The document provides an overview of a session on mindful leadership practices for transforming oneself and one's school. It discusses the benefits of mindfulness for educational leaders based on research showing how mindfulness can improve focus, decision-making, resilience and relationships. It then guides participants through mindfulness exercises such as deep listening and sharing challenges in a compassionate way. The goal is to help leaders renew themselves through daily mindfulness practices in order to better handle stress and complexity while cultivating trust within their schools.

1. BE MINDFUL
Mindful Leadership Practices to
TransformYou andYour School
Deeper Learning
Wednesday April 1, 2015
Kirsten Olson, Ed.D., PCC
Hollis Watkins Sings Freedom Songs
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2. I would love to live
Like a river flows,
Carried by the surprise
Of its own unfolding.
-John O’Donohue
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3. GOALS OF SESSION
• The Leader’s Dilemma
• What is mindfulness? Why does it work?
• A Little Bit of Research
• Effectiveness for Leaders (but still too little in education)
• How do you practice?
• Let’s do some practicing
• Steps to begin...
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4. Who are we?
Who’s in the room?
Why did you chose this session?
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5. “This
is
a
book
with
deep
wisdom
on
every
page.”
-­‐Steve
Heller
Program
Director,
Leadership
Coaching
Cer:ficate
Program,
Georgetown
University
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6. Educational
Leader’s
Dilemma
• One of the most “difficult, challenging, complex” jobs in nation (Battle, 2010; City,
Elmore, Fiarman, & Teitel, 2009; Hoffman & Johnston, 2005; Kegan & Lahey, 2009; Wagner et al., 2006)
• High stakes reform, public accountability, punishing policy-era, smaller
budgets
• Meaning of work, purpose, and shape of “good” work less and less clear
• “Adaptive” challenges abound (Heifetz), fewer interpersonal resources
• Leaders’ effectiveness matters. Effects of leadership on educational
environment very clear in terms of culture, climate, demonstrated results
• Few “new” approaches
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7. Our
overloaded
world
• Increased Task Switching
• Increased Rumination, Stress, and Worry
• Challenged Attention Skills
• The Expanding Science of the Brain
• Neuroplasticity: the brain’s ability to change and
grow throughout our life span
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8. • Almost 10% of all children have been diagnosed with ADD
• Only 9.4% of audiences will watch a video 5 minutes or longer
• Only 4% of page views last longer than 10 minutes...
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9.
“School leaders have the power, the ability, and
the compassion to make the world a better
place, but only if they have learned how
to sustain their well-being.”
(Blaydes 2002)
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10. WHY MINDFULNESS?
“Just Breathe” by Julie Bayer Salzman (2015)
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11. WHAT DIDYOU HEAR?
Why mindfulness?
What IS mindfulness?
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12. MINDFULNESS DEFINED
• “Awareness of one’s conduct, and the quality of relationships,
inwardly and outwardly, and their potential to cause harm, are
intrinsic elements of mindfulness” (KZ, 2012)
• “Mindfulness in everyday life is the ultimate challenge and
practice.” (KZ, 2012)
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13. 13

14. What DidYou Hear?
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15. How mindful are you? Take the test...
Mindful Attention Awareness Scale (MAAS)
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16. Practice Pause
• Breathe, Breathe
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17. How we came to
mindfulness...
• Grad student at Harvard
• Divorce
• 4 small children
• Working full time
• Wow this sucks; I’m in breakdown
• Live a different way?
• Trained with Jon Kabat Zinn
• Trained Center for Courage & Renewal
• Trained Georgetown Institute for Transformational Leadership
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18. My Story
• Admitted, NJ & PA/Lawyer-Lobbyist
• Landed the ‘dream job’, representing 25,000 lawyers
• The Big Turn: Solo travel to India (1990) and worldwide
• Divorce & Multiple Miscarriages
• Met Thich Nhat Hanh, 1995, Ordained 2003
• Trained Kundalini yoga, 1999
• Trained Center for Mindfulness, 2008 and 2013
• Trained Center for Courage & Renewal, 2009
• Trained Institute for Transformational Leadership, 2011
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19. Our work together
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20. EXPLOSION OF RESEARCH
Explosion of clinical research on the effectiveness of
mindfulness: more and more in education
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21. WHO’S PRACTICING
MINDFULNESS IN SCHOOLS?http://www.mindfulnet.org/page7.htm
http://www.huffingtonpost.com/news/mindfulness-in-schools/
Mindful Schools estimates it has taught or had influence
on at least 75K school-age students in last 3 years
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22. PRE-K
AND BEYOND...
• Hundreds of peer-reviewed studies demonstrating clinical effectiveness...
• Black, D. S. & Fernando, R. (2013). Mindfulness training and classroom
behavior among lower-income and ethnic minority elementary school
children. Journal of Child and Family Studies.
• Program lasts 5 weeks, 3 sessions per week, focuses on practices that help students
pay attention, build empathy and self-awareness, improve self-control, and reduce stress
• 400 students evaluated
• Immediately after the program ended, student behavior improved significantly in 4
areas measured—paying attention, self-control, classroom participation, and
respect for others—and these gains were maintained 7 weeks later
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23. EXPLOSION OF
MINDFULNESS PROGRAMS
FORTEACHERS IN SCHOOLS
Abundant clinical evidence of efficacy
Programs for teachers reaching
thousands of per year
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24. MINDFULNESS
ANDTEACHERS
• Jennings et al (2013) CARE program is an inservice professional development program
for working teachers, one of 75 programs available in US in 2013
• Mindfulness and SEL interventions focused on emotional awareness, mindful practices,
compassion for self and others, applying these to teaching
• 30 contact hours over 4 weeks and “booster” interventions
• Posits that teachers’ social and emotional skills and well being lead to healthier classroom
climate and better student social, emotional and academic outcomes.
• Program produced statistically significant gains in participants’
emotional awareness, capacity for self-regulation, and compassion/
receptivity to students
Jennings, P.A., Snowberg, K. E., Coccia, M.A., & Greenberg, M.T. (2012,April). Refinement and evaluation of the CARE for Teachers program. In M. Greenberg (Chair), Teachers’ Growth DuringTargeted SEL Professional Development and SEL
Program Implementation:An International Perspective. Symposium presented at the annual meeting of the American Education Research Association,Vancouver, BC, CA.
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25. Text
Coatsworth, Duncan, Jennings,Turksma, Greenberg (2013), CARE
Teachers Program
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30. GLOBAL,WORLDWIDE
MOVEMENT
Wake Up Schools
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31. Underinvestment in leadership renewal is a central feature of
our work, although positions have become more challenging
than they have ever been.
WHAT ABOUT EDUCATIONAL LEADERS?
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32. Dearth of Practices for
Educational Leaders
Stress Indicators
Educational Leaders:
-89% feel overwhelmed;
-84% neglect to take care of themselves in the midst of stress;
-80% scold themselves when they perform less than perfectly;
-Jerry Murphy,
Harvard Graduate School of Education, 2011
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33. WHAT ARETHE CONDITIONS
OFYOUR LEADERSHIP?
• Draw a sketch of your daily leadership life...
• Find a partner and describe to each other
• Switch
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34. DRAGO SEVERSON (2012)
• “The Need for Principal Renewal: The Promise of Sustaining Principals Through Principal-to-Principal
Reflective Practice” (2012)
• Cross-section of 25 principals demonstrated very strongly desire
and need for renewal and opportunities for reflection, although
only 2 were actively engaged in such practices.
• “Principals receive too few resources to meet the expectations of outside stakeholders...The emphasis on accountability, coupled
with insufficient support, is a leading cause of the principal shortage crisis, the new demands of leadership, the tendency to blame
principals, and the difficulty of achieving a balanced life in this role. Excessive blame without time and energy to sustain a balanced life
easily breeds anxiety—and principals are increasingly resigning because of this stress, inadequate training, insufficient compensation,
professional isolation, bureaucratic micromanagement, uncertainty related to role expectations, inadequate support, and the
responsibility to inculcate youth with a knowledge base on which leaders cannot agree.”
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35. MINDFULNESS
AND
LEADERSHIP
• Improved ability to notice and slow down or stop automatic reactions
• Increased capacity to respond to complex and difficult situations
• Ability to see situations more clearly, or many dimensions of a situation
• More creative in designing solutions to complex dilemmas
• More balance and resilience
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36. Hoy Mindfulness Scale
for Educational Leaders
Hoy and Gage, 2003
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37. (2013) Mindful Leaders in Highly Effective
Schools: Mixed Method
Application of Hoy’s M-Scale
• 149 public schools in Texas, interviewed top 10% of
principals identified as mindful
• Principal mindfulness made “statistically significant
independent contribution to to variance on
student achievement”
• Kearney, Kelsey, Herrington (2013)
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38. Practice Pause
• Breathe
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39. GETTING STARTED...
Let’s breathe...
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41. Mindfulness
Practices
• Formal & Informal Mindfulness
Practice
• Sitting,Walking, Eating, Speaking,
Listening, Resting Mindfully
• Practicing Compassion
• Reflection and Solitude
• Beauty Bath
• Stopping, Pausing, Observing
• Cultivating Awe,Wonder, and
Gratitude
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42. “Donkey work of daily
practice...”
• “Your only path to success is through a continuum of mundane, unsexy,
unexciting, and sometimes difficult daily disciplines compounded over time.”
• Transformation is ultimately somewhat unsexy and practical work
• “What does it take to become an authentic leader?You must have practices
that you engage in every day.”
—His Holiness the Dalai Lama
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43. Questions?
Thoughts?
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44. Mindful Speaking and
Listening
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45. “Being listened to is so close to being loved that
most of us can’t tell the difference.”
David Oxberg
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46. Tell a Story About a Workplace
Challenge• IN PAIRS: 4 minutes to describe; 3
minutes open questions; 1 minute
appreciation and noticing
• Speaker: sit in your truth
• Practice self-awareness
• Practice kindness,“be on your own side”
• Stay in your body when speaking; be
present to what you are saying
• Speak your truth
• Listener: Hear your partner into truth
• Kind eyes, receptive
• No fixing, saving, or advising
• Turn to wonder if the going gets tough
• Offer open questions and supportive
mirroring
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47. What did you
experience?
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48. Authentic Leaders:
True toYourself,True to Others
Trustworthy relationships translate into
more effective, wholehearted leaders,
teams and results
—Center for Courage & Renewal
Academy of Leaders
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49. Six Foundations of
Trustworthy Leadership
• Reflect on core values: the inner journey
• Ask open questions; listen deeply
• Hold paradox and tension
• Build trustworthy relationships
• Appreciate the value of ‘otherness’
• Grow through the seasons; value renewal
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50. What’s a practice you’d
like to explore?
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51. A few words to close...
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52. We’d love to hear from you!
Valerie Brown
Lead Smart Coaching
valeriebrown95@gmail.com
www.leadsmartcoaching.com
Kirsten Olson
Old Sow Coaching and
Consulting
kirsten@oldsow.net
www.oldsowconsulting.org
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