1. 2015-2016 Rockford SMART School Academy
Session I - Day 1
Time:
Purpose: Defines the session.
FACILITATOR NOTE: Today’s participants are representatives from each SMART Leadership Team; the principal and a data facilitator (optional).
FACILITATOR NOTE: Check that the School District Name, Date of Workshop and Presenter are accurate.
Lecture Notes:
Activity Notes: Use this slide as an opportunity to meet and greet the participants before the session starts. A district contact person will introduce you and share their commitment to the SMART School Improvement Process. Introduce yourself and co-facilitator (if appropriate). In your introduction share why this work in important to you.
FACILITATOR TIP: Play music as audience members enter the room.
Resources Required: Not in Participant Manual.
Audience Reaction: Audience feels welcomed and an environment for learning is beginning to be built.

2. Community
Communities are built through the process of convening conversations where people’s thoughts are valued and they have the opportunity to present choices. The experience created is designed in such a way that relatedness, accountability, and commitment are always available, experienced and demonstrated. As a leader you create the conditions for the engagement. You have all that is required for this to happen in your organization.
~ excerpts from Community
by Peter Block
Time: 60 minutes (1/5 slides)
Resources Required: Participant Manual, Process tab, page 1
Purpose: Introduction to Session I
Lecture Notes: The quote introduces the essence of the SMART School Academy. We believe that it is through communities that this work will build commitment and accountability by those who experience the process. Communities are built on the process of convening a conversation.
Activity Notes: Read through the quote individually. Turn to your neighbor, introduce yourself and share what word(s), phrases or sentence speaks to you and why. (2-3 minutes)
FACILITATOR NOTE: Collect some thoughts from the audience, honoring their voices.

3. Convene a Conversation
What would make this
Academy experience
successful for you?
Why are you here?
Time: 60 minutes (2/5 slides)
Resources Required: Participant Manual, page 2. Books by Margaret J. Wheatley, Leadership and the New Science, A Simpler Way, Turning to One Another: Simple Conversations to Restore Hope to the Future.
Purpose: Convene a Conversation
Lecture Notes: FACILITATOR NOTE: Do not reference page numbers. The audience is to experience first. Reference these page numbers after the Kinesthetic Representation.
Activity Notes:
Invite the audience to stand and form a circle. The purpose of doing this is to convene a conversation, meet participants and honor voices. (1 minute)
After they have formed a circle, share my experience with Meg Wheatley, author and leader in the field of systems thinking. [Please feel comfortable to share your own story of building a community.] (2 minutes)
Carol Pulsfus’ story: At the beginning of a recent workshop that I attended we were asked to stand in a circle; over 90 people were in the room. I couldn’t imagine how this was going to play out. Meg Wheatley asked us to turn to the person next to us and have a conversation; this happened twice. The outcome was the ability to immediately meet more people and build a sense of community; it was successful. We will replicate the process here.
Background Information: Wheatley is known for her research in the chaos theory; she studied the science of nature. Nature aligns with how organizations/peoples lives work today. Her theory states that out of chaos comes order and with order comes chaos; a revolving system. Understanding chaos theory helps us lead change in our own organizations/lives. Her most recent book, Turning to One Another: Simple Conversations to Restore Hope to the Future provides us for us her research about how conversations make change; change in ourselves and in our organizational systems. Her background includes being a science teacher, researcher and PhD in organizational development.
3.Share that when they formed the circle they self-organized (Wheatley uses this term). You start with what is most likely a safe place. Maybe you know the person next to you, proximity or it just is. Identify a person in the circle as a starting point and ask them to turn to the person on their right, then left forming pairs around the circle. Once everyone has turned to one other person, ask them to introduce themselves and answer the question, “Why are you here?” (click) (2 minute)
FACILITATOR NOTE: Honor some of the answers by asking for 4-6 volunteers to share why they choose to come to this workshop? When they share responses ask them to state their name with the answer. [Beginning to build a community] (2 minute)
4. Using the same starting position (person) ask the audience to turn to their other neighbor, introduce themselves and answer “What would make this Academy successful for you ? (click) (2 minute)
FACILITATOR NOTE: Document 4-6 answers on chart paper. When they share responses ask them to state their name with the answer. Document their answers on chart paper. This list will be used at the end of each day for the audience to provide immediate feedback if we are reaching their needs to make these two days successful. (See below how to create the chart). (2 minute)
FACILITATOR NOTE: State how quickly we have learned who is in our community, some names and insights from each other.
FACILITATOR NOTE: While the audience is working in other group activities, find time to create a new chart paper document. It will become one of the assessments for feedback at the end of the two days. We will bring the data collection back to a mid-point in the academy and again at the end. If needed, cluster their ideas for success into 3-5 clear measures. Under each success to be met add a Likert scale of 1-5 (5=Most satisfied). Hang the new document near the doors where they exit. At an appropriate time, share with them the meaning of this document (immediate feedback) and how it will be used at the end of the day (place a dot on the Likert scale of where you are at the end of Day 1 then Day 2.
FACILITATOR NOTE: Very interactive and starts the day with honoring their voices. Fun and full engagement!

4. Characteristics of a Community
Time: 60 minutes (3/5 slides)
Resources Required: Participant Manual, page 2.
Purpose: Convene a conversation
Lecture Notes: FACILITATOR NOTE: Do not reference page numbers. The audience is to experience first. Reference these page numbers after the Kinesthetic Representation.
Activity Notes:
Continuing to work in the circle; ask the participants to self-organize into a new group of 4-6 people. In your new group, introduce yourselves then take 3-4 minutes to determine the characteristics (elements, attributes) of a community.
Collect one characteristic from each group to create a final group list on chart paper. Use the list throughout the rest of the Session I Academy as a way in which we do work around here. Reference their list at the appropriate time in your lectures or when questions arise. Great teaching tool from the audience’s voice. (2 minutes)
FACILITATOR NOTE: The participants are finding out that their voice is important in this workshop.

5. Kinesthetic Representation
Time: 60 minutes (4/5 slides)
Resources Required: Participant Manual, Process tab, page 2;
Purpose: Experience building leadership capacity (anticipatory set to introducing the Framework for Shared Responsibility)
Lecture Notes: FACILITATOR NOTE: Do not reference page numbers. The audience is to experience first. Reference these page numbers after the Kinesthetic Representation.
Activity Notes: Thank Jim Roussin, for this activity. His reference is Symbolic Modeling and Clean Language
1. Participants self organize back into a circle. Ask each person to silently choose two people in the circle who they do not know as reference points in this activity. DO NOT communicate in any way who you have chosen. (2 minutes)
2. When the facilitator says move, you will physically move your body creating three points of an equilateral triangle with yourself and the two other people whom you have chosen. There will be no communication (verbal or body language) between you and others. Recall the goal is for your body and two others to perfectly form an equilateral triangle.
3. After 1-2 minutes of attempting to create the equilateral triangle, stop the audience and ask them the following questions (1-2 minutes):
Were you able to create your equilateral triangle?
How long did it last?
What obstacles were in place?
What implications does this have when thinking about shared responsibility in a collaborative system?
How could we have improved what happened? (NOTE: The participants will mention “communicate.” They will experience being able to communicate next.)
4. After they have reacted to the experience, repeat the kinesthetic representation allowing them to talk/communicate to each other. After 1 minute, stop and ask: What was different and how? What continued to remain the same? (1-2 minutes)
5. Ask the audience, “What do you now know and understand as a result of this experience?” Share as a large group.
FACILITATOR NOTE: Continue to build on the audience comments connecting to concepts, bridges, and providing validation that this work is about convening conversations with a focus, using data as a collaborative group. The activity provides a foundation for introducing the Framework for Shared Responsibility (Focus-Reflection-Collaboration- Leadership Capacity) to be shared in an upcoming activity.
FACILITATOR NOTE: Actions become reality.

6. I’ve seen that there is no more powerful way to initiate significant change than to convene a conversation. When a community of people discovers that they share a concern, change begins. There is no power equal to a community discovering what it cares about.
~ Margaret Wheatley
Turning to One Another: Simple
Conversations to Restore Hope to the Future, page 22
Time: 60 minutes (5/5 slides)
Resources Required: Participant Manual, Overview page 1
Purpose: Convene a conversation
Lecture Notes: Still standing. We will be inviting you into many powerful conversations during this academy. You will have opportunities to discuss what you care about and how at the heart of the process is increased student learning.
Activity Notes: Ask the audience, “What do you now know and understand as a result of convening conversations?” Share as a large group. (2 minutes)

7. Session I Overview
Purpose: Develop a community of learners who understand and commit to their roles as learners, leaders and coaches of the SMART School Improvement Process.
Concept: Focus
Bridges: Day 1 Community
Day 2 Growth
Time: 5 minutes (1/2 slides)
Resources Required: Participant Manual, Cover, Overview page 1 -2
Purpose: Introduce the overview of Day 1 and 2 only
Lecture Notes: (10 minutes)
Participant Manual: Overview pages Cover – Overview page 1-2
Cover: Our Mission
Page 1 and 2: Highlight the purpose of the day, concept and bridges (Click)
Activity Notes:

8. Session I Overview
Essential Question: How do we, as a community of learners, focus on student growth?
Outcomes
Agenda Overview
Time: 5 minutes (2/2 slides)
Resources Required: Participant Manual, Cover, Overview page 1 -2, Purpose: Introduce the overview of Day 1 and 2 only
FACILITATOR NOTE: The full academy resources will be introduced before lunch
Lecture Notes: (10 minutes)
Participant Manual: Overview pages Cover – Overview page 1-2
Essential Question
Outcomes
Agenda Overview
FACILITATOR TIP: Show the 4MAT agenda model. Explain how the workshop was designed to honor different learning styles and to stretch each of us in new learning strategies. Have you experienced any stretching thus far?
Activity Notes: What questions are rolling around in your head at this time?

9. Break Purpose: Indicates a break Lecture Notes:
Activity Notes: Play music or use timer (optional). Sound the reminder, 5 minutes before returning.
Resources Required:
Audience Reaction:

10. The Framework for Shared Responsibility
Time: 1:30 minutes (1/13 slides)
Resources Required: Participant Manual, Process tab, page 3; Building Shared Responsibility for Student Learning (a chapter describes each point); and The Handbook for SMART School Teams, pages 7-14.
Purpose: Introduce The Framework for Shared Responsibility
Lecture Notes:
There are three essential elements of this Framework – FOCUS, REFLECTION and COLLABORATION – all of which combine to build LEADERSHIP CAPACITY. In our work, we refer to that as “shared responsibility”; the DuFour’s refer to it as “professional learning community”. Regardless of what you call it, the intention is the same – to create the conditions, the culture and the expectation that everyone in the system shares responsibility for improving student learning results.
Activity Notes: Tables self organize into pairs.
1. Each pair takes one of the three points of the triangle and answers the question, “What if this is the only part of the triangle we do?” (E.g. What if we only set goals but do not look at data or use teamwork?)
2. Each pair then shares what they talked about with the rest of the table.
3. Debrief with the entire group.
FACILITATOR SUMMARY: How does a stable framework (structure) support change?
FACILITATOR TIP: Document the “Framework for Shared Responsibility” in the SMART Tool mind map.

11. Collaborative Reading
Divide your table team into three pairs and assign one of the following sections from The Power of SMART Goals to each pair.
Framework for Shared Responsibility (pages )
Define SMART (pages 13-17)
Five Key Questions (pages 35-38)
Share the main points from each section with others at your table.
Time: 1:30 minutes (2/13 slides)
Resources Required: Participant Manual, Process tab, pages 4-5
Purpose: Focus on foundational concepts of the SMART School Improvement Process
Lecture Notes:
Activity Notes: Debrief the three reading sections. Use the next three slides to help.
Facilitator Tip: FYI The Framework in the book is referred to as the QLD Framework. SMART Learning Systems used to be named QLD Learning.

12. The Framework for Shared Responsibility
SMART Goals
Time: 1:30 (3/13)
Resources Required: None
Purpose: Affirm what was learned in reading.
Activity: Use this slide to have the people who read this part of the book share what they learned.
Data
Teamwork

13. S M A R T Time: 1:30 (4/13) Resources Required: None
Purpose: Affirm what was learned in reading.
Activity: Use this slide to have the people who read this part of the book share what they learned.

14. Five Key Questions It is good to have an end to journey toward;
but it is the journey that matters in the end.
Ursula K. LeGuin 1999
5. Where should we focus next?
4. What are we learning?
3. How will we get to where we want to be?
Time: 1:30 minutes (5/13 slides)
Resources Required: None
Purpose: Affirm what was learned in reading
Activity: Use this slide to have the people who read this part of the book share what they learned
2. Where do we want to be?
1. Where are we now?

15. The Framework for Shared Responsibility
SMART Goals
Time: 1:30 (6/10)
Resources Required: None
Purpose: Deepen the participants’ understanding of the Framework and link it to the Self-Assessment Activity
Lecture: Our next activity is designed to give you a chance to assess your school’s readiness and current use of the Framework. The self-assessment is built on the elements of the triangle including the development of leadership capacity as an outcome of engaging in FOCUS, REFLECTION and COLLABORATION.
Data
Teamwork

16. Our School Self-Assessment
Time: 1:30 minutes (7/10 slides)
Resources Required: Participant Manual, Process tab, pages 6-9
Purpose: Collect perceptual data on current level of shared responsibility in your school.
Lecture Notes:
Activity Notes: See Participant Manual notes pages PowerPoint represents an end result of all team’s analysis. Have teams share their end product and key take-aways from their analysis of the data.
Suggest that this can be used as a pre-assessment of their school. They may want to re-assess at the end of the year after they have implemented the SMART School Improvement process to determine if they had improved. They can also use this to make plans to improve their readiness. For example, identify the lowest area or areas and create a plan for moving the data up.
Focus
Reflection
Collaboration
Leadership Capacity

17. The Data – Logic Chain
Logic
Data
Logic
Data
Logic
Data
Logic
Time: 1:30 minutes (8 /13 slides)
Resources Required: Participant Manual, Process tab, page 10
Purpose: Introduce the School SMART Improvement Process (High Level)
Lecture Notes: Using page of the Handbook for SMART School Teams introduce Data – Logic Chain. We use our logic to collect what we already know, then reference to data to confirm our logic.
Introduce them to the SMART School Improvement Process laminated handout in their pocket folder. Reinforce the 5 key questions for school improvement.
Activity Notes:
Move back in to the participant manual, follow the instructions (10 minutes)
LEARNING and ACTION are embedded in the process.
Data
Logic

18. SMART School Improvement Process
Step #5
Analyze and refocus
Begin again!
Step #4
Develop action plans
Between Steps
Implement plans
Step #3
Select strategies
Between Steps
Explore professional learning options
Step #2
Create school
SMART goal
Between Steps
Investigate effective practices
Time: 1:30 minutes (9/13 slides)
Resources Required: Participant Manual, Process tab, page 10
Purpose:
Lecture Notes:
Introduce them to the SMART School Improvement Process laminated handout in their pocket folder.
Activity Notes:
Move back in to the participant manual, follow the instructions (10 minutes)
Step #1
Isolate need
Between Steps
Gather and analyze data

19. It is good to have an end to journey toward;
but it is the journey that matters in the end.
~ Ursula K. LeGuin, 1999
Time: 1:30 minutes (10/13 slides)
Resources Required: Not in participant manual
Purpose: Transition to how Five Key Questions map onto the SMART Process
Lecture Notes:
Activity Notes:

20. Five Key Questions Where are we now? Where do we want to be?
How will we get to where we want to be?
What are we learning?
Where should we focus next?
Time: 1:30 minutes (11/13 slides)
Resources Required: Not in materials
Purpose: Reinforce the 5 key questions for school improvement and how they connect to the Process
Lecture Notes:
Activity Notes:

21. Where should we focus next? How will we get to where we want to be?
SMART School Improvement Process
Where should we focus next?
What are we learning?
Step #5
Analyze and refocus
Begin again!
Step #4
Develop action plans
Between Steps
Implement plans
Step #3
Select strategies
Between Steps
Explore professional learning options
Where do
we want
to be?
How will we get to where we want to be?
Step #2
Create school
SMART goal
Between Steps
Investigate effective practices
Time: 1:30 minutes (12/13 slides)
Resources Required: Not in materials
Purpose: Refresh the SMART School Improvement Process
Lecture Notes: Each step is built upon a series of action that bring about an end result. As you move through the process each step brings about some type of result aligned to the School SMART Goal. What has been added (last click) are the questions which wrap around the Framework for Shared Responsibility. Each question is answered as you move throughout the process. These are questions you want to answer as you move through the SMART School Improvement Process. Activity Notes:
Step #1
Isolate need
Between Steps
Gather and analyze data
Where are we now?

22. School Improvement Planning Cycle
Time: 1:30 minutes (13/13 slides)
Resources Required: Participant Manual, Process tab, page 11
Purpose:
Lecture Notes: If you haven’t already seen this image (or one very similar to it), you will begin to see it everywhere. It is a graphic that captures the school improvement cycle, timeline and steps that you will be leading over the long term. It is closely aligned with IL’s Rising Star process so, many of you are already doing pieces of this cycle but it is not consistent throughout the SYSTEM. The result from a system perspective feels like random acts of improvement.
Activity Notes: Question on page 11

23. LUNCH
Lunch: 1 Hour

24. SMART School Improvement Process
Step #5
Analyze and refocus
Begin again!
Step #4
Develop action plans
Between Steps
Implement plans
Step #3
Select strategies
Between Steps
Explore professional learning options
Step #2
Create school
SMART goal
Between Steps
Investigate effective practices
Time: 60 minutes (1/4 slides)
Resources Required: Participant Manual, Process tab, pages 12-13
Purpose: Learn about a Step or a Between Step in the School SMART Improvement Process
Lecture Notes: (2 minutes)
Introduce the first step in the Process – Step 1 Isolate (1 click).
Activity Notes: (5 minutes)
Read the Planning Guide – Step #1 Isolate Need. Gathering thoughts to answer the questions on next page.
As a team, discuss the questions recording your answers.
Debrief the questions with the whole group. (3 minutes)
FACILITATOR NOTE: Take time to discuss answers and questions they may have about Step #1.
Step #1
Isolate need
Between Steps
Gather and analyze data

25. Data Trust Rules Create dialogue and understanding.
Promote shared learning.
Be open—acknowledge and respect various interpretations.
Search for meaning even when the conclusions are not readily apparent.
Handle with care…this is not for “gotcha.”
Be patient with those who may find this difficult or threatening.
Make the best of the data you have.
Time: 60 minutes (2/4 slides)
Resources Required: Participant Manual, page 14
Purpose: Determine guidelines for discussing of school data
Lecture Notes: This activity is an important step to take before starting Step 1 with a team.
Activity Notes:
Follow the instructions in the participant manual. (30 minutes)
Instructions:
1. Select roles – facilitator, timekeeper, and scribe. (1 minute)
2. Each team member individually answers the “Cotter” question: What can you do to assure that the use of data in your school will be a disaster? (2 minutes)
3. The scribe creates and labels a T-Chart on chart paper. (1 minute)
4. Share individual responses to the “Cotter” question and record them on the left side of the chart. (5 minutes)
5. For each listed item, generate a reasonable data trust rule to avoid the disaster. (5 minutes)
6. Highlight your choice of 3-5 data trust rules which could become standard at all data meetings. Document your trust rules below.

26. Practice Step #1 Isolate Need Purpose: Isolate perceptions
of student learning needs
Time: 60 minutes (3/4 slides)
Resources Required: Participant Manual, Process tab, page 15
Purpose: Isolate perceptions of student learning needs
Lecture Notes: Introduce the Affinity process (10 minutes)
Activity Notes: Follow the instructions in the participant manual.
(30 minutes)
Instructions:
1. Select roles - facilitator, timekeeper, and scribe. (1 minute)
2. Review your Data Trust Rules. (1 minute)
3. Individually brainstorm answers to the presenting question, use one sticky note per idea. (3 minutes)
Presenting Question: Which academic areas, standards or skills have our students struggled with most over the past several years?
4. As a team, silently group sticky notes together on the chart paper provided. Name the categories. (10 minutes)
5. Individual’s multivote using sticky dots to prioritize the categories of student learning needs. (5 minutes)
6. Document the priority affinity categories. Discuss what we need to know and how we will find out. (10 minutes) Go to chart and document results: Affinity Categories, We Need to Know, How We Will Find Out
Pages 113
and

27. Action Planning for Step #1
Key elements to consider:
Review school mission, vision and values
Establish/review data trust rules
Gather and analyze individual perceptions
Create a data plan
Time: 60 minutes (4/4 slides)
Resources Required: Participant Manual, Process tab, pages 12-15
Purpose: Summary of Step #1 Isolate Need
Lecture Notes: (5 minutes)
Review the notes on the slide. Ask for any clarifications from their experience.
FACILITATOR NOTE: It is encouraged that the participants take the process back to their staff.
Activity Notes:

28. Time for a Break!
Time: 15 minutes

29. Your Three Hats
Learners of the Content – SMART School Improvement Process and coaching competencies
Coaches of the Process – Team application of the SMART School Improvement Process
Leaders of the Implementation – Building capacity for school-based improvement
Time: 2 minutes
Resources Required: None
Purpose: Give context to the three roles and introduce coaching as our next section.
Lecture Notes:
Activity Notes:

30. What is My Coaching Style?
I find it easy to…
0 Tackle issues as they arise
5 Carefully plan each step
1 Tackle issues as they arise
4 Carefully plan each step
2 Tackle issues as they arise
3 Carefully plan each step
Time: 1:15 minutes (1/5 slides)
Resources Required: What’s My Coaching Style?” Profile
Purpose: Introduce the “What’s My Coaching Style?” profile.
Lecture Notes:
Activity Notes: 25 minutes
Distribute “What’s My Coaching Style?” profile asking each to place their name on it. Take the response form out of the profile and place your name on this as well. (2 minutes)
FACILITATOR TIP: Prevents loss of profiles.
2) Share the following prior to taking the profile: (1 minute)
No right or wrong answers
Provides insight about your behaviors as a coach
Outcomes becomes a better understanding of myself, my team, and those I coach.
3) Answer the Sentence Stems: Demonstrate how each person will score. The questions are specific to behaviors of a coach. Each questions starts with a sentence stem (Click). Then, two responses are given (Click). Your task is to give each response a score that will equal 5. In this case the responder heavily scored in one response due to their preference of the two stems. The next example (click) which also equals 5 shows another heavily rated response. The third example (click) shows a more balanced score equaling 5. All of the scores are correct, it depends on the person who is answering each sentence stem. What is important is the total score for each question must equal 5. (3 minutes)
4) Take Inventory: Provide 5-7 minutes to complete the response sheet.
5) Score the Response Sheet: Carefully pull the response sheet open. Add all the triangle shapes and write the score in the triangle. Continue with all shapes (5 minutes for scoring). Transfer the scores onto page 5. (2 minutes)
FACILITATOR NOTE: If some finish early, I guide them to page 3-4 to start reading about style

31. Four Coaching Styles Direct: Coaches by taking charge.
Spirited: Coaches by inspiring.
Considerate: Coaches by facilitating.
Systematic: Coaches by planning carefully.
Time: 25 minutes (2/5 slides)
Resources Required: What’s My Coaching Style?” Profile
Purpose: Mini-lecture #1 of 2 about coaching style
Lecture Notes: (5 minutes)
After the inventory is complete highlight through a mini lecture the following from page 3-4 (3 minutes)
Style is defined as a way a person behaves when he or she is able to do thing their own way.
Provides you with an awareness of your own patterns of behaviors aligned to a coaching role
Measures your assertiveness and expressive behaviors (Reference page 5)
FACILITATOR NOTE: We will return to page 5 with a lecture after the next activity.
Activity Notes:

32. Highlight All Coaching Styles
1. A symbol of your style (image)
2. Strengths in coaching other styles
3. Challenges in coaching other styles
4. Song to represent your style
Time: Time: 25 minutes (3/5 slides)
Resources Required: Participant Manual, Coaching tab, page 2
Purpose: Find meaning in each coaching style
Lecture Notes:
Activity Notes:  (30 minutes)
Form groups of 4 with “like” coaching styles.  (2 minutes)
FACILITATOR NOTE: You may find you have multiple groups for each style.
1) Individually, review the characteristics, strength and weaknesses of your “like” style. Page 7 “What’s My Coaching Style? profile. (2 minutes)
2) Document 2-3 descriptors which speak to you.  (1 minute)
3) Share your key descriptors with your team. (5 minutes)
4) Using the information discussed, create a poster describing your coaching style to include: (10 minutes)
A symbol of your style (image)
Strengths in coaching other styles
Challenges in coaching other styles
Song to represent your style
Post and share with large group. (15 minutes)
FACILITATOR NOTE: Think through how the facilitation from all groups will be expedited.

33. Source: HRDQ Time: 5 minutes (4/5 slides)
Resources Required: Participant Manual, Coaching tab, page ???
Purpose: Mifi-lecture #2 or 2 about coaching style
Lecture Notes: 5 minutes
From what you just heard in like groups, let’s look at the research:
Vertical line represents your behavior of ASSERTIVENESS (High or Low)
Horizontal line represents your behavior of EXPRESSIVENESS (High or Low
Move the audience around the model:
High ASSERTIVENESS to High EXPRESSIVENESS = Spirited Coaching Style
High EXPRESSIVENESS to Low ASSERTIVENESS = Considerate Coaching Style
Low ASSERTIVENESS to Low EXPRESSIVENESS = Systematic Coaching Style
Low EXPRESSIVENESS to High ASSERTIVENESS = Direct Coaching Style
Activity Notes:
Draw this on chart paper – have people write their dominant and secondary styles on chart.
Source: HRDQ

34. Interpreting Your Team Results
DIRECT
SPIRITED
SYSTEMATIC
CONSIDERATE
Time: 10 minutes (5/5 slides)
Resources Required: Participant Manual, Coaching tab, page 3
Purpose: Build a deeper sense of who we are as coaches
Lecture Notes:
Activity Notes:
Ask the participants to move back to their team’s table. Select a facilitator and timekeeper. (1-2 minutes)
2) Provide a mini lecture (reinforce what may have been on the posters) about what each quadrants represents: (5 minutes)
High or low assertiveness with high or low expression
Behaviors for high assertiveness TELLS, low assertiveness ASKS
Behaviors for high expression SHOWS EMOTION, low expression SHOWS LITTLE OR NO EMOTION
Show how it becomes a cycle by Spirited coaches by INSPIRING, Considerate coaches by FACILITATING, Systematic coaches by PLANNING CAREFULLY, Direct coaches by TAKES CHARGE. How can we as coaches balance all of this during our coaching sessions. You know your comfort zone, now where can you stretch yourself?
3) Use the profile, “What’s My Coaching Style?” page 5 to transfer scores as well as discuss (8 minutes)
How does the scores match, complement or conflict as a team?
How will knowing your team’s Coaching Style allow you to become a high-performing SMART Leadership Team?
FACILITATOR NOTE: Summarize the activity by asking for responses from the second bullet. Document on chart paper as a reference while training

35. Evening Learning Opportunity
Read…
The X Factor is ‘Why’
Time: 5 minutes (1/2 slides)
Resources Required: Appreciations are from research of Jean Gibes in her book “Tribes A New Way of Learning Together”.
Purpose: Closure
Lecture Notes:
Activity Notes:
1. Read quotes in the participant manual silently, round robin, or whole group and identify the one that speaks to you and why. Pair/Share.
2. Ask the audience to complete the feedback form. If possible, ask for the tables to take on the roles of:
- Delivering the feedback forms to the front;
- Clearing the tables;
- Arranging the table tops for tomorrow;
- Making sure the chairs are arranged for tomorrow.
3. Also have each person sign out by placing a “dot” on their criteria for success (documented earlier in the day).
4. After all are back at their tables, end with an appreciation: Today I learned that…

36. Appreciations and Feedback
Share appreciations from the day.
Individually complete your feedback form and leave at the center of your table.
Tidy your table.
Thank you for your time and energy today!
Time: 5 minutes (2/2 slides)
Purpose: Closure
Lecture Notes:
Activity Notes:
1. Read quotes in the participant manual silently, round robin, or whole group and identify the one that speaks to you and why. Pair/Share.
2. Ask the audience to complete the feedback form. If possible, ask for the tables to take on the roles of:
- Delivering the feedback forms to the front;
- Clearing the tables;
- Arranging the table tops for tomorrow;
- Making sure the chairs are arranged for tomorrow.
3. Also have each person sign out by placing a “dot” on their criteria for success (documented earlier in the day).
4. After all are back at their tables, end with an appreciation: Today I learned that…
FACILITATOR TIP: Have participants tear feedback form out of participant manual and turn in. Summarize the feedback comments and insert them into tomorrow’s PowerPoint.
Audience Reaction:

37. Building capacity for student-focused, goal directed learning
Thank you
SMART People!
smartlearningsystems.com
Time: (1/1 slide)
Resources Required: Not in Participant Manual
Purpose: Adjourn
Lecture Notes:
Activity Notes:
Building capacity for student-focused, goal directed learning