1. Welcome! Leadership Academy November 5, 2008 Dr. Joe Hauge
Jeanne Cowan
Janet Hensley
Please fill out contact / conversation starters.

2. Leadership Academy Agenda
10:00-11:30 Welcome / Overview of SDI+ and Leadership Academy
Dr. Joe Hauge, Jeanne Cowan, Janet Hensley
Overview of Cognitive Coaching Model (Marilyn Hofer)
11:30 –12:15 Lunch (served on-site in the Sheridan Room)
12:15- 1:45 Introduction to Balanced Leadership model
1:45 – 2:00 Break (cookies in the Sheridan Room)
2:00 – 3:00 Planning for Effective School Leadership
3:00-3:15 Closure and Evaluation
3:15 – 4:00 Meet with Mentors/General Information

3. Outcomes Update on SDI+ and Leadership Academy
Understand the purpose and process for utilizing mentors to strengthen leadership skills
Build background of ‘Cognitive Coaching Model’
Overview of ‘Balanced Leadership Model’
Begin forming mentor-principal relationships

4. Norms Take care of your own needs
Limit side conversations in large group
Raised hands = rejoin the large group
Mute cell phones
Respect others’ opinions and viewpoints
Others?

5. Mileage forms . . .
* PROJECT: ________PIRLL________________________ PLEASE FILL OUT COMPLETELY
* DATE OF EVENT: __Nov 4th 2008_to May ___ Revised 10/10/08
* COORDINATOR: _Janet Hensley and Jeanne Cowan__
TIE / BHSSC Travel Reimbursement Voucher
1925 Plaza Blvd.
Rapid City, SD
Name (Please Print): Social Security #:
Address:
City, State, Zip:
Phone: *Destination:
*Reason for Travel / Event:
Departure Date: Time: AM PM
Return Arrival Date: Time: AM PM
Transportation - Mileage (round trip): Miles Personal Vehicle School Vehicle
(NOTE: As of July 1, 2006, mileage will only be reimbursed if you travel out of the district where you work.)
List Passengers
Commercial Airlines – Cost of airfare (attach receipt): $
Lodging:
(Attach Original receipts for parking, taxi, etc. as appropriate.)
Signature of Claimant: Date:

6. Update on SDI+ Recruitment and Retention
Joe—Do we want the handout that goes with this—or just refer them to the wiki?

7. Update on SDI+ Individual Leadership Roles & Responsibilities
Handouts—what one has to do to earn this award; quarterly reporting tool

8. Update on SDI+ Individual Effective Performance
Take One—FT will support you at the level you need/want

9. Update on SDI+ School-based Performance
Growth model information and timeline

10. Cognitive Coaching preview
Presented by Marilyn Hofer

11. Outcomes Understanding of the essence of Cognitive CoachingSM
Experience the power of a structured professional conversation.

12. A coaching metaphor
Coach – a means of conveyance. To convey a valued person from where he/she is to where he/she wants to be.
So a coach provides the support to convey a the coachee to where he wants to be.
For Next slide:
There are some things you need to consider about coaching, some beliefs the authors hold to better help you understand coaching. One of these beliefs is:

13. Coaching paradigm Desired State Precise plan
Deep reflections for learning
Resourceful (high states of mind
Existing State
Vague Plan
Superficial
Reflection
Problem – stuck
(low S.O.M.)
Paradigm – model which contains a set or theme – the theme is shifting from an existing state to a desired state.
Review:
The Planning Conversation helps “shift” a vague plan to a precise plan.
The Reflecting Conversation helps “shift” from superficial reflection to deeper reflection on action
The Problem-resolving conversation helps “shift” from a problem, from being stuck or having a low SOM to resourcefulness or high SOM
Turn to your partner and discuss the metaphor and paradigm.

14. The Mission of Cognitive CoachingSM
The mission of Cognitive CoachingSM is to produce self-directed persons with the cognitive capacity for high performance both independently and as members of a community.
Let’s silently read the mission.
Turn to your partner and have a quick discussion about some of the key words.
One of the key words is self-directed.
We define self-directedness as being self-managing, self-monitoring and self-modifying.
And why is this important: page 17 Text Carol Sanford research:
Her research indicated that the more a person received external feedback, the less accurate they became in self-assessing.
Meaning that the process of coaching an individual to discovery on their own is more powerful that an evaluative process – telling a person what they need to improve.
This element is unique and distinctive to Cognitive Coaching-
The mission is to produce cognitive capacity for self-directedness. The ability for people to think for themselves.
What we’re suggesting here is that self-directedness is a quality or dimension of our character that we find admirable.
People who are self-directed are self-motivating, set their own goals and pursue them
self -monitoring, pay attention to how they are doing,
self-analyzing-figure out how things are going, they are self-correcting when things aren’t going well they change them.
All of those attributes we find admirable in a quality citizen a quality person so when you think of that as a goal of why we coach people to develop their capacity to be self-directed, wouldn’t we like to be like that, isn’t that what we’re working toward, for parents, students to be self-directed.
What questions might you be having?

15. Mission of Cognitive CoachingSM
Here is another way to look at it, a metaphor
The key words are self directed and capacity high performance independently and member
The person sets goals for himself, knows how to get there, monitors, self correcting.
Capacity means having the ability to be self directed, have the skills to get there.

16. Roam and buzz
1. Individually, write down one thing that happens nonverbally between two people when relating well.
2. Move around the room quickly listening, not writing collecting orally as many ideas as you can.
3. At the signal, return to your chair and write down as many as you can remember.

17. Rapport
Mirroring/matching is the technology whereby we offer back another’s non- verbal behavior.
When we mirror people, through matching their behavior, we are offering them not only invisible and subconscious images of themselves, but images that are delivered without our meanings attached to them.
Let’s look a little further at the definition and look at how we do this. It will help us to understand it. Mirroring or matching is the technology whereby we offer back another’s nonverbal behavior. So you can see when I was talking about, posture, gesture, tonality, language, and breathing, other than language they’re nonverbal.
establishing a comfort between the two because
it’s so nonjudgmental,
it basically communicates to the other person I’m with you at this moment, I’m in your shoes at this moment

18. Mirroring taken to an extreme is mimicking which is highly irritating and ineffective.
However, there’s a caution:. Taken to an extreme, it’s mimicking and that is highly irritating or ineffective, it’s not like we’re going to mimic somebody else and think this is facilitating good communication.

19. Model conversation – Data collection
Pairs
A - pay attention to the verbal and non-verbal behaviors of the coach.
B - pay attention to the verbal and non-verbal behaviors of the speaker
A and B record your observations during the conversation
Share with your partner
MODEL (10 minutes) (Find a volunteer)
Planning Conversation
We have found that one of the most effective ways to help people understand what Cognitive Coaching SM is, is to conduct a model for them to see and hear a coaching conversation.
1. You are going to need a partner. Partner with the person next to you. If you need to move, please do so. If you don’t have a partner, form a trio.
2. I am going to demonstrate a planning conversation and I invite you to collect some data.
Pairs: A pay attention to verbal and non-verbal behaviors of the coach
B pay attention to the verbal and non-verbal behavior of speaker.
3. Watch the demo and think about what it contributes to your understanding of CC.
4. While you are observing, Write your observations down and we will share.   
I have invited ______ to be the coachee, so
We are grateful to Sandy. Let’s say thanks to Sandy – clap.
Model—conversation
 Time out and thank _____. Clap
A & B share notes
Discuss what you saw and think about this question: What is cognitive coaching?
After all observations have been shared, write heading: Cognitive Coaching is . . .
Here is something you noticed: She talked about her goals and know how she might achieve the goals. I don’t want her to come up with my ideas. – that’s consulting.
Because coaching isn’t about the coach – it’s about providing support and here’s a metaphor to explain that concept.

20. Role play scenario #1 ROLE PLAY SCENARIO # 2
A colleague says to you, “I’ve done everything I know to do and this teacher is still having difficulty with classroom management.”

21. Role play scenario #2
A colleague sees you at a meeting and loudly complains about the overload of forms and paperwork that is piling up.

22. Role play scenario #3
A parent comes to the principal and says, “I’ve had it with that teacher! I want my child taken out of her class TODAY!”

23. Foundations of Support
Support Functions

24. Outcomes Understanding of the essence of Cognitive CoachingSM
Experience the power of a structured professional conversation.

25. Lunch

26. Welcome back! Refocusing activity:
Consider what you do as a leader to influence student achievement.
Make a list of practices that you use to influence student learning.

27. Your Professional Development
We want you to know that we have attempted to use key elements of high-quality professional development today.
Application to YOUR practice
Collaboration
Dialogue
Differentiation
Guided application
Networking
Reflection

28. Balanced Leadership Academy
Designed and presented by MCREL
Sponsored by the South Dakota Department of Education and School Administrators of South Dakota
Second cohort beginning in June 2009

29. Balanced Leadership: A Brief Overview
Marzano’s School Leadership that Works.

30. Changing Environments
Higher expectations
Greater accountability
Rapid increases in information
Public scrutiny
Work overload

31. New Expectations Leading increasingly complex change
Relentless focus on improving student achievement
Sharing leadership

32. Balanced Leadership Framework
Provides a simple model that helps us define, understand and emphasize a set of leadership responsibilities that are associated with higher levels of student achievement. Helps to integrate and apply research findings to support YOUR practice.

33. Balanced Leadership Framework
Four components:
Leadership
Focus of Change
Magnitude of Change
Purposeful Community

34. Three Findings from Meta-Analysis
There is a relationship between leadership and student achievement; leadership matters.
There are 21 leadership responsibilities, each with a statistically significant and positive relationship to student achievement.
Leaders perceived as strong do not always have a positive impact on achievement (focus or magnitude of implementation).

35. Finding #1: Leadership Matters
There is a relationship between leadership and student achievement.
What principals do has an effect on student achievement.
Increases in leadership behavior are associated with increases in student achievement.
The average correlation between principal leadership (independent variable) and student achievement (dependent variable) is In other words, increasing leadership effectiveness one standard deviation is associated with a 10 percentile point gain in student achievement. Therefore, taking an already talented school leader and providing meaningful staff development, over time, we would expect to see improved student achievement.

36. Finding #2: Responsibilities & Practices
21 leadership responsibilities
66 leadership practices
All correlated to student achievement
Each correlation is statistically significant
We would like to make it clear that these 21 responsibilities are not new. These responsibilities can be identified throughout the literature on principal leadership. Leadership theorists and researchers have cautioned that the generalities implied throughout the literature do not inform us to a great extent in a practical and applicable sense. Simply, leadership behaviors are crucial to highly responsive organization and their objective to improve student achievement. Our examination of principal leadership identified 21 categories of behaviors that we refer to as “Responsibilities”. Additionally, we have identified associated practices for each of these responsibilities that help clarify specific actions that exemplify each responsibility.

37. 21 Leadership Responsibilities
Affirmation
Involvement with CIA
Change Agent
Knowledge of CIA
Communication
Monitor/Evaluate
Contingent Rewards
Optimize
Culture
Order
Discipline
Outreach
Flexibility
Relationships
Focus
Resources
Ideals/Beliefs
Situational Awareness
Input
Visibility
Intellectual Stimulation

38. Leadership Card Sort Each group will need three colors of cards.
In your small group:
Consider each leadership responsibility card. (blue)
Match each leadership responsibility with its corresponding description (salmon).
Match the paired description and responsibility cards with the corresponding practices card. (yellow)

39. Think – Pair – Share Check your answers with the handout.
What surprises you about the leadership responsibilities and practices?
What questions do the responsibilities and practices raise for you?
Share your thoughts with a partner.

40. Finding #3: Differential impact of leadership
Leaders perceived as strong do not always have a positive effect on student achievement.
McREL’s interpretation:
Focus of the change—Are we focused on the right work?
Magnitude of the change—Is it first- or second-order change?

41. Richard Elmore:
“The problem in low- performing schools is not getting people to work, it is getting them to do the right work.”

42. Examples of ineffective focus
Focus on improving practices that are already well-developed and implemented.
Focus on practices that are marginally implemented.
Focus on practices that lack evidence for improving student achievement.

43. Order of Change
Order of change is the magnitude and implications of changes for the people expected to implement them or those who will be impacted by them.
(Waters, Marzano, & McNulty, 2003).

45. Second-order Change

46. Second-order Change

47. Guidance for intentional focus on specific Balanced Leadership Responsibilities
Responsibilities associated with purposeful community
Responsibilities associated with managing change.
Responsibilities associated with choosing the right focus.

48. Break

49. Balanced Leadership Chapter 7 – A Plan for Effective School Leadership

50. Leave at the end of the year
Marzano’s Research
Students come in at 50%
Leave at the end of the year
Average School
Average Teacher
50%
Highly Ineffective School
Highly Ineffective Teacher 3%
Highly Effective School
Ineffective Teacher
37%
Ineffective School
Highly Effective Teacher
63%
96%
78%

51. A Plan for Effective School Leadership
Old Proverb. . .
“A vision without a plan is just a dream.
A plan without a vision is just drudgery.
But a vision with a plan can change the world.”
As leaders, we need to identify the right work and then lead the conditions that impact that work.
Chapter 7 School Leadership that Works by Marzano

52. Marzano - 5 steps for this plan.
1. Develop a strong school leadership team.
Solution to the amount of work is to shift leadership schools to a team of individuals.
4 major concepts –
1st concept-Collective Efficacy – the shared belief that “we can make a difference.”
A better predictor of student
success than socioeconomic status

53. 2. Development and use of all available assets
Financial resources
Shared vision
Physical resources
The leader needs to articulate his/her ideals and beliefs and invite teachers to share theirs so as to identify commonalities.

54. 3. Accomplishment of goals that matter to ALL community members
It is up to the building principal to keep the common goals articulated in all discussions for all staff members.
Not just words but actions!
These include:
Visibility – frequent contact with teachers & students
The principal’s strong presence communicates that administration and staff are working as a team.

55. 3. Accomplishment of goals that matter to ALL community members (cont
Situational Awareness – the principal’s awareness of details and undercurrents in the school.
Forecast and head off potential problems. Invite staff to discuss issues openly.
Relationships – the principal establishes a purposeful community – the principal must be aware of personal aspects related to the staff.
Communication – open, honest
Culture – bi-monthly or monthly meetings where teachers discuss instruction issues. – working at consistencies.

56. 4. Agreed-upon process Input is important
Open-door policy that gives every faculty member access
Schedule individual meetings with each staff member
9 of the 21 responsibilities are necessary for the principal in establishing a purposeful community.
Optimizer (principal is champion) Situational Awareness
Affirmation (Principal leads celebrations) Relationship
Ideals/Beliefs Communication
Visibility Culture
Input

57. 2. Distribute responsibilities
Principal needs to stay involved!
Different members of the leadership team can share the responsibility of research, techniques and strategies for different academic areas.

58. 3. Select the ‘right’ work
This is so important. P
4. Prioritize – identify the order of the selected work.
Need to prioritize and focus.

59. Are We Doing the Right Thing?
qso

60. 5. Match management style to the change initiative
Examples would be:
Optimizer (champion) that the whole staff is operating as a cohesive group.
The leadership team can support this by identifying strengths of the staff.
Can devote portions of all staff meetings acknowledging accomplishments.

61. Reflection (chapter 7)

62. Balanced Leadership Profile
The Balanced Leadership Profile is an online feedback tool based on the leadership practices identified in School Leadership that Works
Survey responses give principals, including assistant and aspiring principals, valuable information about leadership related to a specific change initiative.
FREE
Directions provided in handout.

63. Leadership Action Plan
Using the Balanced Leadership Profile, identify 2 or 3 leadership responsibilities positively correlated with leading second order change.
Use this information to formulate leadership goals.
Goals must be:
Specific
Measurable
Attainable
Results oriented
Timely
Identify specific strategies to meet this goal.
SBR – Tammy will provide more information later this afternoon.

64. Leadership Action Plan
Principal’s Name __________________ Mentor’s Name ________________ Date _____________
School ____________________________________
Goal
(based on Leadership Responsibilities)
Strategies and Actions
Person(s) Responsible
Timeline
Evidence of Effectiveness

65. Professional Learning Communities
Enjoy “Passion and Persistence”.

66. http://www. solution- tree. com/Public/Search. aspx
tree.com/Public/Search.aspx?ListProducts=true& Criteria1=plc&ProductType=DVDs

67. Closing and Feedback Discuss initial date to meet.
Individually complete both sides of the feedback/evaluation form.
With your mentor, dialogue about your responses.
Leave these forms on your table, please!

68. Thanks for Coming! Leadership Thanks for all you do!
Have a super year!
See you at the Summer Institute on May 26-27!
All materials available at SDI+ wiki
Leadership

69. Mentors Mileage Time cards Contracts Contact logs – will mail to you
LODGING Dec. 4 & 5th – Sign up.