Technology Integration Coaching Program

1
Technology Integration Coaching Program

• Day 4
• August 10, 2006

2

• One way to change people is to see them
  differently
• Barry Stevens

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Agenda

• Gallery walk
• Communication differences
• Paraphrasing for content,emotion, and redirection
• Update LSA
• Bumping up lessons

• Coaching to support lesson revisions
• Free online style inventories
• Limits of the coaching role
• Message in a bottle
• Evaluation and closure
• Team action planning

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Outcomes

• Coaches will paraphrase for emotion as well as
  content
• Coaches will use paraphrasing and questioning
  skills to redirect conversations
• Coaches will develop an action plan and
  strategies to support implementation of the
  EETT-C Program at their site

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Gallery Walk

• Coaching and Communication
• Facilitation Strategies
• Collaboration Opportunities
• Assessment Tools

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Gallery Walk

• Coaching and Communication
• Paraphrasing (acknowledging and clarifying,
  summarizing and organizing, wait time, 45-30-15)
• Listening styles (appreciative, empathic,
  comprehensive, discerning, evaluative)

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Gallery Walk

• Coaching and Communication
• Listening set asides (autobiographical,
  inquisitive, solution)
• Non-verbal communication and rapport
• Questioning (probing for specificity, open-ended
  questions, appreciative inquiry)
• Planning conversation map

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Gallery Walk

• Facilitation Strategies
• Two truths and a lie
• Getting to know you again (stuffed animal toss)
• Domino communication activity
• Totems, taboos, and repetitive interactions
• Latecomer review activity
• Jigsaw of research article

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Gallery Walk

• Assessment
• Leadership self-assessment
• Gregorc style delineator
• Four-square evaluation
• Two pluses and a wish evaluation
• Survey Monkey Pizza count and evaluation

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Gallery Walk

• Collaboration Opportunities
• District work time
• Clarifying the program
• Lesson analysis
• Building group norms (TTRI Teamwork)
• Professional Learning Community conversations
• Gregorc learner characteristics

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Communication Differences

• Gender
• Culture
• Generational
• Tendencies NOT Absolutes!

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Gender Differences

• Giving/Sharing Information
• Women to build relationships
• Men a way to show expertise
• Listening
• Women gain understanding of a speakers
  experience
• Men solve problems
• Handling conflicts and disagreements
• Women see disagreement as threatening to
  relationships
• Men find it interesting to disagree

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Cultural Differences

• Importance of non-verbal cues
• Volume
• Personal distance
• Sense of time
• Relationship development
• Personal disclosure

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Generational Differences

• Word choice
• Changes in definition
• Shades of meaning
• Acceptable word choices
• Formality
• Language
• Posture
• Appearance

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70 of our communication efforts are
70

• misunderstood
• misinterpreted
• rejected
• disliked
• distorted
• or not heard
• even in the same language and same culture!

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Shifting the Focus

• Redirection Booklet
• Paraphrase for content, emotion, redirection

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Leadership Self-Assessment

• http//www.profilerpro.com
• Login using email address and password created
  Monday
• Password coach4
• Retake assessment
• Click submit

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Leadership Self-Assessment

• Non-use not yet learned about or been trained in
  this skill
• Awareness enough knowledge of the skill to
  explain it
• Demonstration use the skill or strategy
  occasionally, with conscious effort
• Integration You utilize the skill or strategy on
  a regular basis
• Transfer sense of expertise and confidence in
  this skill or strategy, applied consistently and
  without conscious effort able to mentor others

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Bumping Up Lessons

• District work time
• Identify gap areas between lesson and rubric
• Identify strategies or resources that would move
  the lesson higher on the rubric rating scale

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Coaching for Redirection

• They share a lesson
• It misses the boat
• What do you do?

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Coaching for Redirection

• Validate the strengths
• Appreciative inquiry
• Open-ended questions
• Ask permission to provide suggestions

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Coaching for Redirection

• Plan a conversation with a participant teacher
  whose lesson needs bumping up
• Use planning map to identify goals and evidence,
  plan approach, and reflect on personal goals
• Practice the conversation

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Learning Style Inventories

• Jenny Thomas
• http//www.ulc.arizona.edu/learn_styl_ass.html

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http//www.metamath.com/multiple/multiple_choice_q
uestions.html
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http//www.glencoe.com/qe/qe75.php?qi1939
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Evaluation

• Formal evaluation of the 4 days of EETT Coaching
  Academy
• State required data collection for CTAP
• http//www.ctap10surveys.org/evaluation/
• Choose Technology Integration Coaching Academy
  Round 4
• Answer the first client-impact question, but
  enter N/A on the remaining 3
• Answer the narrative questions

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Role of the Coach

• When to step back
• When to call in reinforcements
• When to cut losses
• Support vs. enabling
• Facilitator vs. enforcer

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SurveyMonkey Results

• Based on Guskeys 5 Levels of Professional
  Development
• View results
• Discuss and analyze the data
• If you were us, in planning the follow up days,
  what conclusions would you draw from the data,
  and what decisions would you make?

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Message in a Bottle
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District Action Planning

• Based on grant goals and grant implementation
  plans, what are the next steps?
• Timeline
• Responsibilities
• Support