Consultation, Collaboration and Coaching:

2 downloads 244 Views 1MB Size Report
Consultation, Collaboration and Coaching. ISTE Conference: Atlanta, GA. June, .2014. Gayl Bowser: [email protected]. 1.
Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Consultation, Collaboration and Coaching:

ISTE Standards for Coaches 1. 2. 3. 4.

Strategies for Providing Technology Support Gayl Bowser: [email protected] ISTE Conference Atlanta, GA 1 June, 1014

Visionary leadership Teaching, learning and assessments Digital age learning environments Professional development and program evaluation 5. Digital citizenship 6. Content knowledge and professional growth 2

Technology, Coaching and Community Essential Concepts • Technology rich • Delivered through a coaching model • Enhanced by the power of community and social learning

3

Whenever people are asked to change without their buy-in, we create resistance.

Just giving a teacher a technology tool and expecting him or her to maximize its learning potential is a strategy destined for failure. A majority of teachers, including those raised in a digital age, do not have the knowledge or skill set to use technology effectively to maximize student learning. Additionally, as Baby Boomer generation teachers retire and are replaced by Millennial Generation educators, professional development (PD) methodologies must adapt to match the learning styles of the Millennial teacher. 4

“When you plant lettuce, if it does not grow well, you don’t blame the lettuce. You look for reasons it is not doing well. It may need fertilizer or more water or less sun. You never blame the lettuce.”

Dale Carnegie Institute

-Thich Nhat Hanh, Peace in Every Step

5

Gayl Bowser: [email protected]

6

1

Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Support: What it takes. • • • • •

Common Support Strategies

Interpersonal Skills Identified Process Shared agreement to participate Clear focus Data-driven decision making

and… A Differentiated Approach to Support

7

• Modeling through hands-on with students • Training/Professional Development • Consultation • Collaboration • Coaching • Mentoring 8

You can not consistently perform in a manner which is inconsistent with the way you see yourself.

But, I love hands -on!

Zig Zigler

9

Steps To Ongoing Support

Training ≠ Implementation During the initial stage of implementation the compelling forces of fear of change, inertia, and investment in the status quo combine with the inherently difficult and complex work of implementing something new. 11

Gayl Bowser: [email protected]

10

• Initiation • Initial definition of the problem or issue of concern • Action Planning and establishing expectations about the support • Information collection • Action Taking/Intervention • Evaluation and Closure or recontracting

12

2

Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Common Support Errors

Using the Quality Indicators for Providing Supports

• Jumping in too quickly • Assuming that there is agreement about the purpose of the support activities • Accepting your own assumptions without questions • Needing to be needed • Needing to being an expert • Providing too much information • Stating opinion as fact 13

Stage 1: Initiation

• Evaluation of individual consultations. • Self-assessment • Rating the consultation process and consultant’s skills at each phase. • Guide instructional focus and activities related to support

14

Stage 1: Initiation Quality Indicators • Consensus reached about how to work together. • All parties are engaged in the support relationship. • Mutual respect for knowledge and skills is established. • Initiation process is reviewed.

• Support person and teacher take time to agree on a process for interaction. • Acknowledgment that each has expertise to bring to the relationship. 15

Stage 2: Initial Definition of the Issue of Concern

Stage 2: Initial Definition of the Area of Concern • Supporter and teacher identify the issue and agree on how it impacts student ability to benefit from instruction. • The conversation focuses on observable characteristics of the instruction and on the conditions under which the issue is observed. 17

Gayl Bowser: [email protected]

16

Quality Indicators • Issue is clearly defined • Focus on observable characteristics • Focus on conditions under which the issue is observed • Direct connection to educational benefit • Definition process is reviewed 18

3

Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Initiate and Define

Stage 3: Establish Expectations about the Relationship

• When, during the day, can the teacher meet with you? • How often and how long you will need to meet? • What are the teacher’s feelings and beliefs about the use of technology? • The teacher’s past experience with instructional technology. • The outcome you both hope to achieve.

Quality Indicators • Consensus reached about supporter’s role • Consensus reached about Teacher’s Role • Consensus about how parties will communicate • Review/confirm expectations 20

19

Stage 4: Information Collection / Outcome Identification

One more common error

Quality Indicators • Desired student outcome(s) established • Hypothesis developed about the cause of the issue of concern • Outcome measures identified • Process is reviewed. 21

Using the same pattern of support for every support opportunity. 22

Consultation Consultation is a voluntary, nonsupervisory relationship between professionals from differing fields established to aid one in his or her professional functioning

Consultation Collaboration Coaching Differences in: • Focus • Characteristics of conversation • Goal of the support

Tools for Support

(Conoley & Conoley, 1982) 23

Gayl Bowser: [email protected]

24

4

Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Consultant

Characteristics of Consultation

A consultant is a person in a position to have some influence over the individual, group, or organization to which they are consulting, but who has no direct power to make changes or implement programs.

• May be provided to a district, building, team, or individual. • May be focused on restructuring, adopting a new program, general “improvement”, or student specific. • Is a helping relationship. • Recipient may or may not request or even want it.

Block, (2000)

26

26

25

Collaboration

Outcomes of Consultation • Resolution of immediate concern through some action/intervention • Increased knowledge/skill in recipient of consultation • Increased ability to recognize or circumvent a recurrence of the concern • Increased ability to apply agency procedures

27

Direct interaction between at least two equal parties who voluntarily engage in shared decision-making as they work toward a common goal.

Roberts (2004)

28

Outcomes of Collaboration

Characteristics of Collaboration 1. All team members are responsible for contributing information and skills 2. Each team member has specialized disciplinary methods and skills which can be taught to other team members. 3. Combining methods allows team members to address the needs of the learner more successfully 4. Individually selected, meaningful activities are the logical and necessary focus

• There is a positive link between student achievement on high-stakes assessments and teacher collaboration • Teachers are: • able to change their practices more quickly, and to address deeper, more systemic issues • move forward more effectively with school change efforts (Hall & Hord, 2001)

29

Gayl Bowser: [email protected]

30

5

Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Coaching

Collaboration is A Careful Balance:

Partnering with clients in a thought-provoking and creative process that inspires them to maximize their personal and professional potential. Coaching honors the client as the expert in his/her life and work, and believes that every client is creative, resourceful and whole.

• Not “expert” • Not “extra pair of hands”

Choose your words to match your intention

31

Effective coaching can help people:

ICF (International Coaching Federation)

32

Coaching and Using Technology

• Apply new practices in classroom environments • Establish a safe environment for improvement • Develop leadership skills • Support the work of colleagues.

Research has shown that educators are more likely to incorporate technology into their instruction when they have access to coaching and mentoring. (Strudler & Hearrington, 2009)

33

34

Why Coaching Works • Attention-coaches ask questions to help teachers attend to why and how they do things. • Reflection-thinking about what one has done and why is the only way to begin to change. • Insight-comes as a result of reflection when the brain makes a connection it had not previously made. • Action-must happen immediately following insight to assure the new idea becomes “real”.36 35

Gayl Bowser: [email protected]

6

Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Primary pillars of coaching skills

Deciding What to Do Coach

Collaborate

Consult

Goal

Transform

Inform

Focus Style Accountability Support Role

Teacher Asking Teacher (self) Mediator of Thinking

Work Together Teamwork Discussing Team Colleague

Expert

• Strengthen coaches’ lesson design skills to help colleagues to improve learning activities. • Understand best practices in technology integration so coaches can assist teachers using technology to enrich and enhance student learning. • Utilize the communication and collaboration skills needed to build trust and effective collaboration. 38

Content Telling Consultant

37

Coaching Skills

Coaching Conversations: Transforming your school, one conversation at a time

• Active Listening • Reflective Feedback • Dialogue to Empower

Linda Gross Cheliotes Marceta Fleming Reilly

Corwin Press, Thousand Oaks, CA 2010

Cheliotes & Fleming-Reilly (2010), p. 10 40

39

Hearing



• Hearing • • • • •

Listening

International Listening Association

Listening

Unconscious Effortless, Automatic Nonselective Reactive

• • • • •

• 45 percent of a student’s day is spent listening. • Students are expected to acquire 85 percent of the knowledge they have by listening. • Only 2 percent of the population ever received formal listening instruction.

Intentional Effortful, Focused Selective. Strategic

http://www.listen.org 41

Gayl Bowser: [email protected]

42

7

Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Active Listening

I think I'll learn more from listening. Anything I would say I already know. —

• Attention to verbal and non-verbal communication • Avoid unproductive patterns of listening • Listening without obligation to act • Value silence

Anonymous student explaining while she did not wish to participate in a discussion

43

44

Coaching Skills

Value silence If you wait for students to respond they have: • Better information processing • Higher order thinking

• Active Listening • Reflective Feedback • Dialogue to Empower

If you wait for coachees to respond they have: • Better information processing • Higher order thinking

Cheliotes & Fleming-Reilly (2010), p. 10 45

Reflection • Shared reflection amplifies and creates new information • Reflection builds meaning with each new perception or interpretation

46

Communicative Feedback Strategies

(Wheatley, 1997)

• Receiving feedback activates the brain • Constructive feedback that is timely, specific and builds on strengths increases performance. (Sousa, 2009)

Gayl Bowser: [email protected]

•Clarify •Affirm your Values •Focus on Possible Actions 48

8

Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Coaching Skills

Dialogue Skills for Coaches • • • • •

• Active Listening • Reflective Feedback • Dialogue to Empower Cheliotes & Fleming-Reilly (2010), p. 10

Create an intention Choose your words Positive presuppositions Avoid Advice Ask Powerful Questions

49

50

Create an Intention To Avoid… “Ready!

Fire!

Aim!” Intention and the Standards Teachers experience technology as an effective tool for professional learning and develop the skills to powerfully use technology to improve student learning.

Identify your “mission” for the interaction. • With the person you are supporting • Your personal goal for the interaction

51

Frame Your Criteria for students To be successful, students will: • Increase the number of ideas they generate during personal brainstorming sessions • Communicate more often with others using Web 2.0 tools • Use text-to-speech tools when online reading materials are above their instructional reading levels

52

Frame your support criteria … To be successful the educator will: • Generate new ideas for use of Web 2.0 tools for communication in the classroom • Include technology use in language arts instruction at least 2 times each week • Develop procedures for students who use text-to-speech for reading.

s

What will it take to reach this goal?

53

Gayl Bowser: [email protected]

What will it take to reach this goal? 54

9

Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Choose your words to match your intention A Careful Balance: • Not “expert” • Not “extra pair of hands”

Positive Presuppositions

“If you enter conversations with the positive intent that those with whom you speak are competent, dedicated and want to have a constructive influence on the world, the other person is much more likely to hear your message and respond in a positive (or at least neutral) manner”

Questions, not answers Focused on the goal Reflecting your presuppositions

Cheliotes & Fleming-Reilly (2010), p 53 55

Questions Show Your Presuppositions Negative Presuppositions

Positive Presuppositions

• Do you have any objectives for the use of technology in this lesson? • Did your students use technology during class this week?

• How have you thought about using technology in this lesson? • What are your observations about how your students used technology this week?

56

Avoid Advice • Advice indicates that others cannot create their own solutions. • Coaching conversations encourage others to be reflective and exercise responsibility. • Ask, “What else could your try?” • Ask, “What would help you meet your goal for…?”

57

Ask Powerful Coaching Questions

Coaches are skilled at constructing and composing questions with the intention of engaging and transforming thought.

59

Gayl Bowser: [email protected]

58

Why Ask Questions? • The coachee knows more about the situation than the coach. • Asking creates buy-in. • Asking empowers. • Asking develops leadership capacity. • Asking communicates and builds trust. 60

10

Consultation, Collaboration and Coaching ISTE Conference: Atlanta, GA

June, .2014

Coaching Questions • • • • •

Assume positive intent Focus on positive connections Are open-ended Invite multiple answers Invite thought and consideration of new ideas • Focus on solutions (not problems) • Encourage deeper levels of thinking

Kinds of Questions • Content Questions: • Process Questions Ellison, S. (2009)

Crowther, S., 2009 61

Common Questioning Errors • • • • • • • •

Closed Questions Solution-focused Questions Rambling Questions Rhetorical Questions Why? Questions Leading Question Interrupting Neglecting to Interrupt

62

Generic Question Recipes

• • • • • 63

My goal is not to get you to think the way I think, but to think more than you thought before.

How do you see this working with …? What are some other ways of looking at this? What questions do you have about….? What leads you to believe…? How do you feel about…? Knight (2000)

64

Questions? Concerns? Comments?

Rick Dancer News Broadcaster KEZI News Eugene, Oregon

65

Gayl Bowser: [email protected]

11