INTRODUCTION TO LEADERSHIP – COACHING IN AN EDUCATIONAL SETTING

NEW WAVE REVOLUTIONNeil Mason / Edite Frias Paula Aires / Mª Elisa Matos

Bill HybelsWillow Creek Association

leaders move people …

here

there

The Multiplier Effect / Liz Wiseman

p. 6

The Multiplier Effectp. 23 (extract 4)

The Multiplier Effect / Liz Wiseman

p. 6

What are the effects of MULTIPLIERS and DIMINISHERS?

I am always ready to learn, although I do not always like being taught.

Winston Churchill

Why doesn’t teacher training work?

page 4

ONew Wave Revolution – Inglês . página 5

PART 1 · Morning Session

Another reason why change doesn’t occur is the complexity of change of any sort at the individual level. Personal change is much more complicated than most people realize. Changing the way we teach requires us to change habits of behavior, and changing habits is not easy, as anyone who has tried to quit smoking, lose weight, stop spending, or increase exercising has realized. Loehr and Schwartz’s research (2003) on personal change gives us some insight into why we often find it difficult to change. The authors explain that even if we really want to change in some way, personal change only happens when we overcome our habitual way of living. Desire and willpower usually aren’t enough to make real change occur. Due to our habitual nature, we are naturally inclined to protect the status quo. James Flaherty, an expert in the broader field of coaching, makes the same observation about coaching: “people generally aren’t open to being coached because they already have a habitual way of accomplishing something with all the resultant components of that process, both physical and mental’’ (1999, p. 61).

Change is difficult because change requires us to change our habits and create new routines. If teachers are emotionally fatigued by the pressing immediacy of their professional life, overwhelmed by innovation overload, is it any surprise if they are not quick to pick up a practice and make it a routine in the classroom? Yet teachers need to keep trying to learn and implement better instructional practices if schools are going to get better at reaching all students. Instructional coaching represents one efficient method to help teachers learn better ways to teach their students.

Jim Knight, Instructional Coaching, Corwin/Learning forward, 2007, chapter one, pp. 4-5

QUESTIONS FOR DISCUSSION

• What are the reasons the author gives for traditional professional development not being fully effective?

• What do you think about his observations? Do you agree? Do you disagree? What are your own ideas?

• What does he mean by “initiative overload”?

• Why do people find it difficult to change?

• What do you think of his conclusion in the last two lines?

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O New Wave Revolution – Inglês . página 4

PART 1 · Morning Session

1. Why does Teacher Training tend not to work? What can we do about it?

Read this extract from the book by Jim Knight.

So why doesn’t traditional professional development work?

There are many reasons why traditional professional development fails. First, all teachers face what Michael Fullan and Andy Hargreaves (1996) have referred to as a “pressing immediacy.” “There are always things to be done, decisions to be made. Children’s needs to be met, not just every day, but every minute, every second” (p. 65). In a typical day, teachers have stacks of papers that need to be graded, parents who need to be called, lesson plans that need to be developed, reports that need to be completed, meetings that need to be attended, and so on. On top of that, they must complete all of these tasks while working on a job that requires a great deal of emotional fortitude. The result is that even if teachers want to implement some new program, they may not have the energy necessary to put it into practice.

But let’s say a teacher does have an astonishing abundance of energy and the emotional resilience necessary to learn new things in the middle of his or her busy days. A second common barrier to implementing new programs is the sheer number of competing interventions in a district. With districts desperate to reach AYP [Adequate Yearly Progress] many leaders have decided that more is better, even if more is just more strategies without any kind of realistic implementation plan. The tendency of some districts to offer more and more new practices, without developing effective supports for those practices, reminds me of an old joke by Woody Allen. Two women are talking about the food in their retirement home. One turns to the other and says, “The food here is terrible.’’ The other nods in agreement, frowns, and says. “Oh yes, and the portions are so small.” Like the women in the joke, many teachers face a menu of too much training, too poorly delivered. They are expected to implement Assessment for Learning, Understanding by Design, Differentiated Instruction, Dimensions of Learning, Positive Behavior Supports, Content Enhancement, and Learning Strategies Instruction all at once, usually with very little support. Each of these interventions properly supported could make a difference in students’ lives. But when intervention upon intervention is served up with no attention to implementation planning, teachers begin to feel overwhelmed. Eric Abrahamson has rightly referred to this phenomenon as “initiative overload,” “the tendency of organizations to launch more change initiatives than anyone could reasonably handle.’’ (2004). When faced with “initiative overload” Abrahamson says, “people… begin to duck and take cover whenever they see a new wave of initiatives coming’’ (p. 3).

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ONew Wave Revolution – Inglês . página 5

PART 1 · Morning Session

Another reason why change doesn’t occur is the complexity of change of any sort at the individual level. Personal change is much more complicated than most people realize. Changing the way we teach requires us to change habits of behavior, and changing habits is not easy, as anyone who has tried to quit smoking, lose weight, stop spending, or increase exercising has realized. Loehr and Schwartz’s research (2003) on personal change gives us some insight into why we often find it difficult to change. The authors explain that even if we really want to change in some way, personal change only happens when we overcome our habitual way of living. Desire and willpower usually aren’t enough to make real change occur. Due to our habitual nature, we are naturally inclined to protect the status quo. James Flaherty, an expert in the broader field of coaching, makes the same observation about coaching: “people generally aren’t open to being coached because they already have a habitual way of accomplishing something with all the resultant components of that process, both physical and mental’’ (1999, p. 61).

Change is difficult because change requires us to change our habits and create new routines. If teachers are emotionally fatigued by the pressing immediacy of their professional life, overwhelmed by innovation overload, is it any surprise if they are not quick to pick up a practice and make it a routine in the classroom? Yet teachers need to keep trying to learn and implement better instructional practices if schools are going to get better at reaching all students. Instructional coaching represents one efficient method to help teachers learn better ways to teach their students.

Jim Knight, Instructional Coaching, Corwin/Learning forward, 2007, chapter one, pp. 4-5

QUESTIONS FOR DISCUSSION

• What are the reasons the author gives for traditional professional development not being fully effective?

• What do you think about his observations? Do you agree? Do you disagree? What are your own ideas?

• What does he mean by “initiative overload”?

• Why do people find it difficult to change?

• What do you think of his conclusion in the last two lines?

NWRMFCR_20144792_F01_02.indd 5 11/25/14 3:15 PM

page 5

“My dear, here we must run as fast “as we can, just to stay in place. “And if you wish to go anywhere “you must run twice as fast as that.”

p. 6

Mindsetsp. 20, 21 (extract 2)

“To improve is to change; to be perfect is to change often.”

Winston Churchill

p. 6

Introductionto COACHING?

directive non-directive

mentoring coaching

coaching

mentoring councelling

p. 6

An example from a SchoolMyton School

Leadership / Coaching in SchoolsExample : University of East London

p. 6

A MODEL

G.R.O.W.goal realityoptions way forward

“Would  you  tell  me,  please,  which  way  I  ought  to  go  from  here?”  

“That  depends  a  good  deal  on  where  you  want  to  get  to,”  said  the  Cat.  

“I  don't  much  care  where–” said  Alice.

“Would'you'tell'me,'please,'which'way'I'ought'to'go'from'here?”'

“That'depends'a'good'deal'on'where'you'want'to'get'to,”'said'the'Cat.'

“I'don't'much'care'where–” said'Alice.

“Then  it  doesn't  matter  which  way  you  go,”  said  the  Cat.  

“–  so  long  as  I  get  somewhere,”  Alice  added  as  an  explanation.  

“Oh,  you’re  sure  to  do  that,”  said  the  Cat,  “if  you  only  walk  long    enough.”

“Then'it'doesn't'matter'which'way'you'go,”'said'the'Cat.'

“–'so'long'as'I'get'somewhere,”'Alice'added'as'an'explanation.'

“Oh,'you’re'sure'to'do'that,”'said'the'Cat,'“if'you'only'walk'long''enough.”

In what way is this model similar or different to Alice’s conversation with the Cheshire Cat?

language coaching p. 27, 28 (extract 7)

How could coaching ideas apply to language teaching?

Introduction to Emotional Intelligence

PART 2

· self-awareness · self-management · empathy · skilled relationship

“I warn you, child... if I lose my temper, “you lose your head! Understand?”

The Singular Secret For A Leader’s Success:

Self-Awareness

Jack Zengerwww.forbes.com

The National Advisory Council of a prestigious west coast business school was asked what single quality they thought would be most valuable for their graduates to acquire as they graduated.

The answer was self-awareness.

Self-Awareness Quizp. 24, 25

Wheel of Life identifying goals

3. ________________4. ________________

2. ________________5. ________________

1. ________________

5. ________________ 3. ________________

1

2

3

4

5

6

7

8

9

10

3. ________________4. ________________

2. ________________5. ________________

1. ________________

5. ________________ 3. ________________

1

2

3

4

5

6

7

8

9

10

JohariWindow

O New Wave Revolution – Inglês . página 16

PART 2 · Afternoon Session

b. Johari Window

Follow the instructions you are given in order to complete the Johari Window exercise.

1

3

2

4

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open blind

hidden unknown

able extroverted accepting friendly adaptable giving bold happy brave helpful calm idealistic caring independent

cheerful ingenious clever intelligent complex introverted confident kind dependable knowledgeable dignified logical energetic loving

mature self-assertive modest self-conscious nervous sensible observant sentimental organised shy patient silly powerful smart

proud spontaneous quiet sympathetic reflective tense relaxed trustworthy religious warm responsive wise searching witty

Key Conceptsleadershiphere to therepersonal and professional developmentmindsetmultipliers / diminishers

Key Conceptsemotional intelligence

self-awarenesswheel of lifejohari window

coaching

What is the “take-away” for YOU personally?

Of all we talked about today

OBRIGADO.nwr9.formacao@gmail.com email da equipa