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NSDC Coaches Academy Memphis City Schools

Reciprocal Interviews. Use the handout to conduct an interview with a learning partner. Divide your time so that your partner can reciprocate!. Essential Questions. As a coach, what principles underlie my relationship and interactions with my colleagues?How do I build trust with my colleagues?How

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NSDC Coaches Academy Memphis City Schools

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    1. NSDC Coaches Academy Memphis City Schools Reflective Coaching / Communication Skills Day 3 -- July 25, 2007

    2. Reciprocal Interviews Use the handout to conduct an interview with a learning partner. Divide your time so that your partner can reciprocate!

    3. Essential Questions As a coach, what principles underlie my relationship and interactions with my colleagues? How do I build trust with my colleagues? How do I encourage reflection and minimize advice giving? How do I demonstrate that I care about my colleagues? How do I listen effectively? How do I ask questions that will promote learning and reflection? How do I empower teachers to become independent professionals committed to their own continuous development in order to improve student learning?

    4. The Power of Relationship

    5. Coaching Stances Skilled mentors and coaches support learning for themselves and others and operate across a continuum of interactive patterns.

    6. Ultimate Goal Create reciprocal, learning focused relationships, support self-directed learning Enhance capacity for engaging in productive collegial relationships

    8. Trust and Rapport Trust Factors (takes time) Respect Competence Personal regard for others Personal integrity Rapport (in the moment) Tonality Language Breathing

    12. Reflective Coaching Cycle: 3 Phases Planning (pre-conference) Observation (of teaching) Reflection (post-conference)

    13. Communicating Meaning Proportion of meaning inferred from non-verbal and verbal components:

    14. Learning Conversation Skills 4 Ps Pausing Paraphrasing Positive Presuppositions Probing

    15. Pausing Model thinking before answering and before asking additional questions Become comfortable with wait time in groups Use thoughtfulness in all interactions Value the importance of silence Practice deep listening

    16. 4 Types of Pauses After a question is asked After someone speaks Waiting before answering A collective pause

    17. Reflective Listening Purposes Decrease distortion, bias, deletion Verify accuracy, especially when dealing with important information Lower emotion Build relationship and trust Certain times to use this tool Reflective listening helps people who are in the reptilian brain mode to become more resourceful faster.Certain times to use this tool Reflective listening helps people who are in the reptilian brain mode to become more resourceful faster.

    18. Effective Listening Eliminates 4 unproductive patterns of listening: Autobiographical Judgment/criticism Inquiry listening Solution listening Eliminates reactive responses

    19. Reactive Responses Definition: A stimulus-response reaction to something the speaker says; a non-listening response that interferes with the speaker completing his / her communication Picture a person trying to understand another person’s perspective. Speaker says something that triggers an emotion in the listener. If listener interrupts the speaker with a reactive response, interferes with speakers’s communication process and shuts down. Reactions are not wrong, they’re just not listening. Think about your organization and your role. What is the culture you are trying to create? Go back to the purposes of reflective listening.Picture a person trying to understand another person’s perspective. Speaker says something that triggers an emotion in the listener. If listener interrupts the speaker with a reactive response, interferes with speakers’s communication process and shuts down. Reactions are not wrong, they’re just not listening. Think about your organization and your role. What is the culture you are trying to create? Go back to the purposes of reflective listening.

    20. Categories of Reactive Responses Logical arguing -- men tend to do this; Reassuring -- women do this; Understanding -- “I understand” Joking -- guys do this These are not wrong (sometimes useful and necessary) -- they are just not listening. Takes rigor and discipline to be present for the other person. Job is to take in the data. Which reactive response do you generally find yourself using? What can you do about it? Listener: Interrupt every 30 seconds or so if necessary to let the speaker know you are listening.Logical arguing -- men tend to do this; Reassuring -- women do this; Understanding -- “I understand” Joking -- guys do this These are not wrong (sometimes useful and necessary) -- they are just not listening. Takes rigor and discipline to be present for the other person. Job is to take in the data. Which reactive response do you generally find yourself using? What can you do about it? Listener: Interrupt every 30 seconds or so if necessary to let the speaker know you are listening.

    21. Another Pause . . . Which kind of reactive responses do you tend to use? When is it useful? When does it interfere with good communication? Share your thoughts with a learning partner.

    22. Paraphrasing From the Greek para, (beyond) + phrazein, (to tell) = to tell beyond. Webster: A rewording of the thought or meaning expressed in something that has been said or written.

    23. Paraphrasing 2 Arenas Emotion Content 3 Messages I am listening I understand you (or am trying to) I care

    24. Principles Attend fully. Listen with the intention to understand. Capture the essence of the message. Reflect the essence of voice tone and gestures. Make the paraphrase shorter than the original statement. Paraphrase before asking a question. Use the pronoun “you,” instead of “I.” Adapted from the Center for Cognitive Coaching

    25. 2 Distinctions An effective paraphrase expresses empathy by reflecting both the feeling and the content of the message. Empathizing is a statement that only reflects the feelings of the message. Adapted from the Center for Cognitive Coaching

    26. 3 Levels Acknowledge and clarify Summarize and organize Shift conceptual focus Adapted from the Center for Cognitive Coaching

    27. Acknowledge and Clarify You’re thinking that . . . So, you’re wondering if . . . You’re frustrated because . . . You’re hoping that . . . You’re concerned about . . . Adapted from the Center for Cognitive Coaching

    28. Summarize and Organize So, there are three issues . . . So, you’re ready to move on to . . . First you’re going to . . . then you will . . . On the one hand . . . and on the other hand . . . Adapted from the Center for Cognitive Coaching

    29. Shift Conceptual Focus Goals, values, beliefs, assumptions, concepts So, a strong belief you have is . . . An assumption you’re operating from is . . . A goal for you is . . . Adapted from the Center for Cognitive Coaching

    30. Practicing the 3 Levels of Paraphrasing With a learning partner consider the examples on page 75. Discuss the differences among the 3 examples. Write a comment that paraphrases the presenting statement for each level with the second example.

    31. More Paraphrasing Practice in Triads Identify 3 roles: an observer, paraphraser, person with situation Situation #1: Coach who is complaining about too much data Situation #2: Teacher who is struggling with classroom management Situation #3 Person who is angry about being mandated to work with you

    32. Positive Presuppositions Use positive presuppositions that presume a person has ability, attitude and intention. It communicates that the listener expects that the person has already considered the question or issue being raised. Honor the speaker. Model acceptance and respect. Productive Advocacy

    34. POSITIVE PRESUPPOSITION PRACTICE Embed what is expected within the positive presupposition.

    35. POSITIVE PRESUPPOSITION PRACTICE Do you have any ideas for dinner?

    36. EVER SAID? “I just don’t understand why they won’t even consider what I am suggesting.” “They are so closed minded about this.” “They already think they know all about this.” “It doesn’t matter what I say or suggest. They are going to do what they want anyway.”

    37. Presume Positive Intention Teacher says, “These students are always behind.” Coach thinks and says, “You are aware of how students are progressing.”

    38. Presume Positive Intention Teacher says, “I don’t have time to plan different projects for students who are lagging behind.” Coach says, “ . . . .”

    39. Positive Presupposition Exploration and Practice Turn to page 78. Compare the examples to the non-examples. What are the differences in the feelings elicited by either? On the following page, practice rewriting the statements or questions as positive presuppositions.

    40. Probing Clarifying Positive Presuppositions Effective Questions Mediational Questions

    41. Probing Questions To probe is to focus thinking. Language is filled with generalities and ambiguities. Coaches probe for specificity. Generalizations Rule words Vague verbs and nouns Comparisons

    42. Probing Questions Continuum

    43. Clarifying Practice Look at page 77. With a partner decide whether you will accept or clarify the teacher’s statements. If you decide to clarify, determine what you will say.

    44. Effective Questions Cause thinking, thus learning Examine events from multiple perspectives Cross categorical

    45. Questions that Invite Thinking Approachable voice (vs. credible voice) Plural forms Exploratory Positive presuppositions

    46. Anatomy of a Powerful Thinking Question Open ended Plural forms Judgment free Tentative and exploratory language Approachable voice

    47. Effective Questions Practice Change the questions below to utilize the characteristics of effective questions. What did the students learn? Did you consider making sure all the students understood the learning before moving on? You know it is important to use visuals with second language learners, how did you do that during the lesson? Did you actively involve students during the lesson?

    48. Planning Conversation Coaches mediate by having the teacher: Clarify goals and objectives Anticipate teaching strategies Determine evidence of student achievement Identify the data gathering focus and procedures

    49. Benefits of the Planning Conversation Assists in developing trust Provides an opportunity for mental rehearsal Develops a common understanding of what will be observed Sets parameters for the reflecting conference Promotes self-coaching

    50. Planning Conversation Observe the demonstration conference. Record your observations.

    51. Guiding Questions for Planning Consider the example questions in the packet. In practice, these questions are supplemented with probing questions.

    52. Conversation Skills Have a clear purpose Remain neutral Be prepared with questions and probes in advance Ask questions to get information, to understand more thoroughly, to sustain discussion Use active listening skills Balance air time Sustain discussion until you have explored the topic thoroughly Refrain from giving advice Align verbal and non-verbal communication Be sensitive to feelings, fears, and emotions Maintain positive intentions Bring closure

    53. Practice Planning Conferences Get together in triads. Each person will play each of these roles: observer, coach and coachee. Each round will last 15 minutes. Coachee will identify something real they are planning. Coach will then use planning map and appropriate communication skills to move through the map(10 minutes). Observer will take notes. Observer will give feedback and then all three will discuss what occurred including suggestions.

    54. Gathering Data Fact: observable and verifiable behaviors Inference: the meaning made from the observed facts Judgments: placing a worth or value on behaviors

    55. Areas about Which to Gather Data Teachers Teachers’ verbal behaviors Non-verbal behaviors Students Verbal feedback about students Non-verbal feedback about students

    56. Guiding Notes for Observing Teaching Observing teacher and student behaviors Observe what the teacher says and does and how students respond. Gathering data about student and teacher behaviors Use checklists, scripting, time maps, interaction processes, etc., to gather information about what is occurring in the classroom. Record notes about the learning processes.

    57. Data Gathering Task Review the handout. Working with a partner, select a few of the types of feedback most often requested by teachers. Design a process and/or a template for gathering data appropriate to the items you select.

    58. The Reflecting Conference Coaches mediate by having the teacher: Summarize assessment of the lesson Recall data supporting assessment Compare planned with performed teaching decisions Infer relationships between student achievement and teacher decisions/behaviors Synthesize new learnings and prescribe applications Reflect on the coaching process and recommend refinements

    59. Interrogation vs. Inquiry Have a conversation at your table. What are the characteristics of interrogation? What does it look like?

    60. Interrogation vs. Inquiry What are the characteristics of inquiry? How does inquiry differ from interrogation?

    61. Conference Skills Have a clear purpose Remain neutral Be prepared with questions and probes in advance Ask questions to get information, to understand more thoroughly, to sustain discussion Use active listening skills Sustain discussion until you have explored the topic thoroughly Refrain from giving advice Align verbal and non-verbal communication Balance air time Be sensitive to feelings, fears, and emotions Maintain positive intentions Bring closure

    62. Coaching Behaviors that Influence Thinking Applying rapport skills Structure Mediating questions Using silence Paraphrasing Acknowledging Clarifying Providing

    63. Approaches to Giving Feedback Find a learning partner. Determine when you might choose to use the approaches to giving feedback listed on page 88. Compare your answers to those of another pair of coaches.

    64. Exit Slip Something I learned that SQUARES with my beliefs Three important POINTS to remember A question going AROUND in my mind

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