Coaching New School Leaders Delawares Sixth Annual Policy and Practice Institute by NYC Leadership Academy June 24, 2008 NYC Leadership Academy: CC BY-NC-SA.

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Presentation transcript:

Coaching New School Leaders Delawares Sixth Annual Policy and Practice Institute by NYC Leadership Academy June 24, 2008 NYC Leadership Academy: CC BY-NC-SA 3.0

Overview Frame and learning goals What is hard about coaching? Leverage points for individuals – Mental models – Learning styles – Language: Listening for leverage Experiential learning

What is hard about coaching? What is hard about coaching for you?

Leverage Points for Individuals Leverage Points for Individuals Mental Models Learning Styles Language

Ladder of Inference/Mental Models Observable data and experiences Select Data from observations Add Meanings (cultural and personal) Make Assumptions based on the added meanings Draw Conclusions Adopt Beliefs about the world Take Actions based on beliefs The reflexive loop (Our beliefs affect what data we select next time)

Adult Learning Styles Kinesthetic (Physical activity and movement) Tactual (Body sensations and muscular movement) Auditory (Speaking and listening) Visual (Observation or seeing) Sensory Preferences Perceptual and Organizational Styles Concrete (Relates to real objects) Abstract (Prefers symbols and concepts of the real world) Global (Prefers the big picture, free association for organizing thoughts) Sequential (Approaches work as a logical, step-by-step process) Adapted from: Kaleidoscope profile: A tool to discover an educators learning and working styles. (1997) Nevada city, CA: Performance learning Systems.

Language Word choice – Labels – Education-ese – Framing Agency – Active – Passive – Individual – Plural Emphasis Hyperbole Body language

Who Owns the Work? Two role plays about the same thing – Who asks the questions? – What types of questions does the coach ask in both role plays? Debrief – How do we coach so the coachee owns the work?

Preparation As in the previous activity, explore the mental model, learning style, and language of one of your coachees whose behavior/decision-making puzzles you – Walk yourself and your coachee up the ladder of inference – Try to assess her/his learning style based on the evidence you have – Recall how the person uses language (active/passive tense, labels, etc.)

Activity Fishbowl: Coaching so the coachee owns the work Quick-write Rotating triads with low-inference observer – Play the person you are struggling with Do not make person into a caricature Provide sufficient detail for colleagues to practice Debrief