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Learning to Lead Effectively

Learning to Lead Effectively. Math Teacher Leader Training May 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 May 2010 Laura Maly Astrid Fossum Pandora Bedford Cynthia Cuellar Rodriguez

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

  3. Success Criteria We will know we are successful when we are able to identify Fullan’s components throughout our work as MTLs and paraphrase our colleagues’ big ideas.

  4. Why Coach? • To support the teacher’s idea production, instructional decision-making, and ability to reflect on practice. • To increase the ability of the teacher to self-coach and become a self-directed learner. Lipton & Wellman

  5. Coaching Cues • Approachable voice • Attending fully • Maintaining eye contact • Using the pronoun “you” • Plural forms • Exploratory language • Positive presuppositions Lipton & Wellman

  6. Coaching Caution The coaching stance assumes that the other party has resources for idea generation. If this is not the case, pursuing this stance can lead to frustration on the part of teachers. You cannot coach out of someone what is not in them. Lipton & Wellman

  7. Why Paraphrase? The purposeful use of paraphrase signals our full attention. It communicates that we understand the teacher’s thoughts, concerns, questions and ideas; or that we are trying to. Well-crafted paraphrases align the speaker and responder, establishing understanding and communicating regard. Lipton & Wellman

  8. Paraphrasing Review • Acknowledge and Clarify • Summarize and Organize • Shifting Level of Abstraction • Shifting Up • Shifting Down

  9. Examples • As you reflect on the Learning Intentions you have written, you are having a hard time delineating the difference between objectives in the book and your Learning Intentions. • So you really value writing the best Learning Intentions possible.

  10. Learning Focused Conversation • Form Triads and assign initial roles: • Speaker shares his/her scenario & links with Fullan’s Framework • Coach paraphrases • Scribe records paraphrases • 5 minutes for speaker to share scenario and triad to determine the component of Fullan’s Leadership Framework to focus the conversation • 5 minutes for the speaker and coach to engage in a conversation while scribe records the paraphrases • 5 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 Debrief How will this coaching conversation help you be a more effective leader? How was this coaching conversation different than what will happen in your school?

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

  13. Success Criteria We will know we are successful when we are able to identify Fullan’s components throughout our work as MTLs and paraphrase our colleagues’ big ideas.

  14. Reflection As you reflect on the 2009-2010 leadership sessions, what has increased your personal leadership capacity the most? How can we continue to support you in your role as a leader of mathematics?

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