THE LEARNING EDUCATOR

Coaching for Administrators

Norms

Mutually decide on frame of time Listen to each other Respect each other Say what we are thinking Agree to learn from each other Promise to keep conversation sacred

Agenda

Welcome & Objectives Adult Learners Change and Communication Generational Differences Coaching Techniques Reflection

Objectives

Examine criteria for effective leadership

Learn the characteristics of adult learners

Build skills for effective communication Listening Paraphrasing Inquiry Feedback

Study generational differences Learn coaching language and

techniques Practice interactive learning strategies

Effective Leaders/Effective Schools

An effective school:

functions as a learning community

is learner-centered

is learning-centered

is led by learning leaders

Learning Leaders

Servant Leader

Models:If not a workshop, what then?

Training Observation/Assessment Improvement Process Study Groups Inquiry/Action Research Individually Guided Activities Mentoring Coaching

REALITY IDEAL FUTURE

TRANSFORMERS

CONNECTOR

Change – Who Wants It? Assumptions

Your version is not the only one Individuals must work it out Conflict is fundamental People need pressure Effective change takes time Do not expect everyone to change You need a plan Actions are not always clear Culture of the institution is agenda

Generational Differences

Veterans – Ages 62-73

Baby Boomers – Ages 45-61

Gen-Xers – Ages 25-44

Nexters – Ages 25 and under (also called Millennials)

Two Major Themes

Talking with teachers to promote reflection (conversations)

Promoting professional growth (feedback)

Listening – Key to Success Take the Listening Inventory

Score the inventory

Talk to a learning partner about your areas of improvement

Unproductive Listening

Autobiographical – occurs when the listener associates a colleague’s story with his or her own experiences.

Inquisitive –occurs when a listener becomes curious about something in the conversation that is not relevant to the speaker’s intent

Judgment/Criticism – focus is on flaws in what the listener has said

Solution – occurs when a listener tries to solve a problem for the speaker

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Talking and Promoting

Talking Promote growth Make suggestions Give feedback Model Use inquiry Solicit advice

/opinions Praise

Emphasize study of teaching and learning

Support collaboration

Develop relationships

Encourage and support

Apply principles of adult learning

Use action research to inform decisions

Speak the Truth

Be honest

Don’t judge others

Positive Intent

Purpose To send verbal messages that show you

believe in people. To set up expectations To more positively influence thinking

Paraphrasing Communicates that I am listening I am interested I care I trust that you are valuable I am trying to fully understand you I want to be clear about what you

said

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Three types of paraphrasing

Acknowledging

Summarizing

Refocusing

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Inquiry

Open-ended

Probing

Clarifying

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References Stephen Covey Michael Fullan Jim Knight Thomas Guskey Dennis Sparks Douglas Reeves Stephanie Hirsh Robert Marzano JoEllen Killion Joel Barker Peter Senge Margaret Wheatly Mike Schmoker Rick Dufour

National Staff Development CouncilSpecial thanks to Ginger Tucker Leading Adult Learners