Session+Three

=We are learning to;=

=Examination of the Steps Model developed at our last session=



The school leader and the adviser sorting out their roles
or
 * Helping the leader to lead
 * Helping the leader to learn how to lead

=Findings from the research on leadership develpoment in the SENS project.= Quick analysis of data collected so far shows leaders learn when:
 * solving problems in their schools eg lack of teacher engagement, or student results are not climbing as expected.
 * working with their colleagues (we found they seldom mentioned specific times when **we** provided workshops or seminars)
 * when teachers engaged and started playing their part.

How do we help leaders learn how to do this?
What are the ways you do this at the moment? in small groups discuss times when you have helped leaders learn their craft, identify the strategies that have worked.

=Mentoring/Coaching=

 ·  Giving unambiguous instructions  ·  Checking outcomes ||  ·   Explaining  ·  Demonstrating  ·  Modelling  ·  Giving feedback ||  ·   Questioning  ·  Listening  ·  Problem solving  ·  Goal setting & planning ||  ·   Empathising  ·  Listening  ·  Questioning  ·  Supporting || ||
 * || ** Directing ** || ** Training ** || ** Coaching ** || ** Mentoring ** ||
 * ** Aim ** || Other person follows directions || Other person learns a prescribed process || Other person develops own approach to achieve an outcome || Other person clarifies own goals/needs and responses ||
 * ** Coach’s Role ** || Tell. Expect performance || Show how something is done || Help other person develop their own approach || Support other in self-reflection and decision making ||
 * ** Coach’s Skills ** ||  ·  Clear delegation
 * ** Coachee learns ** || Do what is required || Knowledge and/or process competence || Develops own response to task. Takes responsibility for results || Identifies own needs, focus and options ||
 * ** You might hear ** || “I’d like you to do that please” || “This is how you do it” || “How do you think you could do it?” || “What is important to you?”

=Being a bloody good mentor=

=//Listen for what is said and not said Let them do the talking //=

= =

Reflection and Active Listening
Working in pairs the person you are working with will be your today coach/mentor.

= = Each of you write down three recent adviser situations that are significant to you, where you worked in a school. Eg staff meeting, talking with a teacher who is struggling to understand the changes, A principal who isn’t supporting the school initiative you are working on etc. Select one that you would find valuable to talk about in a coaching situation. Read the active listening guidelines and process Spend three or four minutes explaining to your “today’s coach”, as much as you can about the situation, what happened, what you were thinking about then and what you are thinking about now, the issues you face and what you might do next, or anything else that comes to mind. The listener uses ideas from active listening. Take time to reflect on the listening process, what was it like to be the speaker, what was it like to be the listener, what were the mental processes going on in your mind as you listened or spoke? Swap roles and repeat the process.

<span style="COLOR: #f3204c; FONT-FAMILY: Arial, Helvetica, sans-serif"> <span style="COLOR: #fb5672; FONT-FAMILY: Arial, Helvetica, sans-serif"> =<span style="COLOR: #f3204c; FONT-FAMILY: Arial, Helvetica, sans-serif">// <span style="COLOR: #fb5672; FONT-FAMILY: Arial, Helvetica, sans-serif">Ask effective questions that encourage reflectio n // =

House diagram Understand with Deep Levels of Empathy. Mentoring is based on building trust and understanding. It takes time. Share responsibility of problem solving. Remember you are not a sticking plaster!!!!!!!

In pairs give it a go
. =Reflection with a team=

Same process of critical reflection one on one but with a lead team.

Assume a lead team have planned a schoolwide approach to professional development as we did in session one.

Now they are into iplementing the programme but monitoring of student achievement data shows that student progress is lower than expected.

**What have we done?**
(what programmes, meetings strategies etc and how much, ie how many classroom observations, how much data analysis)

** How good was it? **
(what changes in practice, attitude have we identified ie 2 out of 10 teachers are using student achievement data to plan programmes that meet needs of students or 5 teachers have consistantly trialed ideas in their classroom indicating they are level 3 on Guskey's model of teacher learning)

**Is anyone better off as a result**
( is there any evidence that student outcomes have changed for the better) Can we show the data over time to identify if we are changing old trends

**What theories for improvement have we got?**
What is the justification/evidence/research that tells us this theory is likely to work?

** What strategies will we use to go forward? **
=Next year=

What could a leadership development model for lead teachers SCTs, school leaders that builds on what we have learned this year look like.

Would it be useful to repeat this programme with other advisers in 2009, if so what would we change? (eg Digital portfolio of a school based project).

=Date Change= I have a school improvement Hui that clashes with our last day.

Suggest 10th or 11th December.

=Change dates=

I have a schooling improvement meeting in Auckland on the next date. Suggest post CED day eg Wdnesday 10th or Thursday 11th December?