2016-2017 Illinois SMART School Academy Session III, Day 6 December 1, 2016 Time: 15 minutes (1/1 slides) Resources Required: N/A Purpose: Introduction to Session III Lecture Notes: Activity Notes:

Evening Learning Opportunity Complete…Reflections about Coaching Session III Participant Manual Time: 30 minutes (1/2 slides) Resources Required: Participant Manual, page ??? Purpose: Reminder of the evening learning opportunity. Reconnect to Day 5. Lecture Notes: Activity Notes:

SMART Coaching Cycle Questions As a team, share the questions you generated for each stage of the SMART Coaching Cycle on pages 139-143 of your manual. Document new questions. As a team, review the last two questions on pages 139-143 to complete your discussion. Time: 30 minutes (2/2 slides) Resources Required: Participant Manual, page ??? Purpose: Reinforce competencies needed for coaching around the cycle. Lecture Notes: Activity Notes:

The Conscious Competence Ladder Stage 4: Unconscious Competence Stage 3: Conscious Competence Stage 2: Conscious Incompetence Stage 1: Unconscious Incompetence Time: 45 minutes (1/6) Resources Required: Participant Manual page 145 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: When we learn a new skill, we experience different emotions s well as different stages in the learning process. The Conscious Competence Ladder was developed by Noel Burch, an employee with Gordon Training International in the 1970’s. It helps people to understand what is a “normal” skill development process. Most importantly, it draws attention to the fact that learning can become frustrating, challenging, difficult, and dispirited if the learner does not receive the right kind of support to move through the stages sequentially. The model highlights two factors that affect our thinking as we learn a new skill. Consciousness or level of awareness and Competence or skill level. This serves to remind us of the need to train people in stages of their development. For example, teachers and trainers may believe the learners are in Stage 2 and ready to move to Stage 3 when actually, many are at Stage 1. Here the teacher assumes the learner is aware of the skill deficiency and that there will be benefit from acquiring the new skill. However, people in Stage 1 of learning have no awareness of the benefits, relevance, or even awareness they have a skill deficiency. They will not be able to move to Stage 3 unless they are well aware of what they need to do to practice and what they need to do to deal with their emotions in Stage 2. We move through all four levels as we build competence in a new skill. I will illustrate each stage for you with a short video clip. While each stage of the Competency Ladder is explained further in the next few slides, become aware of the stage you are currently experiencing as you are being asked to try new skills in the SMART School Improvement Process and acquire competencies for becoming a coach to the SMART SIP. Where are you finding yourself? GO TO THE NEXT SLIDE Activity Notes:

Stage 1: Unconscious Incompetence Don’t know what you don’t know Innocent of “unspoken rules” Knowledge didn’t prepare you Time: 45 minutes (2/6) Resources Required: Participant Manual page 145 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Review the bulleted points Activity Notes:

Stage 2: Conscious Incompetence Private or public mistakes Increased awareness Self-conscious Need to change or avoidance Time: 45 minutes (3/6) Resources Required: Participant Manual page 145 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Review the bulleted points Activity Notes:

Stage 3: Conscious Competence Operate with confidence Problem solve Quickly correct errors Time: 45 minutes (4/6) Resources Required: Participant Manual page 145 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Review the bulleted points Activity Notes:

Stage 4: Unconscious Competence Mastery Integration Build new skills Creative Time: 45 minutes (5/6) Resources Required: Participant Manual page 145 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Review the bulleted points Activity Notes:

Conscious Competence Ladder: Debrief What implications does the Ladder bring to your level of consciousness when it comes to learning the SMART School Improvement Process and the SMART Coaching Competencies? Time: 45 minutes (6/6) Resources Required: Not in Participant Manual. Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Activity Notes: The Conscious Competence Ladder is useful in several ways: Personally: You can use it to understand the emotions you’ll experience during the learning process. This helps you stay motivated when times get tough and helps you manage your expectations of success so you don’t’ try to expect too much too soon. Professionally: You can use it to explain to students (if a teacher) or faculty (if in leadership) that this ladder applies to all people expected to learn something new and apply it in their performance. Coaching: Use this ladder to assess the emotions and skill areas of a client and ask pertinent questions for the client to take action to move through each stage.

Time for a BREAK Time: 15 minutes (1/1 slide) Purpose: Break Resources Required: Not in Participant Manual Lecture Notes: Activity Notes:

SIP Spring to Fall to Spring Fall to Winter DATA RETREAT ADJUST 3 C Y ACT/ REPORT E May June C GANS L Apr July L C SMART GOALS E STUDY Mar Aug Y SIP C Feb Sept 1 UNIT ACTION PLANS DO Time: 60 minutes (1/3) Resources Required: Participant Manual page 21 Purpose: Illustrate how the SIP cycle maps onto a progress monitoring process Lecture Notes: Activity Notes: Jan Oct DO ADJUST ACTIONS 2 C Dec Nov ACT/ REPORT Y E C L STUDY

Ten SHIFTS in School Improvement 1. Begin in the spring: Consider three cycles--Align cycles to grading periods. Be clear about the roles and responsibilities for each cycle. 2. Examine data by grade level/department teams for those students currently in their classroom(s) at the beginning of the year. Use reorganized spring data. 3. Align unit instruction to the cycles—clear learning outcomes, aligned assessments. Have a pacing chart for each cycle. 4. Be clear about key data sources and how data is organized and formatted. Reduce teacher time for data collection and provide more time for data analysis. 5. Identify a school-wide strategy for improvement; align to professional learning to ensure systematic implementation. Time: 60 minutes (2/3) Resources Required: Not in Participant Manual Purpose: Deeper understanding of the SIP cycle for progress monitoring Lecture Notes: Begin in the spring: Consider three cycles--Align cycles to grading periods. Be clear about the roles and responsibilities for each cycle. Examine data by grade level/department teams for those students currently in their classroom(s) at the beginning of the year. Use reorganized spring data. Align unit instruction to the cycles—clear learning outcomes, aligned assessments. Have a pacing chart for each cycle. Be clear about key data sources and how data is organized and formatted. Reduce teacher time for data collection and more time for data analysis. Identify a school wide strategy for improvement/ align to professional learning to ensure systematic implementation. Activity Notes:

Ten SHIFTS in School Improvement 6. Progress monitor and report by grade level/department. Have students progress monitor and report. Have data teams progress monitor and report. Eliminate unnecessary assessments. Communicate an assessment calendar. Identify the purpose of each assessment to avoid redundancies. 8. Align Tier I and Tier II interventions/enrichments to unit instruction assessment results. Use those assessments to differentiate. 9. Align student growth new requirements in evaluation to school improvement and unit instruction. Consider student learning outcomes as your pathway to student growth requirements. 10. Align professional practice expectations to school improvement and unit instruction. Ensure your teacher and leader evaluation expectations match research-based school improvement practices. Time: 60 minutes (3/3) Resources Required: Not in Participant Manual Purpose: Deeper understanding of the SIP cycle for progress monitoring Lecture Notes: Align student growth new requirements in evaluation to school improvement and unit instruction. Consider student learning outcomes as your pathway to student growth requirements. Align professional practice expectations to school improvement and unit instruction. Ensure your teacher and leader evaluation expectations match research-based school improvement practices. Activity Notes:

Team Planning Time Time: 45 minutes (1/1 Slide) Resources Required: Participant Manual - Page 21 Purpose: Apply new learning to the SIP Cycle Lecture Notes: Activity Notes: Team Planning Time (45 minutes)

LUNCH Time: 30 minutes (1/1 slide)

Change “People don’t resist change; they resist being changed.” Peter Scholtes Time: 45 min. (1/7 slides) Resources Required: Not in Participant Manual. Purpose: Connect experience of change with process (being vs. choosing) Lecture Notes: Activity Notes: TABLE Partner share: Think about a change in your life. What makes change easy? Difficult? What phases do you go through when you are in a change process?

Exploring Stages 2 & 3 Divide table into Group 1 & Group 2. Group 1 will fill in the chart from reading pages 148-150. Group 2 will fill in the chart from reading pages 151-152. Group 1 & 2 will share their information and coaching questions. Share insights and other questions. Time: 45 min. (2/7 slides) Resources Required: Not in Participant Manual. Purpose: Learn Lecture Notes: Activity Notes:

Mental models… shape our thinking filter what we hear lead us to conclusions Time: 45 min. (3/7 slides) Resources Required: Not in Participant Manual. Purpose: Understand the power of mental models to shape our thinking / perceptions and ultimately our conclusions. Lecture Notes: Activity Notes:

Data & Process Tools - HBSST Numerical Data Tools – Pages 168-176; 179-186 Ladder of Inference – Page 66 5 Whys – Pages 162-163 Cause and Effect – Pages 164-166 Relations Diagram – Pages 167-168 Time: 45 min. (4/7 slides) Resources Required: Not in Participant Manual. Purpose: Become familiar with tools in their Handbook that are helpful in examining and challenging mental models Lecture Notes: Activity Notes:

Acknowledging Possible approaches for acknowledging: What you’re saying is… So when you ______, _____ happens. Let me see if I get this… What you’re telling me is that… I’m hearing you say… Let me give that back to you so we can make sure I got it. In other words… So… Time: 45 minutes (5/7 slides) Resources Required: Not in Participant Manual Purpose: Understand coaching questions and competencies needed to challenge mental models Lecture Notes: Activity Notes:

Clarifying Client: I’m really trying to create more balance in my life. Coach: What do you mean by balance? Client: Well I guess that means that I’d be meeting everyone’s needs and fulfilling all my needs. Coach: Talk to me about what it means when you say meet others needs? Client: It means meeting people’s expectations. Coach: What expectations do you believe people have for you? Time: 45 minutes (6/7 slides) Resources Required: Not in Participant Manual Purpose: Understand coaching questions and competencies needed to challenge mental models Lecture Notes: Activity Notes:

Coaching Journey Coaching Style 6 Principles of Coaching (123-124) SMART Coaching Cycle (127,129) Laboratory of Grace Set the Foundation Introduction to Coaching Competencies Learning Opportunity: Cycle Questions Conscious Competence Time: 45 minutes (7/7 slides) Resources Required: Not in Participant Manual Purpose: Summarize where they have been in their coaching journey thus far. Lecture Notes: Activity Notes:

Laboratory of Grace: Coaching for Change Experience coaching a team around resistance to change. Time: 60 minutes (1/3 Slides) Purpose: Challenge myself as a coach. Resources Required: Participant Manual pages 153-155 Lecture Notes: Activity Notes: Coach: Coach for 10 minute using all stages of the cycle and instructions on pages 153-155 Coachee: Provide the focus of your coaching session Observer: Provide Coach with evidence of their use of the competencies of the SMART Coaching cycle (page 153).   4. Prepare for your coaching session: 5-7 minutes Suggestion: Recreate the cycle in your journal. Gather your thoughts around the “focus” of the clients session. Think about how you would serve you coachee, using the SMART Coaching Cycle 5 Begin coaching session and debrief 10 minutes coaching 5 minutes debrief from observer; questions and comments from coach and coachee.

SMART Coaching Cycle STAGE 4: STAGE 1: STAGE 3: STAGE 2: Plan to Take Action STAGE 1: Set the Foundation STAGE 3: Identify the Need for Change STAGE 2: Examine the Data Time: 60 minutes (2/3) Purpose: Quick review the four stages around the SMART Coaching Cycle – Connect Session II and III. Lecture Notes: Introduce the SMART Coaching Cycle and highlight each stage as follows: Stage 1: Set the Foundation. This stage is critical for developing the relationship between the coach and the client. Stage 2: Examine the Data allows the coach and client to look at the reality of the situation through different perspectives, lenses, and data sources to validate or dispute current perceptions. Stage 3: Identify the Need for Change: This stage shifts the current mindset into future possibilities for better results. The coach uses powerful questions for the client to establish a future vision of self, team, and/or organization. Stage 4: Plan to Take Action: Every coaching conversation should end with the client taking an action step or steps toward the goal. This stage is critical for improvement. The next coaching conversation relies on the action of the client to achieve his/her goal. Activity Notes: Resources Required: Not in Participant Manual.

Laboratory of Grace: Debrief With your coaching partner, discuss each of the prompts relating to how it felt to coach and how it felt to be coached. Time: 60 minutes (3/3 Slides) Purpose: Challenge myself as a coach Resources Required: Participant Manual Lecture Notes: Activity Notes: Reference 153-155 in the Coaching Tab plus Observer notes Have coaching triads discuss how each felt using the table of questions on the Lab of Grace Debrief handout Welcome audience to share 1-5 comments about the experience. Have audience write down what they learned from this segment of the presentation in their notebook.

Energy Break Time: 5 minutes Resources Required: Purpose: Transition Lecture Notes: Activity Notes: Energy Break

Preparing for Session IV! Time: 15 minutes (1/5 slides – 3 min) Resources Required: Participant Manual, Overview Page Purpose: Set expectations for between sessions work Lecture Notes: Move through the slides in preparation for their team time. Activity Notes: Team Planning Time (75 Total min.)

Learning Opportunity between Sessions III and IV Meet with your SMART School Improvement Leadership Team to conduct: Between Steps 4 and 5: Implement Plans Step #5: Analyze and Refocus Meet with your SMART Coach Prepare the Story of Your SMART Journey to share with your colleagues in Session IV. Time: 15 minutes (2/5 slides – 3 min) Resources Required: Participant Manual, Overview Page 9 Purpose: Set expectations for between sessions work Lecture Notes: Move through the slides in preparation for their team time. Activity Notes:

Your SMART Journey Purpose: To share what has been accomplished and to deepen the learning of all participants based on district teams’ application of the SMART School Improvement Process. Activity Overview: In small, mixed groups (i.e., six individuals from different school teams) individuals will take turns sharing their team’s story as it relates to their SMART Goals work back in their schools. Organize and plan your approach. Time: 15 minutes (3/5 slides – 3 min.) Resources Required: Participant Manual, Process Tab, pages 108-109; calendars Purpose: Set expectations for final session work Lecture Notes: Activity Notes:

Sharing Your Journey - Suggestions Share your SMART goal tree What data supported the selection of this goal? Share your ACTION plan How did you determine the strategies? Describe the professional learning aligned to your plan. Share your improvement data What formative data have you been looking at to determine if your plan is working? What are the data telling you? What adjustments have you made as a result of the data? Time: 15 minutes (4/5 slides – 3 min.) Resources Required: Participant Manual, Process Tab, pages 108-109; calendars Purpose: Set expectations for final session work Lecture Notes: Activity Notes:

Sharing Your Journey - Suggestions Share what remains to be accomplished What still needs to be done between now and the end of the year? How will what you do this spring jumpstart your SMART work next year? Share your development as a SMART coach What are your strengths as SMART coaches? What continue to be your needs as SMART coaches? Time: 15 minutes (5/5 slides –3 min.) Resources Required: Participant Manual, Process Tab, pages 108-109; calendars Purpose: Set expectations for final session work Lecture Notes: Activity Notes:

Team Planning Time 4Time: 30 min. (1/1 slides – 30 min.) Resources Required: Participant Manual, Process Tab, page 108-109; calendars Purpose: Getting organized and scheduling Lecture Notes: Activity Notes: NOTE TO COACHES: This would be a good time to check in with them to make sure they understand how the Journey presentations will happen. They only need to prepare 1 story but they all have to be prepared to share it. Also, check in with them on scheduling your coaching session if you still need to do that.

Building capacity for student-focused, goal directed learning Thank you SMART People! Time: End of Day Resources Required: Not in Participant Manual Purpose: Show as the participants leave the room Lecture Notes: Activity Notes: smartlearningsystems.com Building capacity for student-focused, goal directed learning