ayers institute for teacher learning and innovation...the scarf model: 3 central ideas the brain...
TRANSCRIPT
+
ISTE 2016 Karen Marklein
Rachael Milligan
+ Our Mission
To support teachers and leaders
in improving student outcomes
through proven professional learning
and resources and to incubate
innovative instructional ideas.
Ayers Institute for Teacher Learning & Innovation
+
The Ayers
Institute is a
bridge
The “Gateway Bridge” in Nashville, TN. Photo credit: Heather Reeder (http://www.heatherreeder.com/p442750684/h316E82E5#h316e82e5)
• Among educators
• Between K-12 and higher ed
• From policy to practice
+ Objectives
Validate the different roles of school leaders
Explore the connection between current brain
research and the techniques of coaching
Learn about and practice foundational skills of
coaching
Consider how to have hard conversations as a
coach leader
HAVE FUN!
+ Proposed Norms:
Listen fully and reflectively.
Practice forming new habits of mind that challenge the limits of your potential.
Be responsible for your impact on the room.
Hold with confidentiality the shared experiences of the group.
Focus on our sphere of influence.
Adapted from Coaching for RESULTS, Anderson and Key
Hi! I’m
Norm!
+ Check-in
How are you feeling?
Aside from education, what would be your
dream job?
+ Roles Activity
Read the description in each box
Identify key words
Determine which role is described in each
box
Share answers
+ The Coaching Mindset
A person with a coaching mindset…
is a thinking partner.
facilitates the shift from “how we have always done
it” to new possibilities.
shifts from listening to respond to listening to
understand.
believes in the capabilities of people.
believes in unlimited results for the future.
+ What is a coach?
Non-examples:
Coaching is not a way to enforce a program.
+ What is a coach?
Non-examples:
Coaching is not a tool for fixing people.
+ What is a coach?
Non-examples:
Coaching is not therapy.
+ What is a coach?
Non-examples: Coaching is not consulting.
Aguilar, E. (2013). The art of coaching: Effective strategies for school transformation. San Francisco, CA: John Wiley & Sons, Inc.
+ What is a coach?
+ Etymology of “coach”
Hungarian Village of Kocs
French term coche
English word coach
+ In other words . . .
Bob
Bowman
Who is the better swimmer?
+ A coach is a farmer
Cultivates long-term and systemic
change
Prepares the ground
The conditions have to be right (for
the client and the school/district)
Must be patient
With a specific goal and hard work,
miracles happen
Elena Aguilar
+ A coach is a chiropractor
Helps clients find instances
where they may be “out of
alignment”
Listens deeply and asks the
right questions to determine
what is causing the pain or
misalignement
Helps shift back to a place of
clarity
Elena Aguilar
+ A coach is a tour guide
Jointly plans a trip with client
Works with the client to identify an end destination and some possible routes
Points out things along the way that the client may not notice
Struggles up the mountains together
Cheers for the client when she makes it
Provides knowledge, resources, feedback, and encouragement
Elena Aguilar
+ Partnership
Often metaphors can over-
emphasize the actions of the
coach
Both parties must be equally
engaged
A coach is a thinking partner
(Aguilar, 2014; Kee et al. , 2012 )
When do you feel like your
knowledge is valued?
What do you hope
people see when they
first meet you?
What words make you feel
appreciated?
What work are you
doing when you are
your best self? About what are
you passionate?
What kinds of interactions
make your stomach hurt?
What steps are you
taking that make you
feel discouraged?
What steps are you
taking that make you
feel empowered?
+ The SCARF Model: 3 Central Ideas
The brain treats many social threats and rewards with
the same intensity as physical threats and rewards
(Lieberman, & Eisenberger, 2008).
The capacity to make decisions, solve problems and
collaborate with others is generally reduced by a threat
response and increased under a reward response
(Elliot, 2008).
The threat response is more intense and more common
and often needs to be carefully minimized in social
interactions (Baumeister et al, 2001).
+ Rock’s SCARF Model Status
Relative importance to others
Certainty
Need for clear expectations; the brain craves predictability
Autonomy
Sense of control; need for choice
Relatedness
Sense of safety; need to feel part of a group; belonging
Fairness
Perception of fair exchanges between people; need for
transparency
Rock, D. (2008) SCARF: A brain-based model for collaborating with and influencing others.
NeuroLeadership Journal. Retrieved: www.Neuroleadership.org
+ 90-Second Experiment
Select partner.
Partner A speaks for 90 seconds, without
interruption, about his/her educational story from
his/her earliest school experience. Partner B is
silent.
Switch roles and repeat.
+ Four Unproductive Patterns of Listening
autobiographical judgmental
inquisitive
solution
+ Committed Listening
Know what kind of listener you
are
Keep the spotlight where it
belongs—not on you
+
What the person wants
Emotion
Passion
Possibility/Potential
Reframe
Negative Positive
Problem Solution
Complaint Commitment
Listen for…
+ A thinking device…
It’s not about the nail…
+ Witness the Struggle
Mr. Crossword
+ In other words…
Committed listening is a shift from listening
to respond to listening to understand.
Witnessing the struggle is suppressing all
unproductive patterns of listening and
valuing the message/the feelings/the
emotion/the person.
+ Presume Positive Intent
Language habits of mind
Topics not issues
Have you?
Could you?
Do you?
Did you?
Can you?
What?
When?
How?
As
someone
who…?
Which?
Given…?
In what
ways…?
“Use of presuming
positive intent helps
create an environment
of trust and respect
where people feel safe
to think out loud and
interact in meaningful
conversations.” --Kee et al., 2010, p. 119
+ PPI Practice 1. “Have you thought
about using the
COWs more often?”
2. “Do you know
anything about the
instructional level of
your students?”
3. “Do you know how to
access your
textbook’s
companion
website?”
Have you?
Could you?
Do you?
Did you?
Can you?
What?
When?
How?
As
someone
who…?
Which?
Given…?
In what
ways…?
+ PPI Practice
1. “Have you thought
about how much
your idea would
cost?”
2. “Have you given
any thought to how
you can work
better with your
team members?”
3. “Why are you
wasting so much
time?”
Have you?
Could you?
Do you?
Did you?
Can you?
What?
When?
How?
As
someone
who…?
Which?
Given…?
In what
ways…?
+ Our language should presume
others:
Have done prior planning
Have done prior thinking
Have noble intent
Are responsible
Are dependable
Are competent
+ Why feedback?
“The advantage of receiving ongoing
feedback is much like the advantage you
gain from a GPS device as opposed to a
paper map. Both provide directions about
where you want to go. The GPS, however,
provides the directions in the context of an
accurate assessment of where you currently
are.”
Joseph Folkman, Forbes
+ Feedback is often given in these forms:
Judgment
“Important information is missing”
Personal observation
“I like it when…” or “That was great”
Inference
“It sounds like…” or “You don’t seem enthusiastic…”
Data
“You called on 17 males…”
Question
“Have you ever thought about…”
+ Feedback is usually:
Negative
Personal attack
“lay it on the line”
Critical
Conciliatory
Vague
Non-threatening
Avoids the uncomfortable
Neither negative nor conciliatory
feedback leads to growth.
Growth comes from reflective feedback.
+ The goals of Reflective Feedback:
1. Say what needs to be said in a
way that supports another’s
growth
2. Say it in a way that maintains
and preserves a positive
relationship
+ Reflective Feedback Questions…
Allow people to give themselves feedback
(the goal is self-directed learning):
What three things went very well?
What is your most important learning
take-away?
What are the greatest challenges facing
you?
What are you celebrating?
+ Move the conversation forward through
feedback:
What have you learned from this
experience?
In order to meet the districts requirement,
what three things are you planning to do?
What would be most helpful in assisting you
meet the conditions set by the district?
+ The truth about feedback
“Feedback” came into our language with
the invention of the microphone
In our coaching relationships, “feedback” is
not an awful noise
When you hear the sound, you want to
change
“Managers who don’t give feedback
because they think it is an awful noise just
don’t realize how awful a noise their silence
makes.”
+
Managing Conflict
+
Change
introduced
+ Where does conflict come from?
Conflict can come from a variety of sources:
Goals—lack of shared goals
Personality conflict—people usually “click” or
they don’t
Scarce resources—this causes competition
Styles—Meyers-Briggs, Strengths Finders, etc
Values—values are core; sometimes the hardest
obstacle
Meier, J. (n.d.). 5 conflict management styles at a glance. Retrieved from
http://sourcesofinsight.com/conflict-management-styles-at-a-glance/
+ What kind of conflict?
Disagreements about substantive differences of opinion improve team effectiveness and produce:
Better decisions
Increased commitment
Increased cohesiveness
Increased empathy
Increased understanding
Disagreements over personalized, individually-oriented matters reduce team effectiveness and produce:
Toxicity
Poor decisions
Decreased commitment
Decreased cohesiveness
Decreased empathy
Productive Conflict Unproductive Conflict
Garmston & Wellman, (2009) as cited by Killion (n.d).
+ Susan Scott, Fierce conversations
Think about this: What are the conversations you have been unable or unwilling to have?
What is it that causes us to avoid those conversations?
Scott says, “Whatever it is that we are all pretending not to know, that’s what we need to be talking about.”
Hemingway, The sun also rises: “How did you go bankrupt? Two ways. Gradually, then suddenly.”
+ Having the hard conversation… 1. Name the issue
2. Share a specific example that illustrates the unwanted behavior
3. Describe your emotions about this issue.
4. Clarify what is at stake
5. Identify your contribution to the problem.
6. Indicate your wish to resolve the problem.
7. Invite your partner to respond.
All in sixty seconds or less
Susan Scott, Fierce Conversations
+ Having the hard conversation
1. We need to talk about what happened while I was modeling
in your classroom yesterday.
2. You were checking your fantasy football team the entire
time.
3. That makes me feel like I am not a valuable resource to you.
4. If we cannot resolve this, our coaching relationship cannot
thrive.
5. I understand that I should have been more clear in
communicating expectations while I am modeling for your
students.
6. I really hope we can resolve this as quickly as possible.
7. How would you respond?
+ References Aguilar, E. (2005). The Art of Coaching: Effective strategies for
school transformation. San Francisco: Jossey-Bass.
Folkman, J. (2013). The best gift leaders can give: Honest feedback. Forbes/Entrepreneurs. Retrieved from http://www.forbes.com/sites/joefolkman/2013/12/19/the-best-gift-leaders-can-give-honest-feedback/#5e860865237b
Kee, K.M. & Anderson, K.A. (2010). RESULTS coaching: the new essential for school leaders. Thousand Oaks, CA: Corwin.
Psencik, N. (2011). The coach’s craft: Powerful practices to support school leaders. Thousand Oaks, CA: Corwin.
Rock, D. (2008) SCARF: A brain-based model for collaborating with and influencing others. NeuroLeadership Journal. Retrieved: www.Neuroleadership.org
Scott, S. (2002). Fierce Conversations. New York, NY: The Berkley Publishing Group.
+
Thank you!
+ Evaluation and contact info:
Karen Marklein, Program Director
615-966-1033
Rachael Milligan, Managing Director
615-966-1034