Instructional Coaching Institute Day Two

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Instructional Coaching InstituteDay Two
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What questions are we considering during the
institute?

• What is an instructional coach?
• What does an instructional coach do?
• What is the theoretical foundation for
  instructional coaching?
• How can coaching programs address barriers to
  change?
• What specific communication strategies can a
  coach use to build learning relationships?

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Instructional Coaching

• Enrollment
• Identify intervention
• Explain intervention
• Model Lessons (You watch me)
• Observe (I watch you)
• Collaboratively Exploration of Data (CED)
• Continue on-going collaborating
• Create an after-action report

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Partnership Principles

• Equality
• Praxis
• Dialogue
• Choice
• Voice
• Reflection
• Reciprocity

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Understanding Educational Change

• Change is Paradoxical

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• School culture can stop change dead in its tracks!

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Moving/Stuck Schools(Rosenholtz, 1991)
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• People can be irrational
• Decisions can be made poorly
• Personalities can get in the way
• State, district, school, classroom goals can be
  out of alignment
• Any change can be difficult to accept

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Quick-Fix Thinking

• Sometimes the most difficult leadership acts are
  to refrain from intervening through popular quick
  fixes
• Peter Senge

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Attempt, Attack, Abandon Cycle
Attempt
Abandon
Attack
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• as the number of changes multiplies, and as the
  time demands increase, people approach a
  dysfunction threshold, a point where they lose
  the capacity to implement changes
• --Darryl Conner, Managing at the speed of change

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• Leading change is like herding cats

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• So how do we make it happen?

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• Take a paradoxical approach to adaptive change

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Effective change is paradoxical

• Top-down AND bottom-up
• Easy AND powerful
• Self-organizing AND tightly managed
• Gaining commitment by not demanding commitment

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Effective Change is ParadoxicalTop-down and
Bottom-up

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Top-down Bottom-up

• Top-down, by itself, doesnt work The direct
  approach of naming the goal and mobilizing to
  achieve it does not, and cannot work in something
  as complex as change agentry.
• Michael Fullan

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We take a partnership approach

• Our work embodies the principles of equality,
  choice, voice, reflection, dialogue, praxis, and
  reciprocity.
• We want to be just like any other teacher in
  the school

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But

• Bottom-up alone is not sufficient
• Teachers may choose not to change when they need
  to improve
• Strategies may not get cued in additional
  classrooms
• There may be a lack of coherence in what is
  implemented

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Coach principal

• Need to be on the same page
• Do the coach and principal
• Understand all of the interventions?
• Have a shared understanding of all teachers
  needs?
• Have a shared vision about school improvement?

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• In most cases, if the principal does not support
  the coach, the coach will not be effective.

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• How can the principal show support?

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What must the coach do?

• Be super-organized
• Respect their time (30 min.)
• Provide solutions, not more problems

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What approach must the coach take?
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Discuss with your partner

• What can you do next week to start turning this
  paradoxical idea into an action?

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Effective Change is ParadoxicalEasy and Powerful

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How do we ensure theyre powerful?
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How do we make it easy?
Prepare materials
Provide as much support as necessary no more
Simplify translate teacher manuals (TPOV)
Observe and collaborate
Use observation forms
Model in the classroom
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Discuss with your partner

• What can you do next week to start turning this
  paradoxical idea into an action?

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Self-organizing tightly managed
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Ideas Spread Like a Virus ( )
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Free Hugs
How is this video like new ideas in schools?
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Build coherence after there is a critical mass of
support for teachers
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Not demanding commitment to get commitment
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Our goal internal commitment(Chris Argyris,
2000)

• Anyone with power can demand commitment

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Discuss with your partner

• What can you do next week to start turning these
  paradoxical ideas into an action?

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Effective change is paradoxical

• Top-down AND bottom-up
• Easy AND powerful
• Self-organizing AND tightly managed
• Gaining commitment by not demanding commitment

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Creating Learning Conversations

• How coaches utilize partnership communication

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The Mouthpiece

• What do you think about Loris actions in the
  school? Is there anything she should be doing
  differently?
• Is it OK for Lori to gossip behind Mikes back?
  What can she do to avoid gossiping?
• What should she do now? If she should work with
  Mike, how should she use the partnership approach
  with him?

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• Responsive turns help you change the dynamics
  taking place in an encounter. They represent
  different levels of challenge and varying
  potential for creating learning.
• Kolb Williams (2000) The Shadow Negotiation

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Responsive TurnsKolb Williams (2000) The
Shadow Negotiation

• Interrupt an encounter to change its momentum
• Name an encounter to make its nature and
  consequences more obvious
• Correct an encounter to provide an explanation
  for what is taking place and to rectify
  understandings and assumptions
• Divert an encounter to the interaction in a
  different direction

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Responsive Turns
Interrupt Cutting off negative conversation before it begins Oh crap, Im late Ive gotta go.
Name Describing whats going on so everyone can see it I thought we agreed we werent going to gossip
Correct Clarifying that a statement is not true Mr. Smith was actually opposed to the plan.
Divert Moving the conversation in a different direction Speaking of Tom, when does basketball season start this year?
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Your chance to play stop the gossip

• Team up with a partner
• One of you gets to be the gossip
• One of you gets to be the good guy or girl
• The gossip starts with an innocent conversation
  and then slides in some very interesting gossip
• The good person practices using responsive turns
  to move out of the gossip

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Your next task

• Please watch this film clip of a masterful
  communicator
• What does she do to make sure that she
  communicates her message?

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How does communication proceed?

• Speaker
• Message
• Listener
• Interference
• Perceived Message
• Feedback

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Listening

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Listening Concepts

• Misconceptions
• Attentiveness
• Self-awareness
• Honesty and authenticity
• Empathy and respect

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Listening Strategies

• 1. Developing inner silence
• 2. Listening for what contradicts our
  assumptions
• 3. Clarifying
• 4. Communicating our understanding
• 5. Practicing every day
• 6. Practicing with terrible listeners
• 7. Developing a routine

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Listening to LearnStone, Patton, Heen (1999)
Difficult conversations

• The problem is this. You are taught what to say
  and how to sit, but the heart of good listening
  is is authenticity. People read not only your
  words and posture, but whats going on inside
  you. If your stance isnt genuine, the words
  wont matter If your intentions are false, no
  amount of careful wording or good posture will
  help. If your intentions are good, even clumsy
  language wont hinder you.

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• Listening is only powerful and effective if it
  is authentic. Authenticity means that you are
  listening because you are curious and because you
  care, not just because you are supposed to. The
  issue, then, is this Are you curious? Do you
  care?
• Stone, Patton, Heen (1999) Difficult
  conversations

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• Listening is at the heart of the partnership
  relationship

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Remember

• Being understood is a deep human need
• Understanding is not the same as agreeing
• Your attitude is much more important than your
  technique

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How does communication proceed?

• Speaker
• Message
• Listener
• Interference
• Perceived Message
• Feedback

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• So what are some examples of interference?

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We walk through communication minefields

• Three types of conversations
• What happened
• Feelings
• Identity
• Stone, Patton, Heen (1999) Difficult
  Conversations

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What are the assumptions behind What Happened

• I have all of the information I need to know
• Im right
• Theyre wrong
• Its all their fault
• My job is to persuade them that Im right since
  theyre wrong

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Feelings

• My feelings are their fault,
• Their opinion is morally wrong since it makes me
  feel this way
• So, my opinion has momentum now

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Identity

• Im competent or incompetent, skilled or
  unskilled, good or bad, lovable or unlovable
  (theres no in-between)
• Im going to protect my all-or nothing self-image

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Your learning task

• Watch this film clip
• Look for examples of
• (a) what happened conversations
• (b) feelings conversations
• (c) identity conversations

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Sometimes

• The interference is the stories we tell ourselves

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Clever Stories Patterson, Grenny, McMillan,
Switzer (2001) Crucial conversations

• Villain stories
• Victim stories
• Helpless stories

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But

• what if the other person really is a villain?

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Yet, you have to admit you feel like
doing this to at least one person every day!
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So how do we create a learning conversation?

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Effective Body Language

• Expression
• Touch
• Gesture
• Location (Personal Space)

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Body Language Communicates

• Love or hate
• Control or submission
• Interest or boredom
• Trust or suspicion

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The subtle language of interpersonal
communication
Gottman (2001) The Relationship Cure

• Building an emotional connection through
  emotional bids
• A bid can be a question, a gesture, a look,
  a touch--any single expression that says I want
  to feel connected to you.
• A response to a bid is just that--a positive
  or negative answer to somebodys request for
  emotional connection

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Bids

• Easy to see or incredibly subtle
• Verbal or nonverbal
• Highly physical or totally intellectual
• High or low energy
• Funny or dead serious
• Can be questions, statements, or comments about
  thoughts, feelings, observations, opinions,
  invitations

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Building an emotional connection

• Turn towards
• Turn away from
• Turn against

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Eight Communication Strategies

• Foster ongoing regard
• Employ partnership feedback
• Use responsive turns
• Watch out for minefields (Feelings, What
  Happened, Identity)
• Consider other stories
• Practice really listening
• Attend to body language
• Build an emotional connection

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Time to reflect

• Identify one idea you want to act on
• What do you feel?
• What do you think?
• What are you going to do?

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The Reluctant Leader
Is there any thing David should have done
differently in the past? What should David do
now? What committees should David be on? What
should David do about his principals lack of
knowledge?
WB pp. 58-60
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Looking at Leadership
WB p. 61
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Level 5 Leaders

• embody a paradoxical mix of personal humility
  and professional will.
• display a compelling modesty, are
  self-effacing, understated
• display a workman like diligence, are more plow
  horse than show horse
• attribute successes to factors other than
  themselves
• look in the mirror and blame themselves when
  things go poorly

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Partnership Leadership Tactics
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What questions are we considering during the
institute?

• What is an instructional coach?
• What does an instructional coach do?
• What is the theoretical foundation for
  instructional coaching?
• How can coaching programs address barriers to
  change?
• What specific communication strategies can a
  coach use to build learning relationships?