2014-2015 Wisconsin SMART School Academy Session III, Day 6 December 18, 2014 Time: (1/7 slides) Resources Required: N/A Purpose: Introduction to Session III Lecture Notes: Activity Notes: FACILITATOR NOTE: The night before, we took all the tables and put them around the perimeter of the room and placed the chairs in a circle. Note the participants’ reactions as they enter the room and try to figure out where to sit.

Evening Learning Opportunity Complete…Reflections about Coaching Session III Participant Manual Coaching the Process Tab Page 31 Time: 15 minutes (1/1 slide) Resources Required: Participant Manual, page 31 Purpose: Lecture Notes: Activity Notes: Divide tables up between the 4 stages of the cycle. Label each chart paper by each stage. Table members add questions that could be found in the assigned stage. After sharing 2 questions from each stage, create a coaching gallery of questions by hanging the chart paper in the four quadrants on the wall. Use the questions. Facilitator Note: Questions are written in each stage in the participant manual on pages 52-55. How do your questions compare?

Coaching Cycle: Powerful Questions Divide into 4 groups Review criteria to write reflective questions Each group will construct 5 questions for each assigned stage Post

The Conscious Competence Ladder Stage 4: Unconscious Competence Stage 3: Conscious Competence Stage 2: Conscious Incompetence Stage 1: Unconscious Incompetence Time: 60 minutes (1/10) Resources Required: Participant Manual page 32 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: 60 minutes (2/10) Resources Required: Participant Manual page 32 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Review the bulleted points Activity Notes:

Stage 1: Unconscious Incompetence http://youtu.be/XevUKl9UMO8 Time: 60 minutes (3/10) Resources Required: Participant Manual page 32 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Run the video clip illustrating Stage 1 Unconscious Incompetence (Berlitz Commercial) Facilitator Notes: Describe Stage 1 using the following descriptors: The person is not aware of the existence or relevance of the skill area The person is not aware that they have a particular deficiency in the area concerned The person might deny the relevance or usefulness of the new skill The person must become conscious of their incompetence before development of the new skill or learning can begin. THIS IS NOT DONE THROUGH SHAME, GUILT, HUMIIATION OR EMBARASSMENT. The aim of the teacher, trainer, or coach is to move the person into “conscious incompetence” by demonstrating the skill or ability and note the benefit that it will bring to the person’s effectiveness. Activity Notes:

Stage 2: Conscious Incompetence Private or public mistakes Increased awareness Self-conscious Need to change or avoidance Time: 60 minutes (4/10) Resources Required: Participant Manual page 32 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: Review the bulleted points briefly then move to the next slide Activity Notes:

Stage 2: Conscious Incompetence Insert Video clip Time: 60 minutes (5/10) Resources Required: Participant Manual page 32 Purpose: Move the audience through each stage of the Conscious Competence Ladder Lecture Notes: 1. Run the video clip illustrating Stage 1 Unconscious Incompetence (Ellen DeGeneres on forgetting names) 2. Facilitator Notes for Conscious Incompetence The person becomes aware of the existence and relevance of the skill The person is therefore also aware of their deficiency in this area, ideally by attempting the skill even if making mistakes The person realizes that by improving their skill or ability in this area that their effectiveness will improve (value-added!) The person will experience vulnerability which must be handled in a trusting, supportive, and caring environment where practice is not criticized or evaluated. The person ideally makes a commitment to learn and practice tom move to Stage 3 Coaching is critical at this level to be non-judgmental and yet the partnership is to assist the learner in taking action to practice GO TO THE NEXT SLIDE Activity Notes: