1. Mentoring and Coaching Creating a Culture of Inquiry
Who Own’s the Learning?
Mentoring and Coaching
Creating a Culture of Inquiry
Pomaria Primary School 2013
Chic Foote
Helix consulting

2. Possible Areas of Focus
Big Ideas in action
Inquiry to learn
Teacher’s role in learner led environments
Role and purpose of curriculum mapping in building a collective culture of inquiry

3. Guilding Questions
Where are we now?file://localhost/Users/Chic/Documents/chic doc/Schools/Pomaria copy/Mentoring/Notes day 1.docx
Where do we want to go?
How will we get there?
How will we know when we are there?
How can we keep it going?
Five Critical Questions (pg 8) Asking the Right Questions Edie L Holcomb (1996) Corwin

4. Today What’s on Top?. Key processes (Mapping & Learning as Inquiry)
What does it mean to be a professional? Our responsibility as teachers.
Charter/Protocols for Mentor group.
Reflection – What is quality reflection? How do we scaffold deep purposeful reflection with/for teachers? 
Role of the teacher in Learner led environments
Checking for the effectiveness of the current culture

5. Process Identify the purpose of the group and goals for year end
Review understanding of the roles expectations and behaviours as a coach / mentor
Examine Review outcomes to date - what is happening and where they would like to be? -- Expected outcomes
Establish group protocols
Plan time lines and strategies
Identify Action plan and indicators/checkpoints for each stage of the year
Confirm dates and align to identified process

6. The Pomaria Way
Speak up - if you're having an issue - speak to the right person
Team up - Get Connected - find the person or people that can support you.
Stand up - and ACT!  Make the change.
What does The Pomaria Way mean for the development of a coaching culture for learning as inquiry?

7. Our Goal is to.....? Create a collective culture of inquiring to learn
Where participants show they have confidence and capacity to take:
- Ownership
- Responsibility for their professional practice or learning

8. Moving from where we are to where we want to be........

9. Charter and Protocols Group Members Identified Actions needed Goals
Expected Outcomes
Strategies and Tasks
Guiding Principles
Based on Jan Robertson: the 3R’s for Coaching Learning Relationships

10. What are we seeking.......? What… How…… Intellectual independence
Creative thinking
Knowledge creation

11. The 3 R’s for Coaching (Robertson 1997)
Changing & Challenging requires
Reciprocity
Relationship
Reflect-on-reality
Relational trust
Reciprocity in the learning process
Reflection on the practice created

12. Essential Elements Skills
Responsibility and ownership for the process to be with the learner
Respect for knowledge that others bring to the learning process
Trust and continuity to build stable learning relationships
Listening
Reflective Questioning
Self Assessment
Goal Setting
Feedback

13. 3 R’s Reciprocity Relationship Reflect on Reality Expectations
Indicators
Mentor Role
Reciprocity
Relationship
Reflect on Reality
file://localhost/Users/Chic/Documents/chic doc/Schools/Pomaria copy/Mentoring/3 R’s - Table.docx

14. Building an Effective Coaching Culture
Ten Principles
An Effective Coach is:
Inquiry
Risk Taking & Challenge
Responsibility & Trust
Shared Learning
Support
Building Capacity
Quality, Innovation & Improvement
Critical Thinking & Awareness
Belief
Jan Robertson
Highly reflective
Skilled at recognising others strengths, abilities & beliefs
A Servant leader
Patient
Considers the Bus Question
Pete Hall & Alisa Simmeral: Building Teachers Capacity for Success
-A collaborative Approach for Coaches and School Leaders (ASCD 2008)

15. Refletive Practice

16. A Continuum of Self Reflection
Unaware stage
Conscious Stage
Action Stage
Refinement stage
Pete Hall & Alisa Simmeral: Building Teachers Capacity for Success-A collaborative Approach for Coaches and School Leaders (ASCD 2008

17. Reflective Practice

18. Reflective Practice Identify problematic situations
Observation and Analysis
Abstract Reconceptualisation
Active Experiementation
Enabling individuals to uncover or discover problems
Includes both Cognitive Aspects & Emotions/Feelings
Research. Detached perspective
Actively searching for new ideas and strategies
Use information from a wide variety of sources
Testing reconceptualisation behaviour and assumptions
Karen F Ostercamp. Robert B Kottcamp.. Reflective Practice for Educators. Corwin1993

19. Reflective Questions
Examine experiences through both actions and outcomes
Why did events take place as they did?
What ideas or feelings prompted my actions?
Did my actions correspond with my intentions?
Did my actions lead to the outcomes I intended?

20. Five States of Mind EFFICACY:
Knowing that one has the capacity to make a difference and being willing and able to do so.
FLEXIBILITY:
Knowing one has and can develop options to consider and being willing to acknowledge and demonstrate respect for empathy for diverse perspectives
CRAFTSMANSHIP:
Seeking precision, refinement and mastery. Striving for exactness of critical thought processes.
CONSCIOUSNESS:
Monitoring one's own values, intentions, thoughts and behaviors and their effects
INTERDEPENDENCE:
Contributing to a common good and using group resources to enhance personal effectiveness.
Costa & Garmston. Five States of Mind

21. Mediating for Self Directed Learning
Coaching Response Behaviours
Principles of Paraphrase
Attend fully
Listen with intentions to understand
Capture the essence of the message
Reflect the essence of voice, tone, and gestures
Make the paraphrase shorter than original statement
Paraphrase before asking a question
Use the pronoun ‘you’ instead of I
Acknowledge
Pause
Paraphrase
Probe/Clarify
Provide Data/Resources
Center for Cognitive Coaching Costa & Garmston

22. Precision in Langauge and Thinking
Non Specific Language
Probe with
Generalisations
All, everyone, never, forever, always
Rule words
should., must, necessary, can’t, have to,ought
Vague Verbs
prepare,make,vthink,vdo, feel, know, learn
Vague Nouns/Pronouns
Students, clients, women, they, people, parents
Comparisons (incomplete comparators)
better, larger, more profound, less useful
Everyone?, Forever? Never? Has there ever been a time?
What stops you?, Who made that rule? What would happen if you did?
Prepared specifically how?
Which administrators specifically?
Better than what?
Based on Richard Bandler, John Grindler, & Genie Z Laborde

23. Establishing a Culture of Inquiry
file://localhost/Users/Chic/Documents/chic doc/Inquiry/TM3_ - Inquiry.pptx

24. Scenario’s

25. Who Owns the Learning? Learner designed assignments and rubrics
Capacity for world wide authentic audience
Opportunity for intrinsic rewards
All students contribute to learning process of class and global learners
Critical skill is to learn how to learn
Learners research content beyond the teachers knowledge
More opportunities for mastery
Students rely on teacher and class for help
Opportunities for parents to see creative student work
Technology used as a transformational tool to change the culture of teaching and learning