1. ITQ Math Coaching Math Day 4

2. Coaching  Name the five states of mind.  Four support Functions  Mediators toolkit (paralanguage  Paralanguage  Response behaviors ( wait time, cues, ……  Mediative Questioning

3. Five States of Mind  HOLONOMY  Consciousness  Caftmanship  Efficacy  Flexibilty  Interdependent

4. Four support functions  Coaching  Collaborating  Consulting  Evaluating

5. The Mediator’s Toolkit  Paralanguage  Response Behaviors  Structuring  Mediative Questioning

6. Paralanguage  Nonverbal & Verbal Cues  Posture  Gesture  Inflection  Pitch  Volume  Rate of Speech  Language Choices  Breathing

7. Response Behaviors  Silence (wait longer than you think you need to)  Communicates respect  Results in positive effect on cognitive processing  Acknowledging (give verbal & nonverbal cues)  Communicates that ideas have been heard  Paraphrasing (stems)  Acknowledge & Clarify  Summarize & Organize  Shift Focus  Clarifying  Providing Data & Resources

8. Mediative Questioning  Intentionally designed to engage and transform thinking and perspective.  Questions must meet three criteria:  Invitational in intonation and form  Engage specific complex cognitive processes  Address content that is either external or internal to the other person. “It’s not the answers that enlighten us, but the questions.”

9. http://www.youtube.com/watch?v=FSIkjNaICsg  Look at the model for change in individuals, The Concerns-Based Adoption Model (C-Bam )  Examine the fundamentals of instructional coaching aligned with adult learners based on cognitive science and applying those to coaching teachers  Using coaching conversations to move teachers to the next level of use.

10. Open-Ended Statement “When you think about [innovation] what concerns do you have? Please be frank, Hall & Hord, p. 68

11. Bridging the Stages of Concern with Coaching

12. Comparison of SoC and LoU  “Stages of Concern (SoC) addresses the affective side of change – people’s reactions, feelings, perceptions, and attitudes.”  “Levels of Use (LoU) has to do with behaviors and portrays how people are acting with respect to specified change.” Hall & Hord, p. 81

13. Identifying Stages of Concern Stages of Concern Expressions of Concern Stage 6: Refocusing I have some ideas about something that would work even better. Stage 5: Collaboration I am concerned about relating what I am doing with what my co-workers are doing. Stage 4: Consequence How is my use affecting students? Stage 3: Management I seem to be spending all of my time getting materials ready. Stage 2: Personal How will using it affect me? Stage 1: Informational I would like to know more about it. Stage 0: Awareness I am not concerned about it. IMPACT TASK SELF Hall & Hord, p. 63

14. Interventions Stage 6, Refocusing Respect and encourage teacher interests Channel their ideas and energies; act on their concerns. Stage 5, Collaboration Provide opportunities to develop skills needed to work collaboratively Rearrange schedules so people can collaborate Stage 4, Consequence Provide positive feedback and needed support Provide opportunities for teachers to share knowledge and skills Stage 3, Management Answer specific “how to” questions Avoid considering future impact at this time Stage 2, Personal Address potential personal concerns directly Implement changes progressively over time Stage 1, Informational Provide clear and accurate information Relate changes to current practices Stage 0, Awareness Involve teachers in discussion and decisions Give permission not to know Hall, George, & Rutherford, 1986

15. 15 Level VI Renewal Level V Integration Level IVBRefinement Level IVA Routine Level IIIMechanical Use Level II Preparation Level I Orientation Level 0Non-use You must reach the refinement level to impact achievement! C-BAM Levels of Use This takes TIME for teachers to go through the process

16. Change Theory 16 forming storming norming performing

17. 17

18. Rewiring the Adult Brain  Read the article

19. Key Ideas: Adult Brains and Change 1.Coaches and leaders need to support teachers in doing their own thinking.  “Moments of Insight” 2.Each of us has a unique mental map. 3.Habits are hard-wired into our brain maps. 4.We perceive the world according to our wiring. 5.The neuroplasticity of our brains allows us to create new maps. 19

20. Key Ideas: Adult Brains and Change  Organizational transformation that considers cognitive science can guide us through “mindful change” – ones that decrease resistance.  Leaders need to create “moments of insight” for teachers and the staff they are responsible for. 20

21. AdvantagesDisadvantages  Interview can take place anywhere/anytime place anywhere/anytime (e.g., face-to-face, over (e.g., face-to-face, over the phone, e-mail) the phone, e-mail)  Facilitator shows interest and support of interest and support of what teacher is doing what teacher is doing  Accuracy

22. Talking Points Think about planning a professional development workshop in your school... How are the teachers’ concerns identified? How do the workshops match the concerns of the individuals?

23. Existing State Resources Desired State Mediating for Self-Directed Learning  Your_________and you want to be/  Because _______Have/feel_______ And you’re looking for a way to make that happen.

24. SEDL Video http://www.sedl.org/cbam/videos.cgi?movie=OLI

25. Three Key Questions  What does the innovation look like when it is in use?  What would I see in classrooms where it is used well (and not so well)?  What will teachers and students be doing when the innovation is in use? Hall & Hord, p. 49

26. LoU Branching Interview Are you using the innovation? Have you decided to use it and set a date to begin use? What kinds of changes are you making in your use of the innovation ? Are you currently looking for information about the innovation? II III IVA Are you coordinating your use of the innovation with others, including another not in your original group of users? Are you planning or exploring making major modifications or replacing the innovation? IVB VI V Hall & Hord, p. 89 No - LoU 0, I, II Yes – LoU III, IVA, IVB, V, VI Yes No – LoU O, I User-Oriented Nothing Unusual Impact-Oriented – LoU IVB, V, VI No – LoU IVB, VI Yes – LoU V No Yes No No

27. Change Facilitator Team “A key responsibility of all CF Team members is to continuously let the implementors know that the change/innovation is important, that their efforts to implement it are valued, and that there will be continuing backup and support.” Hall & Hord, p. 157

28. Change Facilitator Team Sanctioning Providing continued back up Providing resources Providing technical coaching Monitoring Following up

29. Talking Points Think about the role of the Change Facilitator Team in your district... Who are the change facilitators in your district? How do they function? What are their group dynamics?

30. Piano stairs video

31. References Hall, G. & George, A. (1999). The impact of principal Change Facilitator Style on school and classroom culture. In H. J. frei erg (Ed.), School climate: Measuring, improving, and sustaining healthy learning environments. Philadelphia, PA: Falmer Press. Hall, G., George, A., & Rutherford, W. (1979). Measuring Stages of Concern about the innovation: A manual for use of the SoC Questionnaire. Austin, TX: The University of TX at Austin, Research and Development Center for Teacher Education. Hall, G., Newlove, B., George, A., Rutherford, W., & Hord, S. (1991). Measuring change facilitator Stages of Concern: A manual for use of the CFSoC Questionnaire. Greeley, CO: University of Northern Colorado.

32. References Hall, G. & Hord, S. (2001). Implementing change: Patterns, principles, and potholes. Boston, MA: Allyn & Bacon. Hall, G. & Hord S. (1987). Change in schools: Facilitating the process. Albany, NY: SUNY Press. Hall, G. & Newlove, B. (1987). A manual for assessing open-ended statements of concern about an innovation. Austin, TX: University of TX at Austin, Research and Development Center for Teacher Education.

33. References Heck, S., Stiegelbauer, S., Hall, G., & Loucks, S. (1981). Measuring innovation configurations: Procedures and applications. Austin, TX: University of TX at Austin. Hord, S., Rutherford, W., Huling-Austin, L., & Hall, G. (1987). Taking charge of change. Alexandria, VA: ASCD. Loucks, S., Newlove, B., & Hall, G. (1975). Measuring levels of use of the innovation: A manual for trainers, interviewers, and raters. Austin, TX: University of TX at Austin, Research and Development Center for Teacher Education.