting
Accepting
Focusing on Strategies
Making Excuses
Advising
To
Inquiring
Providing Constructive Feedback
Empowering
Focusing on Beliefs
Generating Possibilities
Listening
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71. Experienced Coaches: 4 Areas of Expertise
Content Knowledge
General Knowledge about Instructional Practices
Knowledge about How Children Learn
Knowledge about How Children Learn a Specific Discipline (for example
mathematics, literacy) or Pedagogical Content Knowledge
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72. Video Viewing
In this video, Helena talks about the importance of acknowledging tension between
herself and a teacher and how she moves forward to repair the relationship.
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73. Self Assessment on TA
Approaches
Turn to Section 1, Domain 1.2 on page 5.
Complete this Self-Assessment Section.
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10:15 to 10:25
If you are not already sitting with your teaching team and partners, move near them as we are going to begin talking about the classroom environment and how it supports our goals when we reconvene.
Three sheets with headings Physical, Emotional, and Temporal (Time) Environment