Transcript Part I - Mentor Coaching for School Improvement

The Virginia Model: Part I
Mentor Coaching
for
School Improvement
Definition of
Mentor Coaching
• See p. 1
• Discuss definition
• Skills of Effective Coaches
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Observe and accurately record behavior during a performance
Foster school leaders reflection and self-analysis
Plan and deliver behaviorally specific feedback
Elicit feedback
Ask questions that clarify, probe, analyze, and guide decision making in a
non-threatening manner
– Listen effectively for content and affect
– Encourage and support action that initiates and sustains improved
teaching and learning
Purpose/Value
• See p. 2 - 4
• What’s missing?
Potential Problems
• See p. 5
• Discuss perceptions and
reflections
• What event or person caused you to choose
education?
• Who is (are) or were your mentor(s) and why?
Mentor Functions
• See p. 6
• Questions/Thoughts?
Mentor Qualifications
• Traits and Dispositions
• Knowledge and
Understanding
• Skills
• See p. 7 – 9
Group Development Plan
• School leaders will
develop an GDP utilizing
resources identified later
• See p. 10
• Overview of 1st Meeting
• Overview of 2nd Meeting
Getting Started
• Activity – Think/Pair/Share
• Think back to a time when you entered a
situation in which you were uncomfortable.
Write down the feelings you had at that time.
• Share responses
• Strange, isolated, scared, awkward,
uncomfortable, inferior: Negative connotation
• Could have been Exciting, opportunity, new
friends, challenge, growth: Positive connotations
• When others come into a new environment,
they enter as “who they are.”
• You are the mentor, it is critical that you respect
them as individuals.
• Help them see the positives.
Quotes of Wisdom
(snuck in occasionally)
• “We have taken off our blindfolds, but have we
opened up our eyes.”
E.C. Glass Acting Class, 1999
• “The greatest inequality is the equal treatment
of unequals.”
Thomas Jefferson
Three Phases of the Mentor
Coaching Relationship
• See p. 11 – 12
• Phase I: Establishing a Relationship
• Phase II: Implementing the GDP in a School
Reform Context
• Phase III: Cultivating Collegial Relationships
Quotes of Wisdom
• People don’t care how much you know, until
they know how much you care.
Zig Ziglar
• Lew Holtz’s Three Questions:
– Can I trust you?
– Do you care about me as a person?
– Are you committed to excellence?
Step 1, Designing a Group
Development Plan (GDP)
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See page 13
Step 1, Parts i, ii, and iii (used in the 1st meeting)
Discuss each part
Mentor—School Leader Biographical Exchange
Complete Practice Simulation 1, p.15
The Group Development Plan
Guidebook, p. 16
Benchmark Process Data
• p. 17
• Individually review
• Discuss “what is”
Analysis of Developmental
Assets and Needs
• Easiest entry point
• This instrument is included in the training
materials. School leaders should complete and
score. Mentors should also complete so they
can discuss.
• Review document, pp. 18 – 24.
Professional Knowledge
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See p. 25
Review Skills for Leaders, pp. 26 - 32
Review ISLLC Standards, pp. 33 – 42
Utilize Reflection Document, p. 43
• Step 2, Designing A Group Development Plan
(GDP)
• p. 44
• Review
• Discuss components of the GDP
– Analysis of Developmental Assets and Needs
already discussed
NASSP 360°
• The NASSP 360° for the school leader is
provided as part of this training document.
School leaders should complete and score the
instrument. Mentors should also complete the
NASSP 360°.
• Review documents, pp. 45 – 56
Reflection Activity
• See p. 57
• Encourage reflection on Analysis of
Developmental Assets and Needs and the
NASSP 360° Self and Observer Assessments
Organizational Citizenship Behavior
Survey
• This instrument measures commitment of the
faculty to the organization.
Organizational Citizenship
Behavior Survey
• Based on the work of Michael F. DiPaola
(William and Mary) and Wayne K. Hoy (Ohio
State University)
• Survey taken from “Organizational Citizenship
of Faculty and Achievement of High School
Students,” The High School Journal, Feb/Mar 2005,
p. 35 – 45
• Review instrument and discuss, p. 58
What DiPaola and Hoy Recommend
to Principals
• Work toward getting a critical mass of teachers
engaged in organizational citizenship behavior.
• Lead by example; be a good organizational
citizen and reinforce those behaviors when you
observe them in your school.
• Be supportive and flexible in dealing with your
teachers;
• Have as few formal rules as possible; formality
breeds rule-oriented behavior and rigidity.
DiPaola and Hoy Continued
• Nurture the informal organization; work with the
informal teacher leaders, and encourage novel solutions
to problems.
• Praise your teachers when they demonstrate good
organizational behavior; informal praise may be the
best. Simply let your teachers knows that you
appreciate their extra efforts.
• Treat teachers as professionals, that is, as individuals
with expertise in teaching and commitment to their
students. Give them autonomy to experiment and to
make important decisions about teaching and learning.
DiPaola and Hoy Continued
• Design a mentoring system in which experienced
teachers, who routinely demonstrate organizational
citizenship behaviors, socialize new teachers.
• Protect your teachers from administrative trivia –
unnecessary meetings, too much paperwork, silly rules,
busy work, etc.
• With your teachers, develop high levels of academic
success, and then support and help teachers achieve
those goals.
Breaking Ranks Resources
• A variety of resources are provided in the
Breaking Ranks training. Identify any which
may be helpful. Mentors should review the
resources so they can suggest those that may be
helpful.
Breaking Ranks Resources
• School Academic Rigor & Support SelfAssessment Tool, pp. 59-60
• Academic Rigor Planning Pyramid, p. 61
• Breaking Ranks: Strategies for Leading Reform,
pp. 62-63
Middle and Elementary Schools
• Schools to Watch
– Middle Schools
– Review pp. 64-68
• Elementary Schools
– Review pp. 69-77
How Well Does Your School Serve
Each Student?
• p. 78-79
Teams
• P. 80-83
Achievement Data Analysis
• School leaders should complete a disaggregated
analysis of their SOL and AYP data. They may
provide the data using whatever disaggregator
the division uses. They should encourage
teachers to complete their analysis and to engage
in reflective dialogue as a faculty on ways to
improve.
• A sample document for teachers (based on an
analysis used in Virginia Beach), pp. 84-87
Center on Innovation and
Improvement
• http://www.centerii.org/
– Restructuring and Substantial School Improvement
• Chapter 4: Restructuring Through Learning-Focused
Leadership
Managing Complex Change from Breaking
Ranks – Setting the Stage
for Balanced Leadership
Managing Complex Change
Vision
CHANGE
+
Skills
+
Incentive
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Resources
+
Action Plan
McREL’s Balanced 360°
• School leaders may go online to www.mcrel.org
to get additional information.
McREL’s leadership question
What must leaders know and be
able to do to both improve
current forms of schooling
and to lead the transition
from current forms to new
and more productive forms
of schooling?
Difference in mean student
achievement
21 leadership responsibilities
Affirmation
Involvement with CIA
Change agent
Knowledge of CIA
Communication
Monitor/evaluate
Contingent reward
Optimize
Culture
Order
Discipline
Outreach
Flexibility
Relationships
Focus
Resources
Ideals and beliefs
Situational awareness
Input
Visibility
Intellectual stimulation
School Leadership That Works pp.42-61
Power of perception
Hill (1915)
Power of perception
Botwinick (1961)
Power of perception
Wittgenstein, 1953
First or second order?
Do stakeholders perceive the change as…
an extension of the past?
a break with the past?
consistent with prevailing
organizational norms?
inconsistent with prevailing
organizational norms?
congruent with personal
values?
incongruent with personal
values?
easily learned using existing
knowledge & skills?
requiring new knowledge &
skills?
First-order Implications
Second-order Implications
First-order change
(rank ordered)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
Monitor/evaluate
Culture
Ideals and beliefs
Knowledge of CIA
Involvement in CIA
Focus
Order
Affirmation
Intellectual stimulation
Communication
Input
Marzano, Waters, & McNulty (2005)
12. Relationships
13.
14.
15.
16.
17.
18.
19.
20.
21.
Optimize
Flexibility
Resources
Contingent rewards
Situational awareness
Outreach
Visibility
Discipline
Change agent
Positively correlated responsibilities to
Second Order Change
(rank ordered)
1.
Knowledge of curriculum, instruction,
& assessment
2.
Optimize
3.
Intellectual stimulation
4.
Change agent
5.
Monitor/evaluate
6.
Flexibility
7.
Ideals/beliefs
Marzano, Waters, & McNulty (2005)
Negatively correlated responsibilities in
Second Order Change
(rank ordered)
1.
2.
3.
4.
Culture
Communication
Order
Input
Marzano, Waters, & McNulty (2005)
What do the 21 variables look like?
• Helping Principals Lead: Applying the
Research on Balanced Leadership, p. 88-96
• Review and Discuss
Change is like a car!
• Do you want to drive it or be run over by it?
Professional Learning Communities¹
• Mission
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Why do we exist?
What are we here to do together?
Is the mission embedded?
Can the faculty, staff, community articulate the
vision?
¹Richard DuFour and Robert Eaker, Professional Learning Communities at Work,
Solution Tree: Bloomington, Indiana, 1998.
Vision
• What is our direction?
• If we are true to our mission, what will we
become?
• The lack of a compelling vision is a major
obstacle to school reform.
• Vision has little impact unless shared, accepted,
and connected to the personal vision of
teachers.
Quotes of Wisdom
If you don’t know where you’re going,
you might end up some place else.
Yogi Berra
Values or Guiding Principles
• How the faculty and staff intend to make sure the
vision is implemented.
• Identify the attitudes, behaviors, and commitments
necessary to implement the vision.
• No more than 10 statements.
– All students will learn.
– All students will be connected to an adult they can see
themselves becoming.
– All students will participate in extracurricular activities.
Goals
• Determine priorities by creating goals based on
the values.
• Goals should be SMART.
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Specific
Measureable
Attainable
Relevant
Trackable
School Culture
Thinking Globally
School Culture?
School Structures?
Instruction?
Assessing Where You Are Based on
the Data
• See p. 97-98
Framing Questions for the
GDP
• See Mentor Tip Sheet for Step 2, p. 99-101
• Discuss how to apply
Action Plan
• See Part II, Action Plan, p. 102-103
Practice Activity
• See p. 104
• Think – Pair – Share
• Reflection Activity, p. 105
Giving Feedback to
Observed Activity
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Observation Topic Outline, p. 106
Observation Tip Sheet, p. 107
Feedback Topic Outline, p. 108
Feedback Tip Sheet, p. 109-110
School Leader Reflection, p. 111
Practice Activity
• Observing and Recording Behavior for
Observed Activity, p. 112-114
• Reflection, p. 115
Reflective Review and Coaching for
Non-Observed Activity
• See p. 116
• School Leader Reflective Behavior Log,
p. 117-118
• Mentor Tip Sheet, p. 119-122
• Practice Activity, p. 123
• Reflection, p. 124
Monitoring and Evaluating the
Mentor Coach Program
• See p. 125
Conversations on Teaching and
Learning
• p. 126-127
Additional Tools/Resources
• Instructional Model, p. 129
• Observation Tools, pp. 130-134
• Reflective Mentoring Log, p. 135