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1 Aspiring Principals Program Directors Community of Practice In-Person Training 9 July 2014 | 8:30a - 5:00p | Boston University Designed and Presented by: Nicole Williams, Sr. APPD
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Aspiring Principals Program Directors Community of Practice In-Person Training
9 July 2014 | 8:30a - 5:00p | Boston University Designed and Presented by: Nicole Williams, Sr. APPD
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Session Outcomes
By the end of the session, APPDs will have a shared understanding of: !
how to identify and practice active listening skills including identifying roadblocks to listening, biases in listening and recognizing the implications in individual coaching
!
how to identify and effectively utilize four types of feedback connected to Resident Practice
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Improved trust and relationships amongst Directors by sharing practice around coaching work
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our shared practice about how decisions are made regarding how and when in a Residents’ growth cycle to deliver various forms of feedback
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Norms Check
Practice active listening !
Be open and honest about how things are going !
Ask for clarity !
Keep Residents and students in mind !
Proactively share resources and best practices with the community !
Work with a sense of transparency !
Engage relevant stakeholders in critical decision-making !
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On site Norms for Intensive and SummerFun
Maintain focus on Resident Learning !
Assume positive intent and operate with generosity of spirit !
Ensure that relevant attendees give input before decisions are made; redirect to the appropriate team members !
Maintain a solution orientation; be resolution-driven !
Honor the power of pushback !
One Team! One Goal! One Voice!
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Morning Agenda
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1. Blended Coaching Principles 2. Building our Resident Principal’s toolkit 3. Listening to Words 4. Roadblocks to Active listening 5. Guess the Roadblock - Game 6. Building a Model 7. Recursive Listening 8. Lunch
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Blended Coaching
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at the start
Applying the Skills
Think of a Resident that you struggled with coaching in the past year. If you could do the
year over, what would you change to further support the
Resident.
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Building Relationships
Providing Feedback
Listening, Observing,
and Questioning
Blended Coaching Strategies
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IMAGE
!
We will dive into:!!
!
Listening, Observing, and Questioning !
Providing Feedback
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Building on our !Resident Principals’ !
Toolkits
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AskingObserving
Telling Coaching
advo
cacy
inquiry
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Situational Leadership Model 11
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S3 Asking
S4 Observing
S1 Telling
S2 Coaching
dire
ctiv
e
supportive
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S3 Asking
S4 Observing
S1 Telling
S2 Coaching
Development Level of the Individual
Developing Developed
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S3 Asking
S4 Observing
S1 Telling
S2 Coaching
Development Level of the Individual
low competence / high commitment
Developing Developed
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S3 Asking
S4 Observing
S1 Telling
S2 Coaching
Development Level of the Individual
low to some competence / variable commitment
Developing Developed
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S3 Asking
S4 Observing
S1 Telling
S2 Coaching
Development Level of the Individual
moderate to high competence / variable commitment
Developing Developed
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S3 Asking
S4 Observing
S1 Telling
S2 Coaching
Development Level of the Individual
high competence / high commitment
Developing Developed
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Development Level of the Individual
S3 Asking
S4 Observing
S1 Telling
S2 Coaching
Developing Developed
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Situational Leadership Model 11
Telling !
Tell people what to do and how how to do it.
Coaching !
Provide information and direction with
communication with “followers.”
Delegating !
Pass most of the responsibility onto the follower or the
group.
Supporting !
Focus more on the relationship and lesson direction.
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Writing Prompt - !
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What type of listening!and coaching feedback is !
needed for the various stages!of Resident development?
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Active Listening
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“To listen fully means to pay close attention to what is being said beneath the words. You listen not only to the ‘music’, but to the essence of the person speaking. You
listen not only for what someone knows, but for what he or she is. Ears operate at the speed of sound, which is
far slower than the speed of light the eyes take in. Generative listening is the art of developing deeper
silences in yourself, so you can slow your mind’s hearing to your ears’ natural speed, and hear beneath the words
to their meaning.”! —Peter Senge
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Listening to Words
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Listening to Words
Joan’s Story
I think things are going well overall. I do have a bunch of older teachers
who are constantly saying that things aren’t fair.
They want me to make the decisions but only the
decision that they agreed with and not the ones
they do not agree with. They want me to be like
the last assistant principal - a bit top down and
directive.
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Listening to Words
Joan’s Story
What do Joan’s words tell you about her way of thinking and
interacting? "!
Share Out!
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Listening to Words
“Joan has constructed a story about her school, a story that is built upon a set of judgements. If she is like most people, she has confused her interpretations with reality.” !
“She will proceed to interact with her staff under the illusion that her story is the story.” Blended Coaching, pg. 35
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Listening to Words
assertions
assessments
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Listening to Words
assertionsfacts that can be corroborated by a witness. They are either true or false and are measured by a commonly held standard. !
They do not represent the speaker’s opinion or judgement and describe an objective reality. !
“It is 85 degrees outside.”
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Listening to Words
assessmentsJudgements and opinions that reside in the speaker. !
They are speaking acts that change our experience of reality, shape our future actions, and impact the way in which we behave. !
They are the fabric from which our interpretations are constructed. !
“It is hot in this room!”
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IMAGEJoanJO
Joan, who are these teachers, and what is their complaint?
“Sandy, a teacher who has been here for a long time, told me she and a couple of the other veteran
teachers are not happy here because we are changing the
reading program.
She says they invested a lot time in
developing their literature-based
program, and they don’t want to give it
up. #sighLet’s peek into Joan’s!1:1 coaching session
Listening to Words
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IMAGE“An effective coach might help Joan to unpack her statement and arrive at
new interpretations.”
So we are talking about a small group of teachers who are hesitant to give up on a program that they have made a personal investment in. Have you thought about ways in which you can harness their experience w i t h a n d i n t e r e s t i n literature-based programs to help you to move them t o w a r d y o u l i t e r a c y initiative?
Blended Coaching, pg. 37
Listening to Words
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Listening to Words
• Listening for situations in which the coachee is confusing assessments with assertions. • Helping the Resident ground and reevaluate assessments by asking three questions:
!
!
!
!
!
!
!
• Pointing out self-assessments the Resident may make that are not well grounded and therefore are likely to limit possibilities
Assessment for the sake of what? !
Assessment against what standard? !
Assessment based on what assertions?
Coaches can guide their Residents to an awareness of assessments and assertions by:
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IMAGE
Let’s observe for this behavior in a coach’s
practice!!
As you watch this feedback conversation, capture instances
in which the COACH is confusing assessments with
assertions.
Listening to Words
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Upgrade his practice.!With your critical friend,
help build the coach’s practice by upgrading his assessments. IMAGE
Choose three assessments that he made during his coaching session.
!Reframe the assessments by crafting
questions that he could ask his coachee to help improve her practice?
!What data sources can he request to support
his assertions and assessments to have an effective coaching session?
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IMAGE
Let’s share out!
Listening to Words
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Listening to Words
Coaching John to ActionRead the case study provided in your handouts packet. See
if you can distinguish between John’s assertions and assessments. Divide your answers into two parts, one listing
his assertions and the other listing his assessments.
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Listening to Words
Coaching John to Action
As you read, ask yourself:
!
What do my word’s and actions tell you about my way of thinking and interacting?
Read the case study provided in your handouts packet. See if you can distinguish between John’s assertions and
assessments. Divide your answers into two parts, one listing his assertions and the other listing his assessments.
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Listening to Words
Coaching John to ActionRead the following possible response for John. How does this assist or not assist John in terms of helping him get
clarification about his next steps?
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Listening to Words
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Connect to Practice:!!
Where is John along the Resident Development timeline. What does the coach need to do to move his practice to
be more effective? !
As you reflect on your own coaching practices, how often do you use assertions when coaching Residents? What is one thing you can begin to implement in your
practice to leverage assertions to support Resident leadership development?
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Roadblocks to !Active Listening
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Roadblocks to Active Listening
IMAGE
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Roadblocks to Active Listening
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Roadblocks to Active Listening
Let’s split our lovely community into two groups and count off!
A B!All B’s please exit stage right and wait
for the signal to re-enter the classroom.
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Roadblocks to Active Listening
While you all are listening to your partners, every time that your partner says something that invokes your inner voice* put your hand up for five seconds
and then put it back down. !
inner voice = you want to ask a question, makes you think of something, or you want to respond in some way.
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Roadblocks to Active Listening
Three Rules to Abide By! !
1. You must do this for the entire conversation.
2. You are not allowed to interact in the discussion with the B’s.
3. You must remain silent, only raising you hand when your inner voice kicks in.
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Roadblocks to Active Listening
What are some of the key behaviors and actions you engaged in whenever you’ve
been at your own best as a leader?!!
How has this impacted your coaching of New Leader Resident Principals?
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Roadblocks to Active Listening
SWITCH!!!
Same prompt! !B’s, as you are listening, feel free to
engage in the conversation with your partner.!
!
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Roadblocks to Active Listening
What are some of the key behaviors and actions you’ve demonstrated whenever
you’ve been at your own best as a leader?!!
How has this impacted your coaching of New Leader Resident Principals?
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Roadblocks to Active Listening
Let’s Debrief!!!
How did the conversations feel during the first rotation? !
What about during the second rotation? !
How do these inner thoughts impact your active listening during coaching during coaching conversations.
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GUESSTHE
ROADBLOCK!
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Roadblocks to Active Listening GUESS THE ROADBLOCK
Take about three minutes to review the Roadblocks to
Active Listening page in your handouts. Be prepared !
to engage in a game at the end of your review!
5555
IMAGE
Anna, let other people have their say before you make your points - don’t
talk so much, please.
IMAG
Eroadblock one
Roadblocks to Active Listening
5656
IMAGE
Why do you have to hog the discussion so much and interrupt
everyone?
IMAG
Eroadblock eleven
Roadblocks to Active Listening
5757
IMAGEYou act like a know-it-all in our
meetings.
IMAG
Eroadblock eight
Roadblocks to Active Listening
5858
IMAGE
It is simple, common courtesy to let people finish what they say before
breaking in.
IMAG
Eroadblock three
Roadblocks to Active Listening
5959
IMAGE
If you keep interrupting everyone in our meeting, Anna, you’re going to
have everyone shut you out.
IMAG
Eroadblock two
Roadblocks to Active Listening
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IMAGEI think you’re using our meetings to
show off your vast experience.
IMAG
Eroadblock nine
Roadblocks to Active Listening
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IMAGEAnna, you’re really discourteous in
our staff meetings.
IMAG
Eroadblock six
Roadblocks to Active Listening
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IMAGE
God gave us two ears and one mouth so we would listen twice as much as
we talk.
IMAG
Eroadblock five
Roadblocks to Active Listening
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IMAGE
Anna, you’re going to have to do something about your shyness in our
meetings - we never hear your opinions.
IMAG
Eroadblock twelve
Roadblocks to Active Listening
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IMAGEI’m sure you can curb you habit of
interrupting very easily.
IMAG
Eroadblock ten
Roadblocks to Active Listening
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IMAGE
Anna, I know you’re very bright and you always have good ideas but give
others a break in our discussions.
IMAG
Eroadblock seven
Roadblocks to Active Listening
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Roadblocks to Active Listening
Building A Model!active listening in action
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Roadblocks to Active Listening
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Team Goal: Be the first team to create an exact replica of a tangram picture within a given time
frame.!!
Materials: tangram pieces Time: 10 minutes (two rounds ea. round) Group Size: 3 - 4 people
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Roadblocks to Active Listening
The Building Team
PERSON A!LEADER
You will own the building blocks. You are the only person allowed
to see the model building. It is your job to give clear
instructions to the Runner. !
PERSON B!RUNNER
You listen to the leader’s instructions and run the directions
to the builder. It is your job to deliver, without
looking at the blocks, instructions on how to
build the building to the Builder.
PERSON C!BUILDER
You will listen to the runner’s instructions and build the
object from the set of building blocks.
It is your job to accurately recreate the structure from the directions given to you
by the Runner. !
PERSON D!OBSERVER
You observe the game and make notes about what works, what
doesn’t work, and how the team behaved.
It is your job to give the team insight on how they communicate.
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Roadblocks to Active Listening
prize
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Lunch Break!
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Roadblocks to Active Listening
The Building Team
PERSON A!LEADER
You will own the building blocks. You are the only person allowed
to see the model building. It is your job to give clear
instructions to the Runner. !
PERSON B!RUNNER
You listen to the leader’s instructions and run the directions
to the builder. It is your job to deliver, without
looking at the blocks, instructions on how to
build the building to the Builder.
PERSON C!BUILDER
You will listen to the runner’s instructions and build the
object from the set of building blocks.
It is your job to accurately recreate the structure from the directions given to you
by the Runner. !
PERSON D!OBSERVER
You observe the game and make notes about what works, what
doesn’t work, and how the team behaved.
It is your job to give the team insight on how they communicate.
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Roadblocks to Active Listening
The Building TeamLet’s Debrief!
THE GAME How well was your team able to replicate the given picture?
!What roadblocks to effective communication did you all
encounter? How did you team navigate around these challenges?
!What similarities do you feel this communication game has to the communication that takes place between you, your
Residents and the Mentor Principals?
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Recursive Listening
Recursive Listening
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From Blended Coaching:!!
Gary Bloom describes Recursive listening as “the act of listening to listening… Coaching requires the ability to focus completely upon the coachee and his or her
environment. As coaches, we must be fully present as listeners and observers.”
Recursive Listening
In the kind of simple 1:1 coaching interaction, the coach must ask: !
• What do I hear and observe from the Resident (a)? • How is the Resident listening and observing me (b)? • What can I learn from observing my own listening (c)
!
A
B
C
In listening to your own listening, you must!ask yourself: What is my emotional reaction to !
this Resident? Does she make me like her and want !to engage with her? If I am reacting to her in this way, !
how might others react?
Recursive Listening
When engaging in multi-level listening, your listening and observing skills must extend through five dimensions: !
• What do I hear and observe from the Resident (a)? • What do I hear and observe from the Mentor (b)? • What is the Resident hearing and observing from the
mentor (c)? • What is the Mentor hearing and observing from the
Resident (d)? • What can I learn from observing my own listening (e)?
!
EA
C D
B
Recursive ListeningFuture Community of Practice Work!
!Videotape (or audio record) a coaching
conversation with a Resident that who will need additional support at the onset of the
Residency. Using the recording and reflection questions found on the Recursive Listening
worksheet, answer questions about your own practice. Be prepared to share your reflections
on a future CoP call.
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Afternoon Agenda
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1. Ladder of Inference 2. Listening for Bias 3. Feedback Introduction 4. Break 5. Feedback Card Sort - Game 6. Coaching in Action videos 7. Coaching John 8. Closing the Day
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Bias in Listening
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Bias in Listening
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Bias in Listening
Round One"How do you teach or reinforce the concepts of the Ladder of Inference with Residents? !
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Bias in Listening
Round Two"How do you teach or reinforce the concepts of the Ladder of Inference with Residents? !
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Bias in Listening
Round Three"How do you teach or reinforce the concepts of the Ladder of Inference with Residents? !
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Bias in Listening
WHERE BIAS CAN
SNEAK INTO OUR PRACTICE!
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Bias in Listening
What is half of thirteen?6.5
XI / II
2.2
5.5
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Bias in Listening
Why are manhole!covers round?
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Bias in Listening
What’s in a Bic?
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Bias in Listening
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Bias in Listening
How many people are !left on the bus?
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Bias in Listening
How many total miles !did the bus travel?
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Bias in Listening
Can you describe the!bus route?
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Bias in Listening
Could you draw a map!of where the bus went or
where it will end up?
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Bias in Listening
Final Question
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Bias in Listening
Every leadership coach brings personal points !of view to the coaching role. Gender, culture,!
age, and experience all shape the way we perceive!others and their contexts.
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Bias in Listening
IMAGE
!
!
Meet Mary! !
!
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Bias in Listening
IMAGE
!
!
!
!
Mary is very thin. !
She walks with her head down. !
Her hair is long and straight and she wears it pulled back in a ponytail.
!
She has green nail polish on her toes. !
She wears a tee shirts with spikes on them. !
She bites her fingernails.
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Bias in Listening
IMAGE
!
!
!
!
She is in her 20s. !
She has three children aged 5, 3, and 2. !
She has an AA degree from a local community college.
!
She speaks two languages. !
She has been married twice. !
She does not wear makeup.
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Bias in Listening
IMAGE
!
!
!
!
She sits with her legs crossed. !
She does not make eye contact. !
Her voice is very soft. !
She does not smile. Ever.
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Bias in Listening
IMAGE
!
!
!
!
Without thinking too much, develop a quick !narrative as to who Mary is as a person.
Values?
Emotions?
Mood?
Reaction to Feedback?
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Bias in Listening
IMAGE
!
!
!
!
Did you also know that Mary:
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Bias in Listening
IMAGE
!
!
!
!
Would Mary’s narrative change based on this !additional information?
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Bias in Listening
Use the Bias worksheet in your packet to reflect on your practice. !
!
At the end of the three minutes, share with your table instances when your life
experiences have influenced how you have coached Residents.
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Feedback
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Giving Feedback
As a coach, what makes giving
feedback difficult?
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Giving Feedback
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The Power of Feedback!!
!
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Giving Feedback
IMAGE
!
!
We need FOUR volunteers to!leave the room.!
!
VOLUNTEER ONE
SILENT
VOLUNTEER TWO
NEGATIVE
VOLUNTEER THREE
POSITIVE BUT GENERAL
VOLUNTEER FOUR
SPECIFIC
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Giving Feedback
IMAGE
Your Goal:!FIND THE CUSH
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Giving Feedback
IMAGE
Your Goal:!FIND THE CUSH
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Giving Feedback
IMAGE
Your Goal:!FIND THE CUSH
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Giving Feedback
IMAGE
Your Goal:!FIND THE CUSH
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Giving Feedback
How did you feel while looking for the ball? !
What did you think/feel as a result of the feedback you received?
!
How did the feedback impact your performance? !
What did the feedback you received prompt you to think/feel about the other folk in the room
who were giving it?
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Giving Feedback Discuss at your table !
!
•How important is it to “keep in touch” with looking at different types of feedback, so see how it impacts the receiver? Why is it important? !
•What effect does frequent positive feedback have on Resident performance? !
•What challenges have you experienced with giving feedback to Residents?
!
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Giving Feedback
The focus for the remainder of the session is to look at leveraging a more powerful
form of positive feedback in our coaching practice - pure feedback.
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Giving Feedback
If the intent of the giver is not well informed, the emotion of the receiver
will predominate.
Drea Zigarmi
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Types of Feedback
PURE POORPERSONALIZED
nonjudgmental, descriptive information about past performance or behavior that enables
improvement
judgmental information (positive or negative)
about past performance or behavior designed to encourage or extinguish
future behavior
nonspecific, evaluative feedback information
about performance that creates defensiveness
rather than a commitment to
development
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Giving Feedback
pure personalized
pure how !
pure what
praise !
disapproval
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Giving Feedback
IMAGE
card sort activity
With your partner, sort the examples of feedback given to
Residents into four piles - how, what, praise, and
disapproval.
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How did your team do?
how
what
praise
disapproval
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Giving Feedback
S3 and S4 !
feedback on what
S1 and S2 !
feedback on how
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Giving Feedback
!
Development Level 1 (D1) Enthusiastic beginner—low competence,
high commitment
Development Level 2 (D2) Disillusioned learner—some
competence, low commitment
!
Development Level 3 (D3) Reluctant contributor—moderate to high
competence, variable commitment
Development Level 4 (D4) Peak performer—high competence, high
commitment.
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Giving Feedback
IMAGE
match to Resident needs
Once you’ve sorted all of the feedback,
tape each card under the appropriate Situational Leadership module based
on where you think the Resident’s need are.
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Giving Feedback
Give feedback on things that can be changed - !not traits or personalities
things you can see someone doing or hear someone saying
Be specific and descriptive - don’t generalize
Control the context
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IMAGEWhat are the guidelines for giving
feedback?
Giving Feedback
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IMAGE
Is this feedback: !
focused on behavior?
!
specific? !
context controlled?
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IMAGE
Is this feedback: !
focused on behavior?
!
specific? !
context controlled? `
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do over
Applying the Skills
Based on the activities and discussions we
engaged in today, think of what you would have done
differently if you gave feedback to your model
Resident again.
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Thoughts!
INSIGHTS INTENTIONSIDEAS
Applying the Skills
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RESIDENT!NORMS
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2014 APPD!Community of Practice!
Call Time
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Preparing for!SummerFun
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Preparing for!SummerFun
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Image and Video Credits
Community of Practice Logo http://www.agilebuddha.com/wp-content/uploads/2013/08/community.jpg !Situational Leadership Matrix Illustration http://2.bp.blogspot.com/-2uSe5Zy6hH0/Ti8pROL1i9I/AAAAAAAAABg/iy7ykqK-tU8/s1600/sit_apply_leadership.jpg !Quick Write Logo http://stocklogos.com/sites/default/files/styles/logo-medium/public/logos/image/1382874493-1d318afd7a48449f0984d7d84706196e.png?itok=jsRKldPD !Take a Break Photo http://designyoutrust.com/wp-content/uploads/2012/11/Take-a-Break-1.jpg !Bird Singing Cartoon http://www.lifering.dk/wp-content/uploads/2013/11/listening-cartoon1.jpg !Thomas Gordon Photo http://www.gordontraining.com/wp-content/themes/gordon/images/gordon-page.jpg !Ladder of Inference Youtube Video http://www.youtube.com/watch?v=KJLqOclPqis !
Modern Shoe Store http://archinspire.org/wp-content/uploads/2013/02/modern-shoes-store-interior-idea-elegant-cheerful1.png !Questions graphic http://www.barbara-wilson.com/wp-content/uploads/2014/01/Question-mark.jpg !!!
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Aspiring Principals Program
