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Learning to Lead Effectively

Learning to Lead Effectively. Math Teacher Leader Training April 2010. Laura Maly Astrid Fossum Pandora Bedford Cynthia Cuellar Rodriguez. Learning Intention. We are learning to internalize Fullan’s components for leadership in order to achieve desired results.

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Learning to Lead Effectively

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  1. Learning to Lead Effectively Math Teacher Leader Training April 2010 Laura Maly Astrid Fossum Pandora Bedford Cynthia Cuellar Rodriguez The Milwaukee Mathematics Partnership (MMP), an initiative of the Milwaukee Partnership Academy (MPA),is supported with funding from the National Science Foundation.

  2. Learning Intention • We are learning to internalize Fullan’s components for leadership in order to achieve desired results. • We are learning the coaching skills of listening and paraphrasing in order to be more effective leaders.

  3. Fullan’s Components of Leadership • Read scenario A and scenario B • Identify Fullan’s Components of Leadership • Discuss results • If they got results they wanted, what might be a potential next step(s)? • If they did not get the results they wanted, why aren’t things happening the way they desired?

  4. The Power of Coaching As you watch the video clip, look for characteristics of effective coaching.

  5. Many Hats Turn and talk with a partner. • Reflect on your role as MTL, when do you wear the hat of consultant, collaborator, and coach when working with others? • When do you feel the most effective in implementing change?

  6. Listening Review As you reflect on your own listening blocks, describe any challenges you encountered in your learning focused conversations over the last month. How have you addressed your personal blocks to understanding?

  7. Silence Can Be Golden The pace of a conversation affects both the emotional and intellectual climate. …The fast pace of our world tends to support the belief that there is a relationship between speed and intelligence. However, complex thinking takes and requires time. Lipton & Wellman, 2003

  8. Paraphrasing • Acknowledging and Clarifying • You’re noticing that… • In other words… • Summarizing and Organizing • For you then, several themes are emerging… • There seem to be two key issues here… • Shifting Levels of Abstraction • A value for you would be… • A specific example for you would be…

  9. Paraphrasing practice With your partner, create each of the four types of paraphrases for the following example: I am really having a hard time writing learning intentions. I don’t see what the difference is between this and the objective in the book.

  10. Learning Focused Conversation • Working in Triads, have a learning focused conversation. • Roles: • Speaker shares a concern • Coach paraphrases • Scribe records paraphrases • Rotate roles when directed • 2 minutes for speaker and coach to engage in a conversation while scribe records the paraphrases. • 2 minutes for the scribe to share paraphrases and triad to discuss: • The types of paraphrases used by the coach. • Which paraphrase(s) helped the speaker trigger more thoughtful responses?

  11. Learning Focused Conversation How will this experience help you be a more effective leader?

  12. Bridging to Practice Using Fullan’s Leadership Framework as a guide, write a scenario that describes a professional development you will facilitate in the next month, which exemplifies each of the components in the framework. Be prepared to share this as part of the learning focused conversation at the May MTL meeting.

  13. Learning Intention • We are learning to internalize Fullan’s components for leadership in order to achieve desired results. • We are learning the coaching skills of listening and paraphrasing in order to be more effective leaders.

  14. Success Criteria We will know we are successful when we are able to identify Fullan’s components and paraphrase colleagues big ideas.

  15. Reflection How do you see the coaching skills of listening and paraphrasing connected with your personal leadership capacity?

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