Teacher as Leader

1
Welcome

• Teacher as Leader
• and your
• Communication Style
• Dr. Vivian Martin Covington
• Director of Teacher Education
• East Carolina University

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Teacher as Leader

• Continue to learn tools with emphasis on optimum
  tool selection for specific tasks, analysis of
  data, display of data (Teacher as Learner)
• Facilitate the incorporation of Viz into your
  classroom, department, school, and/or system
• Engage other faculty in the interest and study of
  Viz by mentoring others
• Use your position as a teacher leader to advocate
  for Viz resources

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Learning Something New

• Think for a moment about how you really learn a
  new skill
• How important is it to understand the process of
  how that happens?
• I hope I make the case with you that it is
  critical in order for you to persist in your own
  learning and then be able to lead others in their
  learning

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What we can learn from Research

• Frances Fullers work looks at Stages of Concern
  for teachers
• David Hunts work looks at Teacher Development
• Bruce Joyces work looks at the Importance of
  Coaching to skill attainment

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Frances Fuller 1969

• Preteaching concerns
• Three developmental levels of teacher concerns
• Survival
• Task
• Impact

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Survival Stage
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Survival Stage Focus on Self

• How am I doing?
• Will the students like me?
• Can I handle discipline problems?
• Will I make it?
• Do others approve of my performance?

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Survival Stage Major Conclusions

• Concerns with survival include classroom
  management, mastery of content, and supervisor
  evaluations
• Stress is great
• Concerns about the demands and limitations of
  teaching and trying to transfer their own
  learning to a teaching situation
• Concerns about pupils are expressed, but are
  often unable to respond to pupils needs

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Coaching Strategies - Survival

• Focused observation of others
• Demonstrations of desirable practices
• Reviewing data about performance
• Recommended practice

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Task Focus on Performance

• Am I prepared for the lesson?
• Have I chosen the right strategy?
• Is there a better way?
• Will I get finished?
• Will I have time left over?
• How can I improve this?

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Coaching Strategies - Task

• Assist by organizing materials, provide planning
  ideas
• Time management suggestions
• Questions to help the intern move to next stage
• What did you notice about how the
• students responded to the lesson?
• What do the students need to know next?

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Impact Focus student learning

• Are students learning?
• Are the students bored?
• Are the students motivated?
• Am I reaching everyone?
• Is the content appropriate for the students?
• How can I raise achievement levels?

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Coaching Strategies - Impact

• Reflective questioning
• Peer Dialogue

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David Hunt Stage A

• Believes only one correct way to teach
• Subject matter boils down to facts for students
  to memorize
• Very directive
• Blames students exclusively

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David Hunt Stage C

• Allows constructive student expression
• Allows students to raise questions
• Allows students to hypothesize
• Views the student as a participant
• Varies teaching methods
• Reads and Flexes with pupil needs

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David Hunt Stage B

• Between A and C.
• Growing and Developing

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Bruce Joyce Beverly Showers, 1982

• Joyce and Showers studied extensively how
  teachers learn new skills
• Applies to preservice inservice
• To learn a new skill, must experience quality
  training

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Relationship Between Levels of Impact and
Components of Training
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Relationship Between Levels of Impact and
Components of Training
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Relationship Between Levels of Impact and
Components of Training
Application Problem Solving
Skill Attainment
Awareness Plus Concept Understanding
5-10
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85
Presentation Of Theory
5-10
18
85
Modeling
10-15
80
85
Practice and Low Risk Feedback
80-90
90
90
Coaching Study Groups Peer Visits
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Implications of Research

• There are natural stages of concern when we learn
  something new.
• There is a progression of development (hopefully)
  as we continue learning something new.
• In order to learn something new, quality training
  is important, and coaching is critical to
  successful implementation.

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Learning, Leading, and Talking?

• You are learning new Viz technologies and
  becoming leaders in this area
• You will coach others as they learn these new
  technologies
• Communication is important as you coach others
  and lead others
• Whats your Communication Style?

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Communication Style
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Directions for Taking the CSS

• Groups of 4 statements Must be answered
  together/kept as a set
• You will use the Numbers 6,4,3,1
• 6 for the statement most like you
• 4 for the statement more like you
• 3 for the statement less like you
• 1 for the one that is least like you

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Example

• I am likely to impress others as
• Practical and to the point...6
• Emotional and somewhat stimulating..1
• Astute and logical..4
• Intellectually oriented/complex..3
• Notice that I used 6,4,3,1 only, and I used each
  one one time. You may NOT have two 6s, 3, and
  1, etc. Each number 6,4,3,1 MUST be used and
  MUST be used only once for each group of
  statements

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Example

• In the way I work with others, I may
• 5. Want to be stimulating and etc...6
• 6. Concentrate to make sure, etc.3
• 7. Want to be sure theres a, etc..4
• 8. Be most concerned as to whether.1
• Use only 6,4,3,1 as choices.
• You must have a 6, a 4, a 3, and a 1 in each of
  the groups of four statements Got it?

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Scoring the CSS

• Turn to the last page and open the flap do not
  tear
• Notice there are top and bottom sections labeled
  Section FC and Section SC you will score the
  top then the bottom
• On the right are boxes labeled A, B, C with all
  of your 6,4,3,1s in them

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Scoring the CSS continued

• We will score RIGHT to LEFT
• Add ABC, place the total on the line labeled
  S (follow the arrow)
• Continue adding, right to left, ABC and putting
  the total on the line at the end of the arrow, F,
  T, I
• When you finish the TOP section, then add down
  Column I, down Column T, F, S
• Place the vertical totals in the boxes labeled
  I, T, F, S

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Scoring the CSS continued

• Repeat the process for the bottom half Section
  SC
• Adding right to left, ABC, follow arrows
• Then add down columns I, T, F, S
• Put totals in boxes I, T, etc.
• Notice The totals in boxes I, T, F, S should
  equal 126 if you did it right!

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Communication Style
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Communication Style

• I Intuitor
• T Thinker
• F Feeler
• S Sensor
• FC Favorable Condition
• SC Stressful Condition

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Communication Style

• Highest Score under FC or SC
• Is most relied upon style in that condition
• 2nd Highest Score Back up style
• 3rd Highest Score Less Relied upon Style
• 4th Highest Score Least Relied Upon Style

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Communication Style - Sample

• Favorable Conditions Thinker-Sensor-Intuitor-Fee
  ler
• 10 Point difference between lst and 2nd style
• Indicates a HIGH preference for lst
• Feeler is less than 26 Indicates almost NEVER
  uses this style
• What kinds of conflicts could this cause if the
  mentee was a FEELER??

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Situational Coaching
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Reflect on Communication Styles

• Intuitors explore analyze ideas
• Feelers go for the team spirit
• Thinkers like a well thought out plan
• Sensors main interest is getting job done

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Situational Coaching Swimming Analogy
Coaching
Situation

• Direct support
• Throw life preserver
• Not reflective coaching

• Person barely knows how to swim
• Falls overboard and is drowning

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Situational Coaching Swimming Analogy
Coaching
Situation

• Needs feedback
• New ideas on what he/she might do differently
• Collaborative

• Swimmer seeking to improve technique
• Not drowning
• Knows basic strokes

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Situational Coaching Swimming Analogy
Coaching
Situation

• Conversations with swimmer about what she/he is
  noticing during practices
• Thoughtful questions about how the strokes feel

• Competent swimmer who is interested in refining
  techniques
• Knows and practices different strokes

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Cues Directive Strategies

• Hesitancy uncertainty
• I cant
• I dont
• Everything is fine.
• Repeated use of theyblaming
• Lots of complaints
• Doesnt understand issues
• Rigid behavior or attitude

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Cues Collaborative Strategies

• Out of survival mode
• Can see bigger picture
• Wanting to go beyond
• Can review assess data with help
• Asking more and deeper questions
• Im having this problemWhat should I do?
• Am I doing this right?

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Cues Nondirective Mode

• I want feedback on
• Ability to focus on what needs to be done
• More general awareness of environment
• Ive been thinking
• Ive noticed
• Sharing resources with others
• Taking on additional responsibilities

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Development Levels of Conferencing
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Thomas Aquinas - Easy Does It

• Thomas Aquinas once said that when you want to
  convert someone to your view, you go over to
  where he is standing, take him by the hand, and
  guide him to where you want to go.
• You dont stand across the room and shout at
  him. You dont call him a dummy. You dont
  order him to come over to where you are.
• You start where he is, and work from that
  position. Thats the only way to get him to
  budge.

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• Smooth seas
• do not
• make
• skillful sailors.