1 cohort b spring leadership meeting principal session march 3, 2008
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TRANSCRIPT
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Cohort B Spring Leadership Meeting
Principal Session
March 3, 2008
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Small Group Discussion
Questions 1 and 2
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Resistance: People ReasonsFear of the unknownIndividuals are not sure what they are to do and it creates anxiety.
Lack of powerWhen individuals feel powerless, they resist whatever it is that makes them feel that way.
Types of power:• Legitimate power: Derived from an individual position in the hierarchical structure• Reward power: Control over and administration of records, promotions, raises• Coercive power: Ability to punish• Expert power: Based upon a special ability, expertise, or knowledge base• Referent power: Based upon a person’s attractiveness, appeal, or charisma• Information power: Ability for an individual to gain information about particular issues
InertiaPeople do not want to change.
Lack of self-interestNot inclined to see group benefit if innovation is not personalized or unless it supports their view.
Avoidance of conflictConflict, which creates anxiety/frustration/resentment, is avoided at all costs.
Failure to communicateInformation is ambiguous, receiver has selective perception; language is too technical, perception of confusing undertones.
Escalation of commitmentDefensiveness arises as the individual might learn he is incorrect and the longer we wait to intervene, the farther the reach of discomfort.
That’s Just the Way They AreFear of what others might think
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Resistance: People ReasonsResisters Reason/Factors How I Can Help
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“When leaders speak with “clarity, possibility, and accountability, and when they interact with others in
respectful and mutually satisfying ways, they empower themselves and those with whom they work to produce
extraordinary results...adding purpose, joy and energy to their community.”
Dennis Sparkshttp://www.nsdc.org/library/publications/results/res3-05spar.cfm
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Setting the Conversation Agenda
• Be candid and discuss the “non-discussables”
• Talk about issues directly with everyone involved to avoid “parking lot discussions”
• Listen with empathy and determine the “loss” involved with the situation and acknowledge the loss directly
• When you make a promise, be prepared to follow through immediately, modeling personal accountability
• Use language that expresses commitment, integrity and accountability to sustain productive actions
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Necessary Conversations:Practice!
1. Find a partner.
2. Each person will choose a practice scenario to role play.
3. Take turns role playing your scenarios -- one person role plays as the principal while the other person role plays as the teacher.
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Small Group Discussion
Questions 3 and 4
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The following slides are based upon an earlier presentation to Reading Coaches by:
Amanda SanfordOregon Reading First Center
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Methods for Providing Feedback
• Written Feedback
• Verbal Feedback (immediate)
• Verbal Feedback (delayed)
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General Format for Providing Feedback
• 3 “Keepers” (Student Focused)– The students ______ because you _______
• 1 “Polisher” (Student Focused)– It’s important that students
__________;
in order to do that, try ________
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Providing Feedback: 3 Keepers• What: 3 Keepers (Student Focused)
– The students ______ because you _______
• Why: – 3:1 ratio is critical to promoting positive and responsive
school culture– Increases the likelihood that teachers will
sustain effective practices– Builds rapport– Increases likelihood teacher
will hear and respond to “polisher”
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Providing Feedback: 1 Polisher• What: 1 Polisher (Student Focused)
– It’s important that students __________; in order to do that, try ________
• Why: – Limits focus for growth to manageable
number of tasks– Provides clear teacher practice to
improve instruction– Provides rationale for implementing
recommendation – Links rationale to student outcomes
(keeps focus on students)
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Providing Feedback: Special Considerations
• When providing feedback in writing:– May limit written feedback to only “Keepers”– Try to provide feedback as immediately as possible– Only provide polishers in writing after they have been
discussed verbally
• Why: – Immediate feedback reduces anxiety– Writing is a more permanent record of
feedback; ensures that the teacher can reflect on a positive coachinginteraction
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Providing Feedback: Special Considerations
• When providing feedback Verbally (Immediately):– This option is helpful when doing coach & principal walk-
throughs– Check for understanding: ask teacher to repeat back positive
feedback before giving growth statement– Make sure to describe the desired behavior and have coach or
principal model it (while other person provides whisper coaching)
• Why: – Gives an immediate model of effective teaching– Ensures the teacher “hears” positive feedback– Increases the likelihood that the teacher clearly
understands how to implement the more effective teaching practice.
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Providing Feedback: Special Considerations
• When providing feedback Verbally (Delayed):– Give feedback as soon after the observation as possible– Check for understanding: ask teacher to repeat back positive
feedback before giving growth statement– Make sure to describe the desired behavior and offer to
model it – May create a checklist or key features for teacher
to observe so they attend to the relevant features of the model
• Why: – Still provides a model of effective teaching– Ensures the teacher “hears” positive feedback– Increases the likelihood that the teacher clearly
understands how to implement the more effective teaching practice.
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Providing Feedback: Special Considerations
• When providing feedback Verbally (Delayed):– May have teacher first reflect on her “keepers” and
“polishers”
• Why: – Promotes self reflection– May open the door to coaching without
you providing any feedback– Builds rapport and demonstrates respect
for the teachers appraisal of his/her own teaching
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Providing Feedback: Special Considerations
• When providing feedback Verbally (Delayed):– Coaches may not provide polisher
(must be done by principals if coaches don’t identify polishers)
• Why: – Ensures that coach maintains a “helper”
role instead of “evaluator”
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Providing Feedback: Principal Specifics
• What: Expectation – Set instructional target: “I want to see…” – “On my next observation I’ll be looking for…”
• Why: – Sets clear expectation that staff will
implement best practice– Lets staff know it is important that
recommendation is implemented
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Providing Feedback: Principal Specifics
• What: Offer support– You can talk to the coach to help you… or I’d
like you to talk with the coach to help you
• Why: – Opens door for coaching– Increases support and likelihood
teacher will be successful in improving instruction
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Providing Feedback: Principal Specifics
• What: Follow-up– Complete next observation and – Provide keeper and polisher focusing on previously
set target • Why:
– Increases the likelihood that good instructional practice will be implemented
– Provides opportunity to provide positive feedback to teacher for implementation
– Increases rapport and positive school climate
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Impact of Coaching on Teacher SkillJoyce and Showers, Student Achievement through Staff Development
Training Outcomes
Training Components and Combinations Knowledge Skill Transfer of Training
Information .63 .35 .00
Theory .15 .50 .00
Demonstration 1.65 .26 .00
Theory Demonstration .66 .86 .00
Theory Practice 1.15 .00
Theory Demonstration Practice .72 .00
Theory Demonstration Practice Feedback 1.31 1.18 .39
Theory Demonstration Practice Feedback Coaching
2.71 1.25 1.68
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Protect the Coaching Role!
When a coach becomes directive, the teacher may feel that his needs or
concerns are not the focus of attention!
Flaherty, 1998
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Critical Factors for CoachingJill Jackson
1. Sufficient time to work with teachers
2. Proven research-based interventions
3. Professional development of instructional coaches
4. Protecting the coaching relationship
5. Ensuring principals and coaches work together
6. Hiring the right instructional coaches
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Coaching Feedback Checklist
_______ Coach creates a physical atmosphere of collaboration
_______ Coach asks teacher to reflect on lesson immediately
_______ Coach uses various questions to prompt reflection as necessary
during the conversation
_______ Coach utilizes written lesson/curriculum as a tool to modify and correct
teacher behavior
_______ Coach omits “I like”-type comments from coaching situation
_______ Coach models routine/procedure for teacher, if necessary
_______ Coach asks teacher to practice routine/procedure for teacher, if
modeling has occurred
_______ Coaching exchange results in clear “next steps” for follow up
_______ Coach completes coaching exchange by prompting reflection on the
coaching process
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