Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Learning-Focused Interactions: Effective Listening CCLM: 2011–2012

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Session 2 3 Stances 1.Consult 2.Collaborate 3.Coach Why Coach? Listening

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School YearGoals To deepen understanding of the three stances; Consult, Collaborate, Coach To clarify knowledge on effective listening skills.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Communication Style FRIEND → Share stories, secure relationship EXPERT→ Give information, tell opinion BOSS → Set expectation, impart advice PARENT→ Protect & shield, offer guidance

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Learning-Focused Interactions Operate along a continuum of interaction to support learning for their colleagues. Consult: Shares information Collaborate: Shared analyses, problem solving, reflection, decision-making Coach: Supports a colleagues thinking, problem solving and goal clarification.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Coaching is Not Therapy  Coaching is concerned with goal accomplishment; therapy is concerned with psychological function.  Coaching is focused upon creating the future; therapy is focused on understanding the past.  Coaching occurs within the boundaries of normal professional issues.

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Listening Blocks (p )  Personal Referencing  Personal Curiosity  Personal Certainty

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Getting to Know You… Practicing a structured conversation…  Start with the first interview question.  After asking a question, pause to offer your partner time to think about a response.  Occasionally, after every two or three responses, summarize the latest response with a paraphrase that begins, So ….. or probe for clarification by saying, “Tell me more about …..”

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Full Listening Conversation #1 1)What do you like best about being in this class? 2)What are you hoping to accomplish in your work situation this year? 1)What approaches are you planning to use to accomplish this work? 1)Thinking about the teachers you’ve had in the past, what teachers have had a strong influence in your life? Why?

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year  Plus: What went well during this “full listening” session?  Minus: What were some of the barriers to “full listening” that you experienced?  Interesting: What were some things that you noticed (either pluses or minuses) during this “full listening” experience? “Full Listening”

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Importance of Active Listening  Gain clarity about an issue  Understand needs of the partner  Gather data for feedback to the partner  Allow the partner to refine his/her thinking by speaking to an active listener  See patterns of behavior  Lay a path for solutions

Common Core Leadership in Mathematics Project, University of Wisconsin-Milwaukee, School Year Active Listening Skills  Establish verbal and non verbal rapport  Reflect back information and feelings  Be fully present  Monitor your own listening for internal distractions (daydreaming, mental tangents, rebuttals) or external distractions (interruptions, time pressures, multitasking) *Adapted from Coaching Leaders to Attain Student Success Santa Cruz New Teacher Project