Culturally Responsive Leadership: A Culturally Responsive Cognitive Coaching Approach

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Culturally Responsive Leadership: A Culturally Responsive Cognitive Coaching Approach. Elizabeth B. Kozleski January 6 & 7, 2010. The Agenda. Coaching is Part of a Learning, Improving Culturally Responsive System Culturally Responsive Leadership – Essential for 21 st Century - PowerPoint PPT Presentation

Text of Culturally Responsive Leadership: A Culturally Responsive Cognitive Coaching Approach

NIUSI-Leadscape Guide for Coaching Dialogues

Culturally Responsive Leadership: A Culturally Responsive Cognitive Coaching ApproachElizabeth B. KozleskiJanuary 6 & 7, 2010

1The AgendaCoaching is Part of a Learning, Improving Culturally Responsive SystemCulturally Responsive Leadership Essential for 21st CenturyResearch Foundations of Culturally Responsive CoachingBrass Tacks

http://www.niusileadscape.org/NIUSI-LeadScape is a comprehensive support system for helping school leaders transform practices to be inclusive of ALL students. The LeadScape platform connects professional learning and school improvement in a powerful, unified, system for change.

NIUSI-LeadScape supports inclusive schools with: a) ongoing, collaborative professional learning; b) tools to help educators plan universally designed, differentiated lessons so that ALL students can improve outcomes on assessments; c) topical briefs and professional learning modules to help develop culturally responsive practices to improve outcomes for ALL students; and d) accessible, comprehensible data displays to give school leaders just-in-time data for daily decision making.

In order to effectively manage these multiple levels of support, schools maintain records of universal screenings, academic and behavioral supports, and changes in student performance. NIUSI-LeadScape provides a platform for accessing these multiple sources of data in a consolidated location, with visual displays to contextualize the data within buildings and classrooms. By bringing these multiple data sources together, we give schools the ability to access both academic and behavioral progress monitoring for every student.

In addition, NIUSI-LeadScape member schools receive ongoing coaching support to help principals attend to the complex variables of school transformation using our unique Framework for Culturally Responsive Cognitive Coaching.

3Systemic ChangeCoaching is Part of a Learning, Improving Culturally Responsive System

Systemic Change Framework

5Practitioners

School

7

District

Coaching: An Integral Part of the School Improvement ProcessCoaching is a tool that is used in schools in a variety of ways in order to build capacity and continually improve practice. Its a way to mediate understandings and beliefs (ways of being) in order to influence daily activities and interactions (ways of doing). This is something thats often done with a technical focus by Literacy or Curriculum coaches. For school improvement, coaching is crucial to creating substantive change, because systemic change is complex and elusive. School improvement is a long-term, complex process, and ongoing reflection is an important activity for school leaders to be able to review progress, identify new areas of focus, and ensure that efforts are strategic and purposeful.

9Culturally Responsive Leadership: A 21st Century EssentialSchool leaders often engage in coaching in order to respond to a problem or react to a specific incident.

1Marzano, R. J., Walters, T. & McNulty, B.A. (2005). School Leadership that Works. Alexandria, VA: Association for Supervision and Curriculum Development.

These kinds of conversations are necessary to manage school operations, but they do not address the type of deep change necessary to transform school practices to be inclusive of all students. 1Why this kind of coaching?Weve found that traditional coaching models dont provide the kinds of frameworks and strategies needed to truly transform practice.11Culturally Responsive Leadership12Learning SciencesThird Space DialogueMulticultural ResearchCultural Historical Activity Theory

Foundations of our Coaching ApproachHow People Learn,Learning scientists concur:Deeper conceptual understanding comes from active participation in ones own learning(Sawyer, 2005)

Coaching = Mental models and scripts for guiding action and solving problems.The purpose of coaching is to provide new ways of thinking about practice so that the coachee responds in new ways to dilemmas of practice as they occur. Rather than simply a vehicle for solving problems with or FOR a coachee, NIUSI-LeadScape coaching begins with the understanding that the goal is to help change ingrained patterns of thinking in order to be able to approach problems of practice in new and more effective ways. This is a process of COGNITIVE RESTRUCTURING working together to develop new mental models and internal scripts to use when issues arise.

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PerceptionWhen we coach, we are working to change thinking patterns so that people respond differently when problems of practice arise. The coach works with the coachee to develop internal scripts that frame events and problems in new ways in order to change daily practices. NIUSI-LeadScape coaching for inclusive practices is not just coaching in the traditional sense of GIVING answers to problems, it involves teaching new ways of thinking, and creating mental models so that the coachee can see things differently in daily interactions. We are consciously working to CHANGE the way people respond to situations in their everyday practice.

16Culturally Responsive: ThirdSpace

CoachCoacheeThirdSpace

In addition to being cognitively based, NIUSI-LeadScape coaching is culturally responsive: It includes the acknowledgement of each persons unique frame of reference and a negotiated suspension of perspectives. This creates a ThirdSpace that allows both perspectives to integrate to form a new perspective together.

In order to be able to develop ThirdSpace, three main principles must be maintained: Respect, Reciprocity, and Responsiveness. We must Respect the identity of others recognize boundaries and allow differences to be accepted.We must practice Reciprocity by valuing each person in an interaction as equal with the understanding that one point of view need not dominate or exclude a diverse point of view there is no need to force an either-or choice. We must practice Responsiveness by integrating strengths of diverse identities to create greater and more inclusive options.

ThirdSpace focuses on creatively reframing into paradoxes the contradictions encountered as diverse cultures come into contact with each other. Rather than labeling perceptions as right or wrong, ThirdSpace promotes the holding of two or more divergent and even seemingly contradictory views in one mind at the same time WITHOUT forcing a choice between them.17Respect, Reciprocity, and ResponsivenessResponsiveness Integrate diverse strengths to create more inclusive optionsRespect the identity of others recognize boundaries and allow differences to be accepted.

Reciprocity Understanding that one point of view need not dominate or exclude diverse points of view.ThirdSpace

Dimensions of the Culturally Responsive MatrixFrom Understanding Cultural Contributions to Action for EquityLevels of knowledge construction (graphic) anchoring all the levels lots of speech time19Understanding Culture as a Variable

While traditional coaching allows the coachee to determine the desired outcome, the NIUSI-LeadScape coaching model explicitly targets the desired outcome of inclusive school practices. Strategies and planning tools help the coach to maintain focus on inclusive outcomes throughout the coaching process.20Understanding Culture as the Dynamic Ingredient in Human InteractionWhat people bringwith themWhats alreadythereThe work peopledo togetherCultural HistoriesThe Institutional CultureThe Culture We Create21This slide is a more detailed depiction of how we can think about the classroom as the most immediate site where teaching and learning occurs. Within this culturally responsive classroom, there are multiple levels of support that converge to support opportunities to learn for all students. If we more closely examine the classroom as the space where students have the potential to succeed or struggle as learners, there is also a convergence of cultures. Within a classroom, cultures of students and teachers come together with the culture of schooling that is already there, and a new and ever changing culture is created in the work that people do together. In order to broaden where we look for and how we think about students who are struggling as learners, we need to engage in dialogue about how culture is central to learning. Culture doesnt just shape what kids come to school being able to do, but also what teachers come to schools being able to do, what and how they teach, and how schools and systems assess student progress and make educational decisions.

Down to Brass Tacks: How To Do It!!Steps to:TechnicalContextualCriticalComponents of a Coaching ConversationIn any coaching relationship, you must :Engage the coachee in a dialogue about an issue of practice or an examination of a situation -- create an environment where your coachee feels comfortable and supported in talking about beliefs and issues; Work with your coachee to create that ThirdSpace through a suspension of perspective in order to integrate multiple perspectives; Help the coachee to develop insights based on the new, broadened perspective; Reframe the relevant situation from the new perspective; Work with the coachee to develop and practice scripts that will help to see things from this new perspective in the future;Set goals with the coachee for monitoring their own implementation of the new scripts to change the way they think.

23Coaching Discussion

Critical prompts guide the coachee to examine underlying beliefs and practices that maintain and sustain the status quo in power and privilege and the coachees role in that process. CriticalTechnical coaching conversations support coachees in solving specific and direct problems of p