Mentor coaching head teachers july 09

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Mentoring & Coaching Newly Appointed Head Teachers

‘Behind every successful person, there is one elementary truth: somewhere, somehow, someone cared about their growth and development .This person was their mentor’

Dr Beverley Kaye, Up is Not the Only Way, 1997

“Coaching is not about teaching the caterpillar how to fly, it’s about creating an opening for it to see the possibility.”

Paul Lefebvre, Leadership Coach

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Appreciate the role of mentor, coach, counsellor, trainer – What’s the difference? Understand the benefits of a mentor/coach approach for the Head Teacher, the New Head Teacher, both schools and SAC Outline the characteristics of an effective mentor/coach and conduct a self-analysis; Demonstrate skills using the mentoring and coaching process Understand and apply the skills of good mentoring and coaching: effective questioning; listening and giving feedback Appreciate different learning styles and their impact on the mentoring/coaching solution

Learning Outcomes

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Mentors in your life

Think of one or more important mentors in your life

What story or stories can you share about the relationship(s)?

“Every day, we wager the future of this country on our teachers. We are daily entrusting the dreams of our young people to those who teach them. Whether those dreams are delayed, denied, or fulfilled is ours to decide.”

No Dream DeniedWashington D.C. 2003

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What is aCompetency Model?

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They consist of clusters ofknowledge, skills, and personal

attributes that AFFECT an

individual’s ability to PERFORM.

Competencies

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Components of Competency

1. Skills• capabilities acquired through practice.

2. Knowledge• understanding acquired through learning.

3. Personal attributes• inherent characteristics which are brought to the job

4. Behaviours• The observable demonstration of some competency,skill, knowledge and personal

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Training? Coaching? Mentoring? Counselling?

Training – “The provision of opportunities for people to gain NEW knowledge and skills”

Coaching – “It is the support and guidance given to allow people to use their EXISTING knowledge and skills more effectively to improve performance”

Mentoring – “Mentoring is about helping people develop more effectively. It is a relationship designed to build confidence and help the learner take increasing initiative for his/her own development” Avoiding your “blistered fingers”

Counselling – “Counselling is a process where clients are helped in dealing with their personal and interpersonal conflicts by a third party therapist.”

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EXERCISE – Competent Head Teachers need Competent Mentor/Coaches

Group 1 – Create a Role Profile which uses the 4 “components of competency” to describe a successful Head Teacher.

Group 2 - Create a Role Profile which uses the 4 “components of competency” to describe a successful Mentor /Coach.

Resource

Teacher

Trusted Listener

Assessor

Problem SolverAdvocate

Facilitator

Coach

Collaborator

The Different Roles You May PlayThey need help in:

1.Avoiding Martyrdom

2.Obtaining resources

3.Classroom management strategies

4.Working with parents

5.Managing the school day

6.Functioning within the school district

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A Coaching Assessment – and step by step meeting model

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A Coaching Assessment – and step by step meeting model

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Five Critical Mentoring & Coaching Practices

• Maintaining & Enhancing Self-Esteem – Positive Language

• Active/Empathetic Listening – Listening & Questioning

• Describing Specific Behaviours and Impact – Negative & Positive

• Providing Recognition - Empowering

• Providing Feedback to Improve Performance – Creating Awareness & Ownership

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A Foundation Model – For you to follow

CharacterCharacter CompetenceCompetence

A person with high A person with high character exhibits integrity, character exhibits integrity, maturity and an Abundance maturity and an Abundance Mentality Mentality

A person with high A person with high competence has competence has knowledge and ability in a knowledge and ability in a given areagiven area

TrustworthinessTrustworthiness

TrustTrust

Being Truly Being Truly EffectiveEffective

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A Coaching Assessment – and step by step meeting model

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Agreeing How You Wish to Work Together

•RESPECT – Respecting and valuing each other’s contribution

•COMMUNICATION – Taking time to actively listen to each other

•TRUST – Being open, honest and approachable

•ATTITUDE – Being positive and focused

•SUPPORT – Showing compassion and sincerity

•DIVERSITY –Acknowledging the right to individual thought

“The mind is like a parachute ... It only works when it’s open”

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OPEN BLIND

HIDDEN UNKNOWNNot Known to Others

Known to Others

Known to Self Not Known to Self

JOHARI WINDOW

Interviewer

Bull in a china shopIdeal window

Turtle

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A Coaching Assessment – and step by step meeting model

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Creating an Environment which supports

Positive Behaviour

Beginning with YOU

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What does this say?

happinessisnowhere

happiness is now here

Positive v Negative Thinking

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Is your view of the world the only one?

What do you see?

What might they see?

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Are things always as they seem?

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The way an individual perceives, understands and interprets the surrounding

world

– a mental map

Paradigms

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“If you want small changes, work on your behaviour. If you want quantum leap changes work on your paradigms”

Stephen R.Covey- “The Seven Habits of Highly Effective People”

Changing YOUR Paradigm

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A Coaching Assessment – and step by step meeting model

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What about the session previously used on PDP about how we learn and the move from unconscious incompetence to unconscious competence

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ACTIVIST

Having an Experience

Reviewing the Experience

Concluding from the Experience

Planning the Next Stage

REFLECTOR

David Kolb’s Learning Cycle

THEORIST

PRAGMATIST

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VeryStrong

Strong Average

Low Very Low

15 - 20 12 - 14 7 – 11Ave 8.7

5 - 6 0 - 4

19 - 20 17 - 18 13 – 16Ave 13.9

10 - 12 0 - 9

18 - 20 15 - 17 12 – 14Ave 12.4

9 - 11 0 - 8

17 - 20 15 - 16 13 – 14Ave 13.5

10 - 12 0 - 9

10%10% 20%20% 40%40% 20%20% 10%10%

ActivistActivist

PragmatistPragmatist

ReflectorReflector

TheoristTheorist

Comparison against Teacher/Lecturer

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Levels of Listening

• Ignoring – Making no effort to listen

• Pretend Listening – Giving the appearance of listening

• Selective Listening – Hearing the bits that interest you

• Attentive Listening – Paying attention, focusing, comparing to personal experiences

• Empathetic Listening – Listening and responding with both heart and mind

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The Power The Power of Questionsof Questions

• Reflective – You seem unhappy about …?

• Open – Tell me about …? To what extent does …?

• Probing – Tell me more about …? Better in what way …?

• Link – You mentioned that …?

• Direct – When do you need this by …?

• Closed – Are you happy with the proposal?

• Silence

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A Coaching Assessment – and step by step meeting model

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The GROW Model of Coaching

Goal – Being specific about what you would like from the session

Reality – Making sure that the agreed GOAL is set in context

Options – Different people may require different approaches

Will – What level of commitment is required for the chosen option

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A Coaching Assessment – and step by step meeting model

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The Three Main Behaviours

Aggressive – Assertive – Submissive

Productive v Unproductive Behaviours

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Developing a Win – Win Relationship

The OK Corral

I’m OK

You’re OK

I’m OK

You’re not OK

I’m not OK

You’re OK

I’m not OK

You’re not OK

Win Win

Lose Win

Win Lose

Lose Lose

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The Thomas - Kilmann ModelDefining the conflict modes

Ass

erti

ven

ess

Co-operation

Collaborating

(High Assertive/High Coop)

(Low Assertive/High Coop)

Accommodating

Compromising

(Mid Assertive/Mid Coop)

Competing

(High Assertive/Low Coop)

(Low Assertive/Low Coop)

Avoiding

Avoidance (low coop, low assertiveness) Denial, under-responsiveness, shifting, semantic focus, postponement, – Advantage - takes out the heat of the moment– Disadvantage - conflict remains unresolved, may lead to larger outbreak

Competition (low coop, high assertiveness) Presumptive attribution, prescription– Advantage - increased creativity and enthusiasm– Disadvantage - violence, driving opponent underground

Compromise (moderate coop and assert)Reaching for a middle ground

– Advantage - often actually resolves the conflict– Disadvantage - may actually be bad policy or decision by not staying true to either set of goals

Accommodation (High coop, Low assert.) Appeasement, smoothing over – Advantage - often quickly leads to solution– Disadvantage - may, in the long run, be detrimental, denies the legitimacy of the claims of one of the participants

Collaboration (High coop, High assert.)–Use description, qualification, accept responsibility, initiating problem solving– Advantage - Achieves trusting relationships– Disadvantage - difficult and many are not trained to do it very well

The Thomas - Kilmann Model

Defining the conflict modes

Ass

erti

ven

ess

Co-operation

Collaborating

(High Assertive/High Coop)

(Low Assertive/High Coop)

Accommodating

Compromising

(Mid Assertive/Mid Coop)

Competing

(High Assertive/Low Coop)

(Low Assertive/Low Coop)

Avoiding

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Positive Feedback is Based on:Positive Feedback is Based on:

• Creating personal awareness of areas requiring development

• Ownership of the ongoing assessment to identify development needs

• Personal responsibility for the quality of the work being produced

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Five Levels of FeedbackFive Levels of Feedback

1. “You are useless”

2. “This report is useless”

3. “The content of your report was clear and concise, but the layout and presentation were too down-market for its target readership”

4. “How do you feel about the report?”

5. “What was the essential purpose of your report? To what extent do you think this draft achieves that? What are the other points you feel need emphasised? Who do you see as the target reader?

"Probably my best quality as a coach is that I ask a lot of challenging questions and let the person come up with the answer." Phil Dixon (Olympic Coach – Canada)

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Positive Feedback is Based on:Positive Feedback is Based on:

• Creating personal awareness of areas requiring development

• Ownership of the ongoing assessment to identify development needs

• Personal responsibility for the quality of the work being produced

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A Coaching Assessment – and step by step meeting model

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What we have What we have covered covered

… … Some Final Some Final ThoughtsThoughts

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Appreciate the role of Mentor, coach, counsellor, trainer – What’s the difference? Understand the benefits of a mentor/coach approach for the employee, the manager, the team and the organisation Outline the characteristics of an effective mentor/coach and conduct a self-analysis; Demonstrate skills using the mentoring and coaching process Understand and apply the skills of good mentoring and coaching: effective questioning; listening and giving feedback Appreciate different learning styles and their impact on the mentoring/coaching solution

Learning Outcomes

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““We who lived in concentration camps can remember the We who lived in concentration camps can remember the men who walked throughout the huts comforting others, men who walked throughout the huts comforting others, giving away their last piece of bread. They may have been giving away their last piece of bread. They may have been few in number, but they offer sufficient proof that everything few in number, but they offer sufficient proof that everything can be taken away from a man but one thing : the last of the can be taken away from a man but one thing : the last of the human freedoms human freedoms – to choose ones’ attitude in any given set – to choose ones’ attitude in any given set of circumstances, to choose ones own way”of circumstances, to choose ones own way”

Viktor Frankl – Man’s Search for Meaning Viktor Frankl – Man’s Search for Meaning

Attitude is everything – Who chooses yours?

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Closing Thought

Rich experience, you’ll have

Friends, you’ll make

Succeed, you will

GOOD LUCK !

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The Alpha – Beta Model

Performance Gap

(where the coach works)

Alpha Performance

Beta Performance

What we fear - redundancy(stick) pay award (carrot)

Targets (Moving) Goal

“.. if we constantly re-set our sights so that we never settle for what we have settled for in the past, if we learn and are supported to raise our standards – coached to become all that we can be, then performance is different.”

Sean Weaver – The Business Coaching Revolution