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Questions…

WELCOME Coaches – In the middle, but productive. Tessa O’Connor Instructional Facilitator of Literacy **** Entry task - Pick a recent, typical work day. List what you did that day - as many “tasks” as you can remember. Questions…. What am I getting out of my work?

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Questions…

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  1. WELCOMECoaches –In the middle, but productive.Tessa O’ConnorInstructional Facilitator of Literacy****Entry task - Pick a recent, typical work day. List what you did that day - as many “tasks” as you can remember.

  2. Questions… • What am I getting out of my work? • What are others getting from my work? • How do I contribute to our mission? • How do I detract from our mission? • How can I improve my effectiveness?

  3. Objective:Work intentionally and effectively Today’s agenda • Identifying and Prioritizing the Work • Collecting and Evaluating “Data” • Building Effective andTrusting Relationships

  4. What’s in your jar? Who contributes to your jar? *Coding - initial for driving force behind task ***** Which are the top priorities? Who determines the priorities? How are priorities communicated?

  5. Assessing • Focus – Am I focusing on the goals that are most important? • Labor cost – Are the labor costs for each area in keeping with the stated relative value? • Consistency – Am I able to consistently attend to issues that require long-term attention to change? • Balance – How well am I keeping healthy balance in my life?

  6. Assessment tools

  7. People tend to get swept up in quadrants I and III because they’re happening right now, they involve other people or outside forces, they are time sensitive and they promote a sense (sometimes illusory) of progress. They spend time in quadrant IV when they’re goofing off (note: this category does not include rest and recreation), hiding out and procrastinating. Quadrant II is the hardest to master. It contains projects and tasks that you know are important, but it’s hard because the projects often have no clear deadlines or structures. It’s up to you to provide those and adhere to them, and that takes discipline.

  8. Assessing • Try taking your to do list and slotting each item into a quadrant section. If you don’t have any quadrant II items, that’s a red flag. Ditto if everything is in quadrants I and III. 

  9. Assessment tools/resources Plan: Plan:

  10. Assessment tools/resources

  11. Assessment tools/resources

  12. Assessment tools/resources • Calendar - label by category and sort • Spreadsheet

  13. Ask yourself the tough questions • What hidden value, assumption, or fear is getting in the way of doing the goals we have set? • Is the goal appropriate, etc.?

  14. Building Trusting Relationships • Communication about priorities and the work you are doing • Respect and recognize different priorities (make the elephants visible) • Work together to be clear about the role of confidentiality in your relationships

  15. Create a work plan Code the work • black = all work I do by categories • priorities - dates intended to complete • highlight - new items in yellow, finished - gray have different colors for those who “add” to the jar • revise dates based on new items added • support needed

  16. Confidentiality • What is the role of confidentiality in building trusting relationships • What agreements are reasonable regarding confidentiality? • What practices support trust and appropriate confidentiality?

  17. Confidentiality • “Because beginning teachers want to achieve professional autonomy and status equality with their colleagues, 92 percent do not seek help from colleagues except indirectly by swapping stories about personal experiences. This hides novices’ weaknesses but does not enable them to obtain help with those factors – inexperience, unavailability of expertise, and ambiguity about goal attainment – that produce 93 percent of teacher stress related to performing professional tasks.” -Gray and Gray 1985

  18. Washington State RCW regarding Mentoring • “(1) Assistance by mentor teachers who will provide a source of continuing and sustained support to beginning teachers, or experienced teachers who are having difficulties, or both, both in and outside the classroom.”

  19. RCW on Mentoring • “A mentor teacher may not be involved in evaluations under RCW 28A.405.100 of a teacher who receives assistance from said mentor teacher under the teacher assistance program established under this section.” • “The mentor teachers shall also periodically inform their principals respecting the contents of training sessions and other program activities;”

  20. Consider… Julie’s supervisor stops the mentor in the office and says, “Julie is doing so well. We’re so glad to have her here.” • How might this impact trusting relationships with teachers? • With the supervisor?

  21. Consider… • What is the positive intent of the supervisor? • What are the messages to the supervisor if you respond with “She is great,” etc.? • What if you have seen Julie do a poor job of teaching? • What if another teacher overhears you discussing a teacher’s performance with the supervisor? • What if you repeat the question to someone?

  22. To consider • Other scenarios… • What agreements might the teacher, coach, and supervisor want to have? • What are some guidelines for when to report? • How might mentors handle reporting and still remain separate from the evaluative process? • Phrases to honor, protect, and keep communication open

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