Leadership / Coaching in Education

INTRODUCTION TO LEADERSHIP – COACHING IN AN EDUCATIONAL SETTING

NEW WAVE REVOLUTION Neil Mason / Edite Frias Paula Aires / Mª Elisa Matos

Bill Hybels

Willow Creek Association

leaders move people ‌

there

here

The Multiplier Effect / Liz Wiseman

The Multiplier Effect p. 23 (extract 4)

p. 6

The Multiplier Effect / Liz Wiseman

What are the effects of MULTIPLIERS and DIMINISHERS?

p. 6

I am always ready to learn, although I do not always like being taught.

Winston Churchill

Why doesn’t teacher training work? page 4

PART 1 · Morning Session

PART 1 · Morning Session

1. Why does Teacher Training tend not to work?

What can we do about it?

Another reason why change doesn’t occur is the complexity of change of any sort at the individual level. Personal change is much more complicated than most people realize. Changing the way we teach requires us to change habits of behavior, and changing habits is not easy, as anyone who has tried to quit smoking, lose weight, stop spending, or increase exercising has realized. Loehr and Schwartz’s research (2003) on personal change gives us some insight into why we often find it difficult to change. The authors explain that even if we really want to change in some way, personal change only happens when we overcome our habitual way of living. Desire and willpower usually aren’t enough to make real change occur. Due to our habitual nature, we are naturally inclined to protect the status quo. James Flaherty, an expert in the broader field of coaching, makes the same observation about coaching: “people generally aren’t open to being coached because they already have a habitual way of accomplishing something with all the resultant components of that process, both physical and mental’’ (1999, p. 61).

Read this extract from the book by Jim Knight.

So why doesn’t traditional professional development work?

There are many reasons why traditional professional development fails.

First, all teachers face what Michael Fullan and Andy Hargreaves (1996) have referred to as a “pressing immediacy.” “There are always things to be done, decisions to be made. Children’s needs to be met, not just every day, but every minute, every second” (p. 65). In a typical day, teachers have stacks of papers that need to be graded, parents who need to be called, lesson plans that need to be developed, reports that need to be completed, meetings that need to be attended, and so on. On top of that, they must complete all of these tasks while working on a job that requires a great deal of emotional fortitude. The result is that even if teachers want to implement some new program, they may not have the energy necessary to put it into practice.

Change is difficult because change requires us to change our habits and create new routines. If teachers are emotionally fatigued by the pressing immediacy of their professional life, overwhelmed by innovation overload, is it any surprise if they are not quick to pick up a practice and make it a routine in the classroom? Yet teachers need to keep trying to learn and implement better instructional practices if schools are going to get better at reaching all students. Instructional coaching represents one efficient method to help teachers learn better ways to teach their students.

But let’s say a teacher does have an astonishing abundance of energy and the emotional resilience necessary to learn new things in the middle of his or her busy days. A second common barrier to implementing new programs is the sheer number of competing interventions in a district. With districts desperate to reach AYP [Adequate Yearly Progress] many leaders have decided that more is better, even if more is just more strategies without any kind of realistic implementation plan. The tendency of some districts to offer more and more new practices, without developing effective supports for those practices, reminds me of an old joke by Woody Allen. Two women are talking about the food in their retirement home. One turns to the other and says, “The food here is terrible.’’

The other nods in agreement, frowns, and says. “Oh yes, and the portions are so small.” Like the women in the joke, many teachers face a menu of too much training, too poorly delivered. They are expected to implement Assessment for Learning, Understanding by Design, Differentiated Instruction, Dimensions of Learning, Positive Behavior Supports, Content Enhancement, and Learning Strategies Instruction all at once, usually with very little support. Each of these interventions properly supported could make a difference in students’ lives. But when intervention upon intervention is served up with no attention to implementation planning, teachers begin to feel overwhelmed. Eric Abrahamson has rightly referred to this phenomenon as “initiative overload,” “the tendency of organizations to launch more change initiatives than anyone could reasonably handle.’’ (2004). When faced with “initiative overload” Abrahamson says, “people… begin to duck and take cover whenever they see a new wave of initiatives coming’’ (p. 3).

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Jim Knight, Instructional Coaching, Corwin/Learning forward, 2007, chapter one, pp. 4-5

QUESTIONS FOR DISCUSSION • What are the reasons the author gives for traditional professional development not being fully effective?

• What do you think about his observations? Do you agree? Do you disagree?

What are your own ideas?

• What does he mean by “initiative overload”?

• Why do people find it difficult to change?

• What do you think of his conclusion in the last two lines?

New Wave Revolution – Inglês . página 4

New Wave Revolution – Inglês . página 5

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have a habitual way of accomplishing something with all the resultant components of that process, both physical and mental’’ (1999, p. 61).

Change is difficult because change requires us to change our habits and create new routines. If teachers are emotionally fatigued by the pressing immediacy of their professional life, overwhelmed by innovation overload, is it any surprise if they are not quick to pick up a practice and make it a routine in the classroom? Yet teachers need to keep trying to learn and implement better instructional practices if schools are going to get better at reaching all students. Instructional coaching represents one efficient method to help teachers learn better ways to teach their students.

Jim Knight, Instructional Coaching, Corwin/Learning forward, 2007, chapter one, pp. 4-5

QUESTIONS FOR DISCUSSION • What are the reasons the author gives for traditional professional development not being fully effective?

• What do you think about his observations? Do you agree? Do you disagree?

What are your own ideas?

• What does he mean by “initiative overload”?

• Why do people find it difficult to change?

• What do you think of his conclusion in the last two lines?

page 5 New Wave Revolution – Inglês . página 5

O

“My dear, here we must run as fast “as we can, just to stay in place.

“And if you wish to go anywhere “you must run twice as fast as that.”

Mindsets p. 20, 21 (extract 2)

p. 6

“To improve is to change; to be perfect is to change often.”

Winston Churchill

Introduction to COACHING?

p. 6

directive

non-directive

mentoring

coaching

coaching

mentoring

councelling

An example from a School Myton School

p. 6

Leadership / Coaching in Schools

Example : University of East London

A MODEL

p. 6

G.R.O.W. goal

reality

options

way forward

“Would'you'tell'me,'please,' “Would you tell me, please, which way I ought to go from which'way'I'ought'to'go'from' here?” here?”'

“That'depends'a'good'deal'on' “That depends a good deal on where you want to get to,” where'you'want'to'get'to,”' said the Cat. said'the'Cat.' “I'don't'much'care'where–” “I don't much care where–” said Alice. said'Alice.

“Then'it'doesn't'matter' “Then it doesn't matter which way you go,” which'way'you'go,”' said the Cat. said'the'Cat.' “–'so'long'as'I'get' “– so long as I get somewhere,” Alice added somewhere,”'Alice'added' as an explanation. as'an'explanation.'

“Oh,'you’re'sure'to'do'that,”' “Oh, you’re sure to do that,” said the Cat, “if you only said'the'Cat,'“if'you'only' walk long enough.” walk'long''enough.”

In what way is this model similar
 or different to Alice’s conversation with the Cheshire Cat?

language coaching p. 27, 28 (extract 7)

How could coaching ideas apply to language teaching?

PART 2 Introduction to 
 Emotional Intelligence

路 self-awareness 路 self-management 路 empathy 路 skilled relationship

“I warn you, child... if I lose my temper, “you lose your head! Understand?”

The Singular Secret For A Leader’s Success: Self-Awareness

The National Advisory Council of a prestigious west coast business school was asked what single quality they thought would be most valuable for their graduates to acquire as they graduated.

The answer was self-awareness.

Jack Zenger
 www.forbes.com

Self-Awareness Quiz
 p. 24, 25

Wheel of Life
 identifying goals

1. ________________

10

9

8

5. ________________

2. ________________ 7

6

5

4

3

2

1

5. ________________

3. ________________

4. ________________

3. ________________

1. ________________

10

9

8

5. ________________

2. ________________ 7

6

5

4

3

2

1

5. ________________

3. ________________

4. ________________

3. ________________

Johari


Window

b. Johari Window Follow the instructions you are given in order to complete the Johari Window exercise.

1

2

open

3

blind

4

hidden

unknown

able extroverted accepting friendly adaptable giving bold happy brave helpful calm idealistic caring independent

cheerful ingenious clever intelligent complex introverted confident kind dependable knowledgeable dignified logical energetic loving

mature self-assertive modest self-conscious nervous sensible observant sentimental organised shy patient silly powerful smart

proud spontaneous quiet sympathetic reflective tense relaxed trustworthy religious warm responsive wise searching witty

Key Concepts leadership here to there personal and professional development mindset multipliers / diminishers

Key Concepts emotional intelligence coaching self-awareness wheel of life johari window

Of all we talked about today What is the “take-away” for YOU personally?

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