Coaching Skills - University of Wisconsin-Milwaukee

Coaching Skills - University of Wisconsin-Milwaukee

Learning to Lead Effectively Math Teacher Leader Training May 2010 Laura Maly Astrid Fossum Pandora Bedford Cynthia Cuellar Rodriguez Learning Intention

We are learning to internalize Fullans components for leadership in order to achieve desired results. We are learning to practice the coaching skill of paraphrasing in order to be more effective leaders. Success Criteria We will know we are successful when we are able to identify Fullans components throughout our work as MTLs and paraphrase our

colleagues big ideas. Why Coach? To support the teachers idea production, instructional decisionmaking, and ability to reflect on practice. To increase the ability of the teacher to self-coach and become a self-directed learner. Lipton & Wellman

Coaching Cues Approachable voice Attending fully Maintaining eye contact Using the pronoun you

Plural forms Exploratory language Positive presuppositions Lipton & Wellman Coaching Caution The coaching stance assumes that the other party has resources for idea generation. If this is not the case, pursuing this stance can lead to frustration on the part of teachers. You cannot coach out of someone what is not in them. Lipton & Wellman

Why Paraphrase? The purposeful use of paraphrase signals our full attention. It communicates that we understand the teachers thoughts, concerns, questions and ideas; or that we are trying to. Well-crafted paraphrases align the speaker and responder, establishing understanding and communicating regard. Lipton & Wellman Paraphrasing Review

Acknowledge and Clarify Summarize and Organize Shifting Level of Abstraction Shifting Up Shifting Down Examples

As you reflect on the Learning Intentions you have written, you are having a hard time delineating the difference between objectives in the book and your Learning Intentions. So you really value writing the best Learning Intentions possible.

Learning Focused Conversation Form Triads and assign initial roles:

Speaker shares his/her scenario & links with Fullans Framework Coach paraphrases Scribe records paraphrases 5 minutes for speaker to share scenario and triad to determine the component of Fullans Leadership Framework to focus the conversation 5 minutes for the speaker and coach to engage in a conversation while scribe records the paraphrases 5 minutes for the scribe to share paraphrases and triad to discuss:

The types of paraphrases used by the coach. Which paraphrase(s) helped the speaker trigger more thoughtful responses? Learning Focused Conversation Debrief How will this coaching conversation help you be a more effective leader? How was this coaching conversation different than what

will happen in your school? Learning Intention We are learning to internalize Fullans components for leadership in order to achieve desired results. We are learning to practice the coaching skill of paraphrasing in order to be more effective leaders.

Success Criteria We will know we are successful when we are able to identify Fullans components throughout our work as MTLs and paraphrase our colleagues big ideas. Reflection As you reflect on the 2009-2010 leadership sessions, what has increased your personal leadership capacity the most? How can we continue to support you in your role as a leader of

mathematics?

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